朗读最起码的要求是读得正确,也就是要读音正确,不重复字音,不丢漏不添加字词,不读破词和句子。从普通话的角度来要求读准字音,在我们这地区是比较困难的,学生在朗读时会不知不觉地用方言认读。我们要从学生的实际接受能力出发,在不影响正常朗读的情况下,给予必要的正音。学生朗读时丢漏或添加字词,多半是注意力不够集中,只照着句子的意思顺下去,自己感到很通顺,掉了字加了字也不知道。如学生读“东郭先生大吃一惊,想把猎人叫回来,可是猎人早已走远了。”“早已走远了”读成“已经走远了”,掉了“早”,加了“经”,语句通顺,不对照课文感觉不出来。教师发现这种情况,可请他把这句话再读一遍;如果还读不对,请他先看一遍然后再读。也有学生连续几次读不正确的,可叫他一个一个字认读,这时候就能发现毛病所在了。假如学生一读错,老师就告诉他掉了什么字,加了什么字,那对培养儿童的注意力没有什么好处,因为他是漫不经心地 Read the minimum requirements are read correctly, that is, to read the pronunciation is correct, do not repeat pronunciation, do not leak do not add words, do not read the words and sentences. It is more difficult in our area to require quasi-phonetic pronunciation from a Putonghua point of view. Students will unconsciously read in dialects while reading aloud. We must proceed from the students' actual acceptability and give the necessary positive remarks without affecting the normal reading. Lost or added words when students read aloud, most of the attention is not focused, only according to the meaning of the sentence Shun go, I feel very smooth, word out words do not know. Such as students read “Mr. Dong Guo was surprised, want to call back the hunter, but the hunter has long gone.” “Already gone” read as “gone”, lost “early”, added “by”, the sentence Fluent, not control the text can not feel it. If the teacher discovers such a situation, ask him to read the sentence again; if it is not read correctly, ask him to read it again and then read it again. There are also several times students do not read correctly, you can read him one by one to read, this time you can find the fault lies. If the student reads the wrong word, the teacher will tell him what the word is missing and what word is added, which is not good for cultivating children's attention because he carelessly