朗读,历来被视为语文课堂教学的重要手段。它是多种感官参与的、以声释意的活动,是语文教学中最常见的练习形式。但在日常教学中,常发现很多学生在课堂上只是一遍又一遍机械地读,却读不出课文人物或作者的感情色彩。教师往往也缺乏指导学生的有效方法,对学生朗读的指导普遍表现出空泛和缺乏实效性的特点。这样的“读”和指导反倒成了制约朗读教学的瓶颈。那么我们究竟该从哪些方面来加强我们的朗读教学,提高朗读指导的实效? Reading aloud has always been regarded as an important means of Chinese classroom teaching. It is a variety of sensory involvement, interpretation activities, is the most common form of language teaching practice. However, in daily teaching, it is often found that many students read mechanically only in the classroom over and over again, yet can not read the emotions of the characters or authors of the texts. Teachers also often lack of effective ways to guide students, and their guidance to students is generally characterized by vagueness and lack of effectiveness. Such “reading ” and guidance has become the bottleneck restricting reading teaching. So from what point should we strengthen our reading teaching and improve the effectiveness of reading instruction?