所谓“角色朗读”,就是针对课文中出现的人物的讲话、对话,让学生根据不同人物的身份逼真地模仿他们去“讲”、去“对”;有的课文则让学生在重点揣摩、体会写作背景及作者思想感情的前提下,掌握语调,绘声绘色,抑扬顿挫地朗读;有的课文本身就是戏剧文学,则可让学生分角色朗读。总之,教师可由不同课文组织学生进行角色朗读活动。实践证明,课堂中学生的角色朗读是有一定效果的。 一、它能体现中师语文能力训练体系的特点 由于中师本身的特殊性,考虑培养师范生目标的实际,我们认为中师语文能力训练体系的特点应为“读是基础,说为重点,教为目的”。现行教材中,其学练重 The so-called “role reading” is aimed at the speeches and dialogues of the characters appearing in the text, allowing students to realistically imitate them to “speak” and “pair” according to the identity of different characters; some texts allow students to focus on trying to understand and understand. Under the premise of writing background and the author’s thoughts and feelings, mastering intonation, vocabulary, and confession can be read fluently; some texts are drama literature, which allows students to read in roles. In short, teachers can use different texts to organize students to perform role reading activities. Practice has proved that the role of students in the classroom reading has a certain effect. First, it can reflect the characteristics of the Chinese language ability training system in the middle school. Due to the special nature of the division, considering the cultivation of the objectives of normal students, we believe that the characteristics of the Chinese language ability training system should be “Reading is the basis, and that is the focus. For the purpose of teaching.” In the current teaching materials, their training