让语文课的朗读更有语文味

Analysis of Chinese Reading with the Unique Flavor

朗读是语文教学的一种策略和手段,然而在教学实践中,经常会忽略了朗读的语文味,出现用音像制品代替师生的朗读,用"合作""探讨"代替朗读,用优秀学生的朗读代替学生学习的朗读等现象。在朗读教学中,教师可以通过改读理解文本,通过添读体验情感,通过漏读思考细节,通过品读感悟内涵,通过补读答疑解惑,通过配读情镜相融,从而引发学生的深入思考,更好地体现朗读教学的语文味。

Reading is a strategy and means of Chinese teaching, yet in practice teachers often ignore the flavor of Chinese in reading such as audio and video products replacing teacher and student reading, cooperation and discussion replacing reading, and good students＇ reading replacing other students＇ reading. In order to arouse students＇ deep thinking and to better embody the Chinese flavor in reading, teachers may compare the changed text to help students understand the meaning of the text, add some words and expressions to experience different emotions, omit some key words to help them think about some details, savor excellent contents to perceive connotation, replenish necessary contents to overcome difficulties, and use music, actions and facial expressions to help them understand situations and contexts.