自新课改实施以来,“以读为本”的口号倡导已久,可审视现今的小学语文课堂,不免发现朗读教学仍不可避免地存在匆匆过场、草案收场的现象。那么,在教学实践中,如何读好“朗读”这本书,让学生因扎实的朗读而“灵秀”起来?让课堂因有效的朗读而“灵动”起来呢?一、预设目标,切忌“雾里看花”在语文课程中,朗读作为一种阅读技能,自身有相对独立的教学目标。但作为一种最常用的教学方法,它与各种语言的 Since the implementation of the new curriculum reform, the slogan of “reading as the basis” has been advocated for a long time. Nowadays, when we look at the present-day Chinese language classroom, we can not help but find that there is inevitably a phenomenon of hurried intermission and the end of the draft. So in teaching practice, how to read “reading ” this book, let the students because of a solid reading and “spiritual” up? Let the classroom because of effective reading and “smart” up? First, Predetermined goals, avoid “foggy flowers” In the Chinese curriculum, reading as a reading skill, their own relatively independent teaching objectives. But as one of the most commonly used teaching methods, it comes with a variety of languages