The Chinese curriculum standard points out: "Students should fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading and be influenced by emotions in reading." Reading aloud is the most important feature of Chinese. It is an indispensable link in Chinese teaching. Reading aloud is to read articles with emotion in clear and loud standard Mandarin, and it is an activity to transform written language into audio language. Since ancient times, people have attached great importance to the application of reading aloud in learning and teaching. It is a well-known saying that you can recite 300 poems if you can't write Tang poems. In the Tang Dynasty, Bai Juyi had a long history of studying, and even "his mouth became sore" before he achieved great success. Zhu, an educator and writer in the Southern Song Dynasty, also said: "After reading a book a hundred times, you will know its meaning." That is to say, the book is well read, and it makes sense to know its meaning without explanation. The role of Chinese reading in teaching has long been proved by our ancestors. Without reading, students will not be familiar with, understand and feel the text.

As a primary school Chinese teacher, although I have only a few years of teaching practice, I deeply understand that the purpose of primary school Chinese teaching is to guide students to correctly understand and use the language of the motherland, so that students can have preliminary listening, speaking, reading and writing skills, and reading aloud has always been the most commonly used method in primary school Chinese teaching. It can be seen that reading aloud plays a very important role in Chinese teaching in primary schools. I found that at present, the reading level of primary school students is low, and singing and reading are more common. In class, teachers also give guidance in many aspects, but most students still can't read well. The author believes that the reason is that the teacher's guidance on reading is too simplistic and the grasp of the text lacks integrity. So how can we base ourselves on the whole, lead students to face the context directly, and effectively guide students to read aloud with emotion? The author has been engaged in teaching Chinese and Putonghua for a long time, and has made some explorations on how to teach students skills and improve reading effect, and achieved some results. Here, based on my own reading teaching practice, I talk about how to guide students to carry out effective reading training in class:

First, Fan Reading Comprehension, Imitation Introduction

Pupils are imitative and easily excited and excited. In teaching, I use colorful model reading to guide the way, so that students can simulate entering the country and make a * * * sound with the author's mood. For example, when I was teaching Praise, the badger praised the hedgehog and said, "Your apples are delicious. I have never seen such a good apple! " I was instructed by reading the model first and then asking, "Do you smell apples, children?" The children said, "I smell it." "Yes, the teacher just let everyone smell the apple. It seems that reading is really good! Can you read like me? Can the teacher smell the apple, too? " Under the teacher's inspiration and demonstration, children can compete to practice. The atmosphere reached a climax at once.

Second, read the tone and highlight the stress.

There are many vivid and interesting stories in the lower grades, which generally include dialogues and psychological narration of characters. However, it is these dialogues and narratives that can well reflect the characteristics of the characters. So I grasp these dialogues and psychological descriptions in teaching to guide students to read aloud. For example, in the class of Sweet and Sour, I asked students to analyze the personality characteristics of the characters first. The fox said that the grapes are sour because of its selfish mentality that it can't eat them and doesn't want others to eat them. The credulity of rabbits and squirrels makes them not want to try at all, and the monkey's activity, intelligence and cleverness are vividly reflected in the words "can't wait". In this way, it is much more vivid and easier for children to read and interpret according to the characteristics of characters.

Third, grasp the speed and tone.

When reading aloud, the speed and intonation directly affect the expression of feelings. Students can read the text at an appropriate speed, which shows that they have a certain depth of understanding of the text. Generally speaking, when you are happy, use high notes; When you are sad, use a low tone to describe the intense scene faster; Natural narration is slow. In teaching, I will flexibly guide students to master the speed and intonation, so as to achieve the purpose of reading the text with emotion.

Fourth, the form is flexible and guides reading aloud.

In guiding reading, I often use various forms of reading, such as individual reading, group reading, boys reading, girls reading, competition reading, role reading and so on. Students are required to read carefully, read their feelings, taste their charm, and evaluate them in time after reading, so that students can learn from each other's strengths and then imitate reading, thus improving their reading level. When I teach From Now on, I will adopt the form of performance reading. Students will play the role of lion king, cute monkey, owl kangaroo and so on. Students will also cooperate with their own appropriate actions, full of interest, and the reading effect can easily achieve the effect I pursue.

Nowadays, students-centered reading is emphasized in the classroom, but it is impossible to read the text well without mastering certain reading skills. Guide students to correctly understand and use the language of the motherland, enrich language accumulation, cultivate language sense and develop thinking, which requires Chinese teachers to pay special attention to guiding students' reading ability in teaching. It can be seen that cultivating students' love and ability to read is a fulcrum and focus of Chinese teaching. Every literary work records the author's way of thinking, thoughts and feelings and spiritual temperament. Only by arousing students' emotions and the author's emotions can we keenly capture the subtle interest in the article, understand the rich emotions contained in the article, and then fully grasp the ideological content of the article, which is the highest realm of reading activities.