The Current Situation And Strategy Research Of Teaching For Reading Aloud Emotionally In Primary School Language

"Reading texts with emotion" is an important teaching goal for each school segment stipulated in the "Compulsory Education Chinese Curriculum Standards(2011 Edition)".There are three reasons why reading aloud emotionally is so valued:First,reading aloud emotionally emphasizes that students' own emotions should be included in the reading,which is intended to reflect the students' dominant position in Chinese learning.This happens to coincide with the individualized thoughts of reading teaching.Second,the generation of emotion comes from students' existing cognition and the response of external stimuli.Students' ability to read aloud with emotion means that students'cognitive structure has changed,and the change of cognitive structure is the premise of students' Chinese learning.Thirdly,reading aloud is the main channel of transforming written language into spoken language.Reading aloud emotionally requires students to add their own feelings and understanding in the process of transformation,which is of great value for improving students' language literacy.However,through a large number of lectures during the internship,the author found that the teaching for reading aloud emotionally in First-line Chinese class did not play its due value,which was mainly manifested in three aspects:First,there is a phenomenon that "emotion" is ignored in the teaching for reading aloud emotionally,such as:overemphasis on "explanation" and "asking";students have less time to read aloud emotionally;reading instructions remain only correct and fluent.Secondly,there is a tendency of formalism in the teaching for reading aloud emotionally.For example:the teaching objective of reading aloud emotionally is wrongly defined as "reading for reading's sake";ignore students' feelings and understanding of reading aloud emotionally;too much emphasis is placed on the reading technique in reading aloud emotionally.Thirdly,the teaching for reading aloud emotionally is not scientific enough,which is manifested in the following aspects:the teaching method of reading aloud emotionally does not match the text type;the implementation process of teaching for reading aloud emotionally is not flexible enough;and the evaluation of students' performance of reading aloud emotionally is not effective enough.To solve above problems,the author through the consult massive literature and combined with teaching practice in what you hear,and interviews with teachers,from Chinese class,teachers and school,these three aspects,to discuss the deep-seated reasons for the current situation of teaching for reading aloud emotionally,thus laying a foundation for problem solving methods are put forward to.From the perspective of the Chinese class,the teaching for reading aloud emotionally runs counter to the exam-oriented education.The existing texts of textbooks are difficult to arouse the emotional resonance of students.Reading aloud emotionally lacks actual symbolic representation.In terms of teachers,teachers lack correct understanding of reading aloud emotionally and teaching,lack of full grasp of the teaching process of reading aloud emotionally,and lack of professional teaching ability of reading aloud emotionally.From the perspective of the school,the school lacks the requirement for teachers' teaching ability of reading aloud emotionally,the school lacks the training for teachers teaching for reading aloud emotionally,and the school lacks the evaluation of the teachers teaching quality of reading aloud emotionally.Although there are many problems in the teaching for reading aloud emotionally,some famous teachers have made a good attempt in the teaching for reading aloud emotionally.In combination with the official textbook and some excellent teachers'teaching examples,the author firstly sorts out all the text types in the official textbook according to the thought of text classification teaching,and divides them into three grades:very suitable,more suitable and less suitable.Secondly,the author expounds how to select the emphases of teaching for reading aloud emotionally and the appropriate teaching methods and matters needing attention according to the different characteristics of different text types.In order to scientifically and effectively implement the teaching for reading aloud emotionally,teachers should be flexible.Teachers need to dig deeper into the content of texts,diversify reading aloud emotionally situations,and form a certain teaching wit for reading aloud emotionally.Finally,To scientifically and effectively implement the teaching for reading aloud emotionally also requires teachers to be able to scientifically and effectively evaluate the performance of students reading aloud emotionally,which requires that the evaluation should do the following aspects:first,the evaluation should focus on the process of reading aloud emotionally;second,the evaluation should focus on the individual differences of students;third,the evaluation should be inclined to appreciate and encourage;fourth,the language of evaluation should be more colorful;fifth,the forms of evaluation should be more diversified;sixth,the subject of evaluation should be more diversified.