“能用普通话正确、流利、有感情地朗读课文。”是课标对诵读教学的明确要求。于是,不少教师对学生的诵读评价习惯围绕着这一要求来进行,“你读得很正确,没有错别字!”“你读得非常流利,对课文很熟悉。”“你的朗读太让我们感动了!”……这些评价没有细节点评,没有激励引导,诵读成了一项没有生命活力的呆板的技术性操作。诵读不仅仅要注重诵读量与诵读技巧,更应从学生的可持 “Can read the text correctly, fluently and affectively in Mandarin. ” It is the clear requirement of the standard for reading teaching. Thus, many teachers on the student’s reading evaluation habits around this requirement, “You read it correctly, there is no typos! ” “You read very fluent, very familiar with the text. ” “You Read too let us touched! ”... ... These reviews without detailed comments, without motivation to guide, reading has become a non-vitality of the rigid technical operation. Reading should not only focus on reading and reading skills, but should be more supportive of students