《语文课程标准》强调:“阅读是学生的个性化行为,学生应积极主动地进行情感阅读以深刻理解文章寓意和体验作者情感。”但在教学中,教师的分析与讲授占用了学生思考、感受与体验阅读的时间,不利于学生素养的提升。因此,在小学语文课堂教学中,教师应该充分发挥学生的主体能动性,促进学生语文阅读情感的生成。一、聆听观摩,唤醒学生阅读情感在语文阅读中带着丰富的真情实感才能读懂作者的心情,才能深刻地理解作者所表达的寓意与诉求。小学生在语 “Chinese Curriculum Standard” emphasizes: “Reading is a personalized behavior of students. Students should actively read emotions and emotions in order to deeply understand the moral of the article and to experience the feelings of the author.” However, in teaching, teachers’ analysis and teaching occupy students Thinking, feeling and experience of reading time, is not conducive to the improvement of student literacy. Therefore, in primary Chinese classroom teaching, teachers should give full play to students ’initiative and promote students’ reading emotion in Chinese. First, to listen to observe and awaken students to read emotions In the Chinese reading with a wealth of true feelings in order to understand the author’s mood, in order to profound understanding of the author’s expression of meaning and aspirations. Pupils in language