语言文字具有音、义双重属性。高中语文课标指出，朗读可以帮助学生培养语感、积累阅读经验、丰富审美体验。朗读资源在语文教学中发挥着重要作用，高质量朗读资源能够引发学生的情感共鸣、引导其进入文本情境、更好地理解课文内容。本研究的目的在于：探讨高质量散文朗读资源的特征，了解朗读在抒情散文教学中的应用现状，探索高质量朗读资源应用于散文教学的方法和策略。在此基础上，为教师择取高质量朗读资源提供参考，进而使朗读资源应用于散文教学的效果得到优化。

本研究以“因声求气”和“引向情感律”为理论基础，采用问卷调查法、访谈法和内容分析法收集实证信息。笔者选取了若干《我与地坛》的朗读片段，请语文教师和教学专家对其质量进行评价，进而通过预研究了解学生对这些朗读片段的反应，最终确定了两段不同风格的高质量朗读音频（A和B）作为研究材料。笔者对这两段音频进行逐词逐句的内容分析，以揭示其基于朗读技巧表情达意的策略。我们选取了三所学校，在每所学校的两个班级中分别播放音频A和音频B，进而通过问卷了解学生对两段音频的反应及其对朗读应用于教学的看法，应用SPSS 24.0软件，对273份有效问卷的数据进行统计分析。我们还对107名语文教师进行问卷调查，了解其对朗读应用于教学的看法，同时对两名教师进行深入访谈，了解其对两段朗读音频的分析和评价。

本研究发现：

在对朗读音频A、B的“评价”“喜好”以及“是否触动”三个问题上，学生总体上给予两段音频积极的反应，也验证了本研究选择朗读资源的合理性，说明在教学中应用高质量朗读资源是必要和可行的。

两段高质量朗读资源均具有如下特征：语速适中，贴合文本特点，营造了较强的代入感和画面感，起到了较好的信息传递和情感渲染的作用，展现了朗读者对朗读技巧的灵活运用。这些特点是朗读者长期训练的结果，彰显了他们深厚的专业素养。通过不断的练习和对文本的深入挖掘，朗读者能够将文字背后的情感通过声音传递给听者，引发听者的情感共鸣。这些高质量朗读的特点对教师择取朗读资源提具有参考价值。

朗读音频A具有从容、优美、富有亲和力的特点；朗读音频B具有浓郁、稳重、富有个性化的特点。总的说来，语文成绩越好的学生，对朗读音频A的整体评价越高；平时越喜欢听朗读的学生，对朗读音频A和B的整体评价越高。

在听朗读音频A的学生中，有高达84.7%的学生能够较为清晰地辨识出朗读技巧的运用，在听朗读音频B的学生中，这一比例达到90.0%。78.5％的教师对朗读资源指导学生朗读表现出了肯定的态度。这表明高质量朗读为学生提高朗读技巧可以起到示范作用。

对于“你认为语文教学中高质量的朗读重要吗”这一问题，71.2％的学生选择“非常重要”或“比较重要”。语文成绩越好的学生、平时越喜欢听朗读的学生，以及朗读水平越好的学生对朗读应用于教学重要性认可的比例越高。

90.7％的教师对朗读在教学中的重要性表现出了肯定的态度，72.0％的教师会在课堂中“播放名家朗读”。这说明教师对朗读应用于教学给予了充分的重视，并且在教学中运用朗读资源已经成为较为普遍的现象。分别有25.2％、28.0％、24.3％和22.4％的教师表示其在教学中应用朗读的频率较高、一般、较少、很少，说明目前朗读应用于教学的情况参差不齐，仍有接近半数的教师在教学中较少或很少应用朗读优化教学。

基于上述研究结果，我们对高质量朗读资源的特征及其在教学中的应用进行了讨论，并提出了教学改进的建议。

Language and writing has the dual properties of sound and meaning. High school Chinese curriculum standard points out that reading aloud can help students cultivate language sense, accumulate reading experience and enrich aesthetic experience. Reading resources play an important role in Chinese teaching. High-quality reading resources can arouse students' emotional resonance, guide them into the text situation, and better understand the content of the text. The purpose of this study is to explore the characteristics of high-quality prose reading resources, understand the application status of reading in lyric prose teaching, and explore the methods and strategies of high-quality reading resources in prose teaching. On this basis, it provides reference for teachers to choose high-quality reading resources, and then optimizes the effect of the reading resources applied in prose teaching.

Based on "voice" and "lead to emotional law", this study uses questionnaire, interview and content analysis to collect empirical information. The author selected a number of reading fragments of "I and Ditan", asked Chinese teachers and teaching experts to evaluate their quality, and then understood the students' reactions to these reading fragments through pre-study, and finally determined two different styles of high-quality reading audio (A and B) as the research materials. The author analyzes the content of these two audio pieces to reveal their strategy based on reading skills. We selected three schools to play audio A and audio B in two classes of each school, and then learned students' responses to the two audio sessions and their views on the teaching of reading aloud through the questionnaire. We applied SPSS 24.0 software to conduct statistical analysis on the data of 273 valid questionnaires. We also conducted a questionnaire survey of 107 Chinese teachers to understand their views on the application of reading aloud in teaching. At the same time, we conducted in-depth interviews with two teachers to understand their analysis and evaluation of the two audio readings.

In this study, we found that:

On the three questions of "evaluation", "preference" and "touch" of reading audio, students generally gave two positive reactions to the audio, which also verified the rationality of choosing reading resources in this study, indicating that it is necessary and feasible to apply high-quality reading resources in teaching.

The two high-quality reading resources have the following characteristics: moderate speed, fit the characteristics of the text, creating a strong sense of substitution and picture, play a good role in information transmission and emotional rendering, showing the readers' flexible use of reading skills. These characteristics are the result of the long-term training of the readers, highlighting their profound professional quality. Through continuous practice and in-depth excavation of the text, readers can convey the emotion behind the text to the listener through the voice, triggering the emotional resonance of the listener. These characteristics of high quality reading have reference value for teachers to choose reading resources.

Reading audio A is easy, beautiful and friendly; reading audio B is strong, steady and personalized. In general, students with better Chinese performance have the higher the overall evaluation of audio A; students who prefer to reading, the higher the overall evaluation of audio A and B.

As high as 84.7% of the students listening to reading audio A can clearly identify the use of reading skills, and 90.0% of the students listening to reading audio B.78.5% of the teachers showed a positive attitude towards reading resources to guide students to read aloud. This shows that high-quality reading aloud can play a demonstration role for students to improve their reading skills.

For " Do you think high-quality reading is important in Chinese teaching"This question, 71.2 percent of the students chose" very important "or" more important ". The better the Chinese students, the more like to listen to reading students, and the better the reading level, the higher the proportion of the importance of reading in teaching.

90.7% of teachers showed a positive attitude towards the importance of reading aloud in teaching, and 72.0% of teachers would "play famous reading aloud" in class. This shows that teachers have paid full attention to the application of reading aloud in teaching, and the use of reading aloud resources in teaching has become a more common phenomenon.25.2%, 28.0%, 24.3% and 22.4% of teachers respectively said that the frequency of reading in teaching is high, general, less and less, indicating that the current situation of reading in teaching is uneven, and nearly half of the teachers still have few or few reading optimization teaching in teaching.

Based on the above research results, we discuss the characteristics of high-quality reading resources and their application in teaching, and make suggestions for teaching improvement.