What is the role of reading aloud in developing students language literacy?

For the purpose of improving language literacy, the key is to train students to learn to read aloud and have a positive attitude to improve language literacy. So how can we increase students' positive awareness? The ancients read books and emphasized "oral recitation of the heart".

Chanting is not only about the pronunciation of "mouth", but also involves a wealth of mental and emotional activities. The process of teachers instructing students to read aloud is the process of allowing students to understand and taste the language. For example, "The Story of Being a Man" allows students to understand the importance of civilization and educates them.

In this way, when students think, they will naturally judge things in relation to their own life experiences. At this time, teachers can organically infiltrate ideological education and receive the overall benefits of "teaching and educating people." In the process, we have been able to teach and educate people, and at the same time, it is also a positive impact on students.

Therefore, it is important to improve students' language literacy through reading aloud.

Reading aloud is conducive to the comprehension of the text Reading aloud can cultivate students' sense of language, expand students' thinking, trigger students' emotions, and exercise students' language expression ability, which is an important part of the cultivation of Chinese subject literacy. Mr. Ye Shengtao said: "Read more works, train more sense of language, and you will definitely control words."

Therefore, to let.

Reading aloud is good for writing When Mr. Lao She created "Dragon Whisker Valley", he claimed that the vivid language of many characters in the work was "written aloud, in order to bring the language to life". Reading aloud is the transformation of written language.

Reading aloud is conducive to cultivating interest in learning language In the process of reading aloud, students should not only come into contact with the text, but also communicate with the text.

In class, he can evaluate each student's reading of the texts clearly, accurately and in place, and Mr. Sun is really at ease. He was able to do this not only because he improvised well in class, but also because he put a lot of effort into it before class, and because of his profound cultural heritage. Being able to evaluate the students' reading aloud so appropriately, one can imagine how well he interprets the text.

At the beginning of the class, Mr. Sun emphasized that "at the beginning of the reading question, you must read well in a standardized manner!" This shows that he attaches great importance to the quality of the texts he reads. However, he did not criticize students who did not read well, but patiently guided them and asked them to try another thing.

In this way, the student is asked to try out the text over and over again until he finds it "tasteful enough". This emphasis on the teaching of reading aloud and the meticulousness of the teaching of reading aloud put forward higher requirements for the intrinsic quality of our Chinese teachers, which is also the basis for us to effectively guide students to read aloud. Chinese teachers should read the text carefully, pay attention to reading aloud, and practice excellent basic skills in reading aloud, so that they can organize students to perceive the language in a targeted manner and feel the beauty of the text.

Therefore, teachers engaged in Chinese teaching must not neglect the training of their own reading skills and techniques, because reading aloud is a necessary basic skill for Chinese teachers and an important guarantee for good Chinese classes.

Let him read the text every morning, read it aloud, read it with feelings, and maybe he can memorize it after half a month.

For primary school students, the understanding of the article comes from the reading of the article again and again. , you can understand the article as you read it. Therefore, we must strengthen students' ability to read aloud.

In general, students in the lower grades are asked to clear new words and understand words that they do not understand. For senior students, you can first understand the background of writing. The teacher can start by demonstrating reading aloud.

Students follow along.