Primary school classical Chinese audio reading

1. MP3 recitation of ancient Chinese texts

Complete collection of classical Chinese recitations (mp3 wma audio version) The website provides downloading, which is very fast... /urls/44 includes the following: On the Passage of the Qin Dynasty Brother Jie's son Yan Dun writes a letter about his apprenticeship, a book about his disciples, a story about love, a story about Lanting's collection, and a preface to the collection of Orchid Pavilion. Returning to the Peach Blossom Spring: A Biography of Mr. Wuliu, a Farewell Fu and a Book of Chen Bo's Poems about Song and Yuan Dynasties, and a preface to Songs about Jiangnan. Preface to the Garden, Miscellaneous Lecturer's Commentary on Entering the School, Explanation of the Sending of Dong Shaonan, Preface to Liu Zi, Epitaph of the Empress, Inscription on the Humble House, Snake Catcher's Commentary on Afang Palace, Yueyang Tower, Drunkard's Pavilion, Autumn Sound, Love Lotus, Red Cliff Poem, Night Tour at Chengtian Temple. 2. Where to find primary school Chinese text readings

Primary school Chinese text readings that can be listened to online include 1. Listen to the story well, 20,000 children's stories, including primary school Chinese text reading volume 1 to primary school Chinese text reading volume 12 Volumes, including the People's Education Edition of primary school Chinese text readings, ***12 albums, 366 texts, 1681 minutes of album audio, broadcast by professional announcers, the Good Listening Story Network has the National Education Science "Eleventh Five-Year Plan" research project : Use audio books to improve students’ Chinese literacy.

It is good for cultivating children's standard Mandarin, listening, and vision. 2. Jinmiao Forum: rich in resources, primary school Chinese text reading resources: including People's Education Edition, Jiangxi Education Edition, Beijing Normal University Edition, Chinese A Edition, Chinese S Edition, etc., 1621 posts of primary school Chinese text reading audio, 3242 Resources plus text descriptions. 3. Where can I find primary school Chinese text readings

Where can I listen to primary school Chinese text readings online

1. Listen to stories, 20,000 children's stories, including the first volume of primary school Chinese text readings Twelve volumes of primary school Chinese text readings, including the People's Education Edition of primary school Chinese text readings, ***12 albums, 366 texts, 1681 minutes of album audio, broadcast by professional announcers, the Good Listening Story Network has the National Education Science " The 11th Five-Year Plan research project: Use audio books to improve students’ Chinese literacy. It is good for cultivating children's standard Mandarin, hearing, and vision.

2. Jinmiao Forum: Rich resources, primary school Chinese text reading resources: including People's Education Edition, Jiangsu Education Edition, Beijing Normal University Edition, Chinese A Edition, Chinese S Edition etc., 1621 posts of primary school Chinese text reading audios, 3242 resources plus text descriptions. 4. How to guide the teaching of Chinese reading aloud in primary schools

Jia Hongxia Qiantun Primary School, Laoyazhuang Central School, High-tech Zone, Zhangjiakou City, Hebei Province 075000 The "Chinese Curriculum Standards" point out: "Reading is an individualized behavior of students and should not be based on teachers' Analysis should be used to replace students' reading practice.

Students should be allowed to deepen their understanding and experience, gain insights and reflections, be emotionally influenced, gain ideological enlightenment, and enjoy aesthetic appreciation through active thinking and emotional activities. Interest. Reading in all grades of primary school should focus on reading aloud, cultivating children’s emotions and stimulating imagination during reading. ”

This shows that reading aloud is a very important training method in Chinese teaching and cannot be simply used. It is believed that reading aloud is to restore written language to oral language. It not only helps to strengthen memory, cultivate students' language sense quality, and improve oral expression skills, but also allows students to deepen their understanding of the content of the article, appreciate the aesthetic factors of the article, and cultivate students' Thinking ability, stimulate students' interest in learning Chinese, and improve the overall level of Chinese. 1. Cultivate students’ interest in reading aloud. Interest is the driving force for doing everything well.

To meet the reading aloud requirements of the Curriculum Standards, stimulating interest is the first priority. Ancient educators attached great importance to "reciting" and believed that only by reciting can one enter the artistic conception of the article and realize its beauty. This is the meaning of "reading a book a hundred times, its meaning will become apparent".

My approach in teaching is to let students appreciate the emotional reading recordings, so that students can be influenced and infected by beauty, and appreciate the important role of reading in expressing expressions, and then imitate reading and ask to read aloud. They can constantly try to figure out the words and phrases, understand the artistic conception, see the scenery, and blend the scenes; in addition, let students enjoy poetry recitation videos, organize students to hold poetry recitation meetings and story meetings; and then in class, use guided reading, model reading, relay reading, and distributed reading. Different forms such as role reading and simultaneous reading stimulate students' interest.

Through these activities, students' interest in reading aloud has been stimulated. Whenever a text is read in class, everyone competes for it, and the atmosphere is lively.

2. Grasp the key words and sentences for reading teaching 1. Grasp the difficult sentences. Words and sentences are the most basic materials that make up an article. The central idea of ??an article and the author's thoughts and feelings are always contained in the words, words and sentences.

Therefore, only by analyzing the words and sentences can we truly understand the thoughts and feelings contained in the article. For example, in the text "粜米", there are two difficult sentences like this: "Those wearing felt hats came out of the boat early in the morning. When they arrived at the pier, they couldn't even breathe, so they went to the counter to divine their fate."

"This year the weather has taken care of me, the rain has been even, and the little bugs have not interfered. One acre of land has been harvested an extra three to five bushels, and everyone thought it was time to take a breather." The key to understanding these two sentences is that These two words "transparent".

The most effective way to understand these two words "through" is to instruct students to read aloud repeatedly. Through reading aloud and contacting the context, they will understand: the word "through" in the previous sentence means Qi. The meaning of "not caring about breathing" shows the urgency and nervousness of the farmers when cooking rice; the word "through" in the latter sentence means to be a little more relaxed, showing that the farmers are happy after a bumper harvest and think they can relax a little. I didn't expect rice prices to fall. 2. Grasp the central sentence.

The central sentence of the text can reveal the center of the article and play a key role in understanding the ideological content of the article. Students should also be instructed to read this kind of sentence aloud repeatedly.

For example, in the article "A Night's Work": "I saw him working all night, how hard and simple he was." To understand the deeper meaning of this central sentence, you must emphasize the tone and read it aloud repeatedly It enables students to resonate emotionally with the author, so that they can deeply understand the content of the text and deeply feel the greatness of Premier Zhou's personality.

3. Grasp the sentences that "can only be understood but cannot be expressed in words" and read them aloud and experience them repeatedly. For example, "Goodbye, Relatives" describes the touching scene of the volunteer soldiers who resisted U.S. aggression and aided Korea farewell to the Korean people on the train returning home. Due to the age, it is difficult for today's students to understand the "comparison" between the volunteer soldiers and the Korean people at that time. "Mountains are higher and deeper than the sea", if a teacher explains it, it may be difficult to express vividly, expressively and clearly the deep friendship between the two peoples.

Only by guiding students to read aloud and imagine their feelings and situations can they appreciate the indescribable beauty of "silence is better than sound at this time". 3. Use appropriate methods to teach reading aloud according to the emotional tone of the text. There are various types of articles in primary school Chinese textbooks. The tone may be tragic and high-pitched, or euphemistic and profound, or concise and plain.

Different emotional tones require different methods to understand, understand and grasp through reading aloud. If the emotional tone is cheerful, the content of the text can be vividly reproduced through reading in a vivid and expressive tone, such as "Beautiful Rooster" and other texts.

For texts with deep and sad emotional tone, such as "Farewell to the Prime Minister on Ten Miles of Street", students should be instructed to read them in a slow, low and tragic tone. Before class, you can organize students to watch the documentary "Dear Premier Zhou is Immortal" and ask students to imitate the narrator's tone when reading the text.

Texts describing natural scenery generally have a fresh and tranquil artistic conception. Students should be guided to use a high-spirited, cheerful and exciting tone to appreciate the magnificence of the great rivers and mountains of the motherland, such as reading "The "Wildness" of Suoxiyu" 》. When teaching texts such as "The Cowherd and the Weaver Girl", you need to read it aloud in a storytelling tone, etc.

4. Training your language sense through reading aloud. When reading a text aloud, you must not only be correct and fluent, but more importantly, you must be emotional. The speed of speech, stress, emphasis, pauses and connections, the cadence of the tone, etc. can express different emotions; in addition, different intonations are read according to different punctuation marks, and the emotions expressed are also different.

This requires teachers to guide students to read aloud repeatedly based on different articles, so that students can understand the skills, rules, and author's emotions during reading, so as to understand the ideological content of the article. Reading aloud is an essential ability for primary school students. A variety of measures must be taken to overcome the problems of missing words, crosswords, flat intonation, singing and reading, off-key speech, too fast or too slow, no sense of language, and no charm when reading aloud. Something wrong.

Correctly guiding students to read aloud and improving the quality of reading aloud is a long-term and meticulous work that must be carried out throughout Chinese teaching. Only in this way can students truly master the language, express their feelings freely, and communicate with others. 5. Primary school Chinese reading aloud teaching

How to guide primary school students to read aloud: "Chinese Curriculum Standards" points out: "Reading aloud and familiar reading should be paid attention to in reading teaching at each stage of schooling."

The so-called reading aloud means reading with a clear and loud voice. It is a re-creation activity that transforms silent written language into audible language. Through reading aloud, written language can be blended with sound and emotion, thus becoming For contagious spoken language. This is of great significance for primary school Chinese reading teaching and students' ideological and moral education, as well as for improving the comprehensive ability of primary schools.

However, in actual teaching, students’ reading aloud is always unsatisfactory. Through observation and analysis of more than 20 years of teaching, there are roughly the following problems: 1. Some teachers have Not enough emphasis is placed on reading aloud. In order to catch up with the progress of teaching, some teachers often use analysis instead of reading and lectures instead of reading. They neither make requirements nor make comments. As a result, the children's cadence and high-pitched reading sounds are missing in the classroom. This is obviously not conducive to the improvement of students' ability. The level of reading aloud cannot achieve the purpose of truly cultivating students' reading ability. In this way, not only the charm of reading aloud cannot be reflected, but students can only superficially understand the author's emotions.

2. Students lack interest in reading aloud. Because primary school students are young, have relatively low understanding ability, and poor self-control ability, it is impossible for students to consciously read aloud.

Some students read sentence by sentence in order to complete the tasks assigned by the teacher. There is a phenomenon of reading aloud for the sake of reading aloud. In actual teaching, there is often a situation where the article read by the teacher is the same from beginning to end, causing students to lose interest in reading aloud. This requires teachers to start with small details in daily teaching to cultivate students reading ability.

3. The reading method is single. The methods of reading aloud are flexible and diverse, but in actual teaching, reading is rarely used in teaching. Most of them use early reading time to read aloud collectively or individually.

However, some students read carelessly when reading together, either pretending to read or not reading at all. When reading together, the pronunciation is obvious, the rhythm is poor, and sometimes it is not neat. 4. Missing pronunciations and broken sentences cannot be corrected in time.

Due to the low literacy and vocabulary of lower grade students, they are prone to making mistakes when reading aloud. They either add words or remove words. Some even have trouble reading idioms and short sentences smoothly. They read a sentence as Two sentences. Since most of the time is during morning reading time, the teacher has less time to be present, so students’ reading errors cannot be corrected in time.

In response to the above problems, through continuous exploration and summary in teaching, the author believes that the following targeted countermeasures should be adopted. 1. Teachers should pay attention to reading aloud and strengthen guidance.

The "Chinese Teaching Syllabus" for primary and secondary schools clearly states that attention should be paid to reading aloud, and teachers' reading aloud should serve as a model. Teachers should impress students with their wonderful reading aloud and arouse students' desire to read aloud.

This requires the teacher to have excellent reading skills. The more the teacher reads expressively, the students will be able to read out the rich emotions, and the teacher can guide and enlighten the students correctly, thereby stimulating the students' desire to read aloud. desire. Only through the careful guidance of teachers and the diligent practice of students can reading aloud truly show its artistic charm in primary school Chinese teaching! 2. Adopt an incentive mechanism to stimulate students' interest in reading aloud.

The students in the lower grades are young, the tone of reading is stiff and lack of energy, and the students have low self-esteem. Therefore, when teachers guide students to read aloud, they must be good at listening and discovering the different strengths of each student. Even if it is a word or a sentence, as long as it is read well, they should be given appropriate praise.

In this way, students will build up confidence and feel the joy of success with the teacher's encouragement, and their interest in reading will become higher and higher. 3. Use a variety of reading methods.

There are many forms of reading aloud, but each form of reading aloud has its own function and scope of application and cannot be abused. The selection should be based on the teaching object and the characteristics of the article to be read.

The following methods can be used: (1) Listen to the reading. The new syllabus requires us to regularly organize students to listen to reading aloud, because it is an activity that can train primary school students' comprehensive abilities; (2) Model reading.

When it is necessary to attract interest or students cannot read well, it is appropriate to use model reading guidance; (3) Leading reading. When it is necessary to use reading to distinguish the content and levels of the paragraph, it is appropriate to use quoted reading; (4) Read aloud by role.

When there is a lot of dialogue and strong interest, it is appropriate to read aloud by role; (5) Read together. When it is necessary to exaggerate the atmosphere and add fuel to the flames, it is appropriate to read them together.

In addition, there are methods such as lead reading, casual reading, light reading, and group reading. Only by appropriately applying reading methods can students gain something from reading. 4. Strengthen training and develop basic reading skills.

In order for students to reach a higher level of reading aloud, we must first guide students to read textbooks correctly and fluently. Use Mandarin, with clear and loud pronunciation, no typos, no lost words, no added words, no singing, no repeating words, and no broken sentences.

On the correct basis, read fluently and emotionally, and form good reading habits. When reading aloud, you should be aware of it with your eyes, your heart, and your mouth. 6. How to carry out primary school Chinese reading teaching

It occupies a very important position in Chinese teaching. It is the main way to understand the content of the text. It is also the basic means to learn Mandarin well and cultivate good language habits from an early age. We can read aloud The training is divided into three stages, namely initial reading, careful reading, and tasting reading. This is consistent with the psychological development process in psychology, from perception to taste, and finally applying what you have learned to all aspects of reading, thus achieving the goal of teaching. Purpose. 1. First reading. First reading is the primary stage of reading aloud. The purpose is to initially stimulate students' interest, perceive the content and key points of the text, and cultivate students' self-study ability. In addition to grasping the topic, the first reading must also grasp the central sentences and paragraphs that govern the whole text. , let students focus on the understanding and taste of the full text. 2. Careful reading Careful reading means asking students to read the text carefully, read and chew the language and words repeatedly, clarify the ideas of the article, grasp the key points, and understand the deep meaning and thoughts and feelings. 1 . Carry out reading training combined with the reading process. For example, the first natural paragraph of "Teacher Mu's Eyes": (1) Named reading: How many sentences are there in this section? What did you mainly talk about? (2) What do Teacher Mu’s eyes look like? What are the characteristics? (3) How to read this paragraph well? (Guide pauses and stress, and practice reading aloud.) With this guidance, students train reading aloud in the process of understanding the content of the sentence and the meaning of key words. 2. Guide students to read carefully by exploring the profound meaning of the language, so that they can deeply feel the same meaning. The author had the same mood at that time. 3. Taste Reading Taste Reading is a high-level reading. It is based on understanding the article, and then further exploring the main idea of ??the article, appreciating and appreciating the author's choice of words, sentences, layout, and subtleties. It not only understands What the author says is consistent with the author's mood. 1. Appreciate reading and experience the author's writing characteristics. Through reading and appreciation, students can experience the author's writing characteristics, and "accumulating words bit by bit" can be applied to compositions. 2. Appreciate reading and understanding. , In tune with the author's heart, the students completely entered the role during the reading process, matched with the author's heart, and deeply realized the noble quality of the boy who would rather die than surrender and fight tenaciously. In short, reading aloud is the most basic activity in Chinese teaching. In teaching, it is advisable to guide students to read and set aside sufficient time in class for students to read. Let us pay attention to reading training in future Chinese teaching and effectively turn Chinese classes into language training classes.