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新课程实施以来,“以读为本”的新课程理念逐步深入课堂,但是还有相当一部分教师往往只是从技能技巧层面上进行指导,或是引导学生像“小和尚”念经般重复、机械地读,难以实现《义务教育语文课程标准》所要求、倡导的“在读书中有所感悟,在读书中培养语感,在读书中受到情感的熏陶”。那么,怎样的朗读指导才是有效的呢?笔者联系自己的教学实践谈一些看法。一、巧妙点拨,分层指导阅读,是学生、文本、编者、教师之间的对话过程。朗读是学生与文本对话的主要形式。教师指导学生朗读,要让学生领会文章
Since the implementation of the new curriculum, the new curriculum concept of “reading as the base” has gradually gone into the classroom. However, quite a few teachers tend to direct the students only from the skill level or guide the students like “monk” Repeated, mechanical reading, it is difficult to achieve “Compulsory Education Curriculum Standards” required, advocated “Some insights in reading, cultivating language sense in reading, affection in reading”. So, what kind of reading guide is effective? I talk about some of their own teaching practice views. First, clever point, hierarchical guidance to read, is a student, text, editor, teacher dialogue process. Reading is the main form of dialogue between students and texts. Teachers guide students to read, let students understand the article