最新小学生语文阅读兴趣培养与阅读指导

随着新一轮课程改革的不断深入，语文的重要性大大增强，高考语文命题的广度、难度进一步提升，使语文在总分中区分度最大，所以“得语文者得天下”的说法得到普遍认同。阅读是语文学习的重要部分，小学语文教学中要引导学生进行兴趣阅读，从小培养学生良好的阅读习惯，增加阅读量。庄子曰：“且夫水之积也不厚，则其负大翼也无力。”一个人的语文素养不是一朝一夕形成的，需要靠长期的大量积累。而大量的积累，必然来自于广泛阅读，只限于课内有限的时间和内容是不够的，必须加强对小学生语文课外阅读的指导，使阅读成为学生生活中的全新体验和自觉的生活方式。

一、主动培养学生的阅读兴趣

常言道：“知之者不如好知者，好知者不如乐知者。”兴趣可以启发心智，兴趣可以激发内驱力。因此，在教学中教师要激发学生的阅读兴趣，培养学生良好的课外阅读习惯，使课外阅读成为学生的生活需求。一般来讲，教师要根据学生的性格特征来确定他们的阅读方向，使阅读成为学生的日常行为规律，同时立足于培养学生自主学习习惯，为学生创造良好的自主学习情境，让学生回归自主阅读的乐园。

低年级学生活泼好动、注意力不集中，但他们对新事物总有好奇感。教师要有意识地唤醒学生的注意，从学生感兴趣的彩版的童话故事入手，结合精美的彩图，带领学生走进美妙绝伦的童话世界。中年级学生有了一定认知能力，识字方面有了一定积累，教师在引导学生阅读时应对故事中的生词进行适时解释，介绍故事写作时的背景或寓意，让学生“知其然，也知其所以然”,明白故事说了些什么。高年级学生有了一定的思维意识，教师可让学生在读完故事后进行思考，从小培养勤于思考、善于动脑的习惯，做到“阅读与思考互动”,让思想得到启迪和升华。

教师在指导阅读教学时，只要细心观察就会发现：“好孩子是夸出来的”.小学生希望得到表扬的迫切心理常常会流露出来。教师要以赏识的目光去关注学生的阅读过程，发现其闪光点，不失时机为学生的某一亮点进行激励、表扬、喝彩，让学生在成功的喜悦中体验阅读的乐趣，持续保持读书的热度，诱导其他学生积极热爱阅读，投身阅读。必要时可开展“读书小明星”“阅读小兄弟”“书香小姐妹”等荣誉的评比活动，通过多种途径激发阅读愿望，培养学生的阅读兴趣。

二、正确指导学生的阅读方法

首先，要根据学生的年龄特征推荐阅读书籍。由于小学生对事物的感知能力处于初级阶段，因此在课外读物的选择上，应符合学生的年龄特征来。低年级时要选择推荐寓言、童话之类的书籍，如《格林童话》《哈利波特》《十万个为什么》等;中年级的学生有了一定的生活经验，在学校中也积累了一定量的科学知识，可以读一些脍炙人口的成语故事，如《班门弄斧》《草船借箭》《初出茅庐》等诸多闪烁智慧光芒的书;高年级学生学会了思维，认知能力会随年龄的增长而不断提高，可以读一些有思想和时代背景的书，如《爱因斯坦传》《李四光》《钢铁是怎样炼成的》等。因此同时，教师还可以让学生选择自己喜欢的书，感受书海之浩瀚，知识之丰富，体验读书人的快乐，让他们在浓浓的书香中受到熏陶，其次，要把握课内、课外阅读的关系。学习语文要以教材为根本，课堂教学是教学的主体。课外阅读是课堂阅读的扩展，由课内带动课外，以课外丰富课内，通过阅读发散迁移，进一步提高课文的阅读理解水平。如学了《卖火柴的小女孩》，学生一定渴望阅读童话故事，课下我推荐了《安徒生童话》《格林童话》等;学完《麻雀》后，我引导学生阅读自读课本中的《壁虎的爱》一文，更深的感悟爱的真谛;学了《赤壁之战》之后，推荐阅读《三顾茅庐》《草船借箭》等历史故事。总之，在语文课外阅读指导中，要让学生学会选择与教材课文关联图书。在这一过程中，除了教师要向学生提供或推荐优秀的少儿读物外，还需要加强对学生家长的指导，使其配合教师，教会孩子选择有益的读物。

再次，互联网以其强大的存储功能、高效的链接方式，以及快捷传播的及时性，极大地改变着人们的生活方式。我们要发挥“互联网+阅读”的优势，高效率提高阅读量，用教育信息化推动教育现代化。同时，我们还要充分发挥“三通两平台”的优势，让学校摆脱传统的课堂教学模式，实现教师、学生和家长在课外的实时互动，帮助家长了解学生的阅读习惯，让阅读教学充满生机与活力，为课堂教学改革开辟一片新天地。

总之，课外阅读是开阔学生眼界、增加知识储备、提高写作能力的有效途径。在小学生语文课外阅读指导中，要注重培养学生浓厚的阅读兴趣和科学的阅读方法;要循序渐进，不可一蹴而就，要由易到难，逐步养成习惯;要根据不同学段学生的身心特点，提出不同的阅读要求，制定合适的阅读计划;要坚持以正面引导为主，多鼓励，少批评，善于树立好的阅读典型，给予正确的评价，让学生享受成功的良性刺激。久而久之，便可潜移默化地促进学生良好的语文课外阅读习惯的形成，进而提高学生的语文素养。

With the deepening of the new round curriculum reform, the importance of language increases greatly, the university entrance exam to further improve Chinese proposition of breadth, difficulty,

make the language in the total score in the largest degree of differentiation, so that "Chinese person in the world" get general approval. Reading is an important part of language learning, primary school Chinese teaching to guide students to read interest, raises the student good reading habits since the childhood, increase the reading quantity. Zhuang zi yue: "and the product is not thick, water, its negative wing is weak." A person's Chinese accomplishment is not formed overnight, need to rely on long-term accumulation of a lot. And a large number of accumulation, inevitably comes from reading extensively, limited to class within a limited time and content is not enough, must strengthen the guidance of primary school Chinese extracurricular reading, make reading become a new experience of student life and conscious living.

A, and actively cultivate the students' reading interest

As the saying goes: "know the person well knower, good knower than joy knower." Interest can be inspirational, interest can stimulate the drive. Therefore, in the teaching teachers should stimulate students' reading interest, raises the student good reading habits, make extracurricular reading needs of students. Generally speaking, teachers according to students' personality characteristics to determine the direction of their reading, make reading the student's daily behavior rule, at the same time, based on the cultivation of students' autonomous learning habit, create good autonomous learning situation for students, let the students to return to independent reading of paradise.

Junior student lively good move, inattention, but they are curious about new things always have a feeling. Teachers should consciously awakening the attention of students, from students interested in the color version of the fairy tale story, combined with beautiful color map, lead students into the wonderful world of fairy tales. Students at the intermediate had certain cognitive abilities, have a certain accumulation, literacy teachers in guiding students to read the new words in response to the story to explain in due course, introduce the background of the story when writing, or implied meaning, let the students "learning, also know why", know what was said. Seniors have a certain sense of thinking, the teacher can let students to think in the story after reading, cultivate the habit of thinking, good at the brain as a child, do "interactive reading and thinking", resulting in the enlightenment thoughts and sublimation.

Teachers in instruction in reading teaching, as long as careful observation will find: "good boy is praised". Pupil want urgent psychological praise often show it. Teachers to appreciate the eyes to focus on students' reading process, found that the sparkle, do not break a window of opportunity for students to encourage, praise and applause, let students experience the fun of reading in the joy of success, keep reading heat, induced other students to love reading and devoted himself to reading. When necessary to carry out the "reading little star" and "reading brother" "elegant little