《语文课程标准》要求小学低年级学生诵读儿歌、童谣和浅近的古诗,积累自己喜欢的成语和格言警句,背诵优秀诗文。但教学中我们发现,单纯的背诵记忆效果不佳,学生诵读的兴趣也难以保持。“听说起步、阅读识字”小学低年级双重点语文课程改革中,我们通过多元评价来促进学生诵读,有效地激发了学生的诵读兴趣。主要采用以下措施:一、以鼓励为主的即时评价。低年段孩子注意力持续时间短,除诵读内容要简短,还要注意见缝插针,辅以鼓 “Chinese Curriculum Standard” requires primary school students to read children’s songs, nursery rhymes and shallow ancient poetry, accumulate their favorite idiom and aphorism, recite excellent poetry. However, we found in teaching that memorizing memorization is not good and the students’ interest in reading can not be maintained. Listening begins and reading literate "In the reform of the lower-order dual-level language curriculum in primary schools, we encouraged students to read through multiple assessments and effectively aroused students’ interest in reading. Mainly adopt the following measures: First, to encourage the immediate evaluation. Low-level children’s attention for a short duration, in addition to reading content should be brief, but also pay attention to see the pin, supplemented by drums