随着语文新课标倡导阅读教学要重视“诵读”,大量宜于中学生朗读的名篇佳作走进教材,校园里琅琅书声不绝于耳,语文课堂由“讲堂”变为了“读堂”;观摩课更是一读再读三读,师生共读、配乐读、轮流读,各种读法热闹非凡。然而在一片喊“读”、在“读”声中,我们也不无遗憾地看到,许多朗读教学实践活动或停留在对朗读语音、语调、语气、节奏等朗读技巧的研究上,或停留在关注朗读材料、时间、次数的多寡上,过分强调“读了”和读得“多”。而对朗读的对象——文本的关注相对较少。于是,学生的普通话水平上去了,课堂气氛活跃了,对文本的理解力、感悟力、创造力却在逐步退化,以致出现了读得出美声却讲不出美情、写不出美文的怪事。 With the introduction of the new curriculum standard in Chinese reading teaching, attention should be paid to “reading”, a large number of famous books that are suitable for reading by middle school students come into the teaching materials. There are numerous books on campus. The Chinese class is changed from “lecture hall” to “reading hall” More reading is read the third reading, teacher and student reading, music reading, take turns reading, all kinds of reading lawn crowded. However, in a shout “reading” and “reading” sound, we also see with regret that many reading aloud practice activities or stay in the study of reading aloud, intonation, tone, rhythm and other reading skills, or stay Concerned about reading materials, time, number of times, overemphasize “read” and read “more.” The object of reading - the text of the attention is relatively small. As a result, the students' Mandarin level went up, and the class atmosphere became active. The understanding, perception and creativity of the text gradually degenerated, resulting in the emergence of a weird .