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“范读”是语文教师常用的一种教学手段。我们几乎都是听老师“范读”长大的。要是说教师的范读影响了我们大家朗读能力、理解能力的发展,大家可能接受不了。在新课改的今天,用新的教育理念来审视语文教师的范读,我们觉得将范读,尤其是将教师的“范读”前置确实弊端多多。教师范读似乎总留有对学生不放心的“教师主体”的影子。教师范读,学生只能模仿;教师范读里所流露出的教师对课文的理解,影响学生对课文其他角度的理解;用新课改理念来思索,它存在抑制学生理解能力和朗读能力形成和发展的副作用。因而,要改变教师范读在课堂教学结构中的位置,应将教师的“范读”放在学生充分朗读、理解之后。这时,教师的范读就变成学生对课文理解的一个参照:朗读的参照,理解的参照。
“Fan-read” is a commonly used teaching methods of Chinese teachers. Almost all of us grew up listening to the teacher “Fan Dao”. If we say that teacher reading has affected all of our reading ability and understanding of the development of skills, we may not be able to accept it. In the new curriculum reform today, with the new concept of education to examine the language teacher’s reading, we think that Fan reading, especially the teacher’s “Fan Reading” front indeed a lot of drawbacks. Teachers Van seems to always leave the students do not trust the “teacher” shadow. Teacher reading, students can only imitate; teacher fan reading in the teachers revealed the understanding of the text, affecting students to understand the other perspectives of the text; thinking with the new curriculum reform, which exists to curb the formation of students’ ability to understand and read aloud And developmental side effects. Therefore, to change the position of teachers’ reading in the classroom teaching structure, teachers should be placed in the “reading scope” after the students have fully read and understood. At this time, the teacher’s fan reading becomes a reference for students to understand the text: reading reference, understanding reference.