朗读作为汉语教学的一项基本手段，一直在对外汉语教学中发挥着非常重要的作用。在许多对外汉语初、中级教材的练习题中，朗读练习都是不可缺少的一部分。这些练习题形式多种多样，练习的内容和目的也都不尽相同。本文对目前国内市场上听力类、会话类、读写类和听说类共159册教材或练习册进行了朗读练习的考察。按照练习的目的将朗读练习分为了发音练习、记忆性练习、理解性练习、结构巩固性练习、知识扩展性练习和模仿表达性练习六大类，考察了各类朗读练习在不同教材中的使用情况。结果显示：159册教材或练习册中，有61.01%的教材使用了朗读练习，其中会话教材使用朗读练习的教材最多，比例达到了70%，而听说类教材最少，比例为50%。就各类教材中使用朗读练习的数量来看，在单册教材中会话教材也使用了比较多的朗读练习，平均为23%，听说类教材最少，平均13.2%，但这个数量基本可以满足朗读训练的要求。四类教材中六大类朗读练习的使用数量差别不大，发音练习在各类教材中使用数量都是最多的，平均值达到了74.87%。除发音练习以外，使用数量较多的是结构巩固性练习，平均比例为12.44%，其余类型的练习在各类教材中的使用数量都较少。就朗读练习各类型的使用范围来看，发音练习应用范围最广，几乎覆盖了全部使用朗读练习的教材。而其他五类朗读练习中，结构巩固性练习和理解性练习使用较多，比例分别为19.59%和10.78%。朗读练习的功能不仅是汉语发音的训练，还有通过对语言材料的反复朗读，提高学习者对汉语的感知，进而提高听说读写的综合能力。特别是理解性朗读练习可以有效地培养学生的语感，提高学生的汉语理解能力和表达能力，从教材总数的调查结果来看，理解性朗读练习的分布还不够广泛。通过调查我们发现在对外汉语教材的朗读练习中存在的几个问题，并从朗读练习在各类教材中的应用、朗读练习设置的规范性、朗读练习的训练目标以及理解性朗读练习的应用四个方面提出了相应的建议。虽然本文着力强调朗读练习在对外汉语教学中的重要性，但仍要指出，朗读并不能代替词汇的讲解、语法的把握和文化的理解，不能代替学生交际能力的培养，朗读只是培养和提高学生汉语运用能力的手段之一。

As a basic method of teaching Chinese, reading aloud takes very important part in teaching Chinese as a foreign language (TCFL). In fact, reading aloud exercise always is a necessary part in so many elementary and intermediate teaching Chinese textbooks. Not only have these exercises various styles, but also they have different context and aims. In this paper, the author investigated 159 textbooks and exercise books covering listening, conversation, reading and writing, listening and speaking, categories. According to purposes of the exercise, reading aloud exercises are divided into 6 classes, namely pronunciation exercise, memory exercise, comprehension exercise, consolidating exercise, knowledge expansion exercise and imitation and expression exercise. Besides the author investigated the use of reading aloud exercises in different textbooks. The result shows that: of the 159 textbooks and exercise books, 61.01% of textbooks adopt reading aloud exercise. In these textbooks, 70% of conversation books adopt reading aloud exercise, 50% of listening and speaking books. In terms of the number of reading aloud exercises in one textbook, conversation books rank first with an average of 23%; listening and speaking textbooks come last with an average of 13.2%, but the number can meet the requirements of reading aloud exercise. As to the number of reading aloud exercises used in the four categories of textbooks, there is a no big difference between the 6 classes. Pronunciation exercise is used most frequently; the average is up to 74.87%. Consolidating exercises rank the second with an average of 12.44%. The other types of exercises is not widely used in textbooks. Averaging the different types of reading aloud exercises from all classes’ adoption, pronunciation exercise adopts most, which covers almost all of the reading textbooks. Of the other 5 classes’ reading exercises, comprehension exercise and consolidating exercise is used most, whose proportions are 19.59% and 10.78%. The functions of reading aloud exercise are training the pronunciation of Chinese, improve the comprehensive ability including listening, speaking, reading and writing by repeat reading the language material aloud. Comprehensive reading aloud exercise can nurture student’s language sense, improve student’s ability in understanding and expressing in Chinese. Through the investigation, we found some problems with reading exercises in TCFL textbooks, and proposed suggestions on the useful of all kinds of reading exercises; the standardized of reading aloud exercises; the destination of the reading aloud exercises and the useful of comprehensive read aloud exercises.The paper emphasizes the importance of reading exercises in TCFL. It also points out that reading exercises cannot replace explanation of words, master of grammar and understanding of culture, and cannot replace cultivation of students' communicative competence. Reading is only one of the approaches to improve the students’ communicative competence.