语文课堂朗读教学的现状、成因及对策

Current Situation,Causes and Countermeasures of Chinese Reading Aloud Teaching

在课堂教学中,"有感情地朗读"之所以演变成了矫揉造作的"朗读腔",主要原因在于朗读教学活动的表演化,表演活动的话剧化、程式化,以及在这一系列活动中的自我角色失调。为此,我们需要重新考虑朗读教学问题:将一般朗读活动与表演性的朗读活动区别开来;把握朗读活动兼有语言输入与语言输出、横跨读写两个领域的特性,区分朗读活动的语用情境;基于准确性、流利性和速度这三个方面展开朗读评价;进一步细化朗读活动的水平层次和具体评价指标。

The reasons why ＂affective reading＂ is evolved into ＂Lang du Qiang＂ are that reading-aloud teaching activities are like performances, and the performances are histrionic and stylized, and self-role disorders in the series of activities. So we need to reconsider the issue of teaching reading aloud. General reading activities and performative reading activities should be separated; the pragmatic situations of reading activities should be distinguished based on the characteristics of reading activities-both language input and output; both reading and writing. We should evaluate reading aloud in the aspects of accuracy, fluency and speed; and further refine the level of hierarchy and specific standards of reading activities.