语文阅读教学具有陶冶性情、涵养心灵，促进个体的审美发展的重要价值。小学语文阅读教学的审美发展目标侧重阅读过程中的审美体验。教学方法是影响教学的关键因素。已有研究为语文阅读美育提供了许多教学方法层面的教学建议，然而这些教学建议大多来自学者的理论思辩或一线教师的经验总结，呈现出零散、不全面、难以推广的问题。有关促进学生审美发展的阅读教学方法还有待实证研究，以揭示教学现状，总结教学经验。

本研究聚焦小学语文阅读教学中指向审美发展的教学方法，选择19节阅读教学实录中的57个教学片段作为研究样本，采用自编的阅读教学方法编码体系和审美体验分析框架作为研究工具，并通过“过程-结果”和“描述-解释”范式的课堂话语分析，探析教学方法的选用现状，解释教学方法的选用情况与学生审美体验的关系，总结教学经验，以期为教学改进提供参考借鉴。

本研究分析的促进审美发展的阅读教学方法主要有三大类共计七种，分别是学生活动为主的基于原文的教学方法，包括文本评点法和朗读练习法；学生活动为主的拓展原文的教学方法，包括联想想象法、创造表达法和游戏教学法；教师活动为主的拓展原文的教学方法，包括拓展阅读法、直观教学法。总体而言，教师选择和运用这些教学方法的现状是较为合理的，教师能在教学中组合搭配多种不同的教学方法以达成审美体验的教学目标，并关注学生的活动和对课文的分析，且能够依据不同学段的特点选用教学方法，符合了阅读美育的基本原则。

联系教师选用教学方法的情况和学生的审美体验，探析其二者的关系，本研究发现，有效地引发了学生审美体验的教学中，教师在选择和运用教学方法方面呈现出以下特点：依据教学目标、内容以及学生的特点选择适合的教学方法，并注重各种教学方法的组合搭配使其优势互补和巧妙衔接；精心配合适宜的教学手段，使之与文本的内容及其传递出来的思想情感达到和谐一致；使用教学方法组织教学活动时在教学用语、文本分析和个性体验的巧妙平衡方面多加斟酌。

Nurturing temperament, cultivating minds, and promoting aesthetic development is one of the important values of reading class. The goal of aesthetic development in primary reading class focuses on the aesthetic experience during the reading process. Teaching method is a series of measures and methods used to achieve teaching objectives, which is the key factor affecting teaching. Previous studies have provided many teaching suggestions on teaching method for aesthetic education of reading, but these suggestions mostly come from scholars' theoretical discussions and teachers' experience summaries, presenting scattered, incomplete and difficult to popularize. In order to reveal the present situation and summarize teaching experience, the teaching methods for promoting students' aesthetic development need to be studied empirically.

This study focuses on the teaching methods that aim to students' aesthetic development in primary reading class. Research samples were from fifty-seven teaching segments of nineteen recorded reading lessons. There are two self-designed research tools, teaching methods coding system and aesthetic experience analysis framework, which were used in this study. Through classroom discourse analysis of "process-outcome" and "description-explanation" paradigms, the study analyzed the current situation of the selection and use of those teaching methods, explained the relationship between teaching method and students' aesthetic experience, and summarized teaching experiences to provide reference and guidance for teaching improvement.

The study identified three categories and seven types of teaching methods that promote students' aesthetic development, which are student-activity-centered and text-based teaching method, including Text Analysis and Reading Aloud; student-activity-centered and text-extended teaching method, including Associative and Imagination, Creative Expression, Game Teaching; teacher-activity-centered and text-extended teaching method, including Extended Reading and Intuitive Teaching. Overall, the selection and use of these teaching methods is reasonable: Teachers combine various teaching methos flexibly to achieve the goal of aesthetic experience, attach importance to students’ activities and text analysis, select suitable teaching methods according to characteristics of student development, which conforms to the basic principles of aesthetic education through reading.

This study also found that effective class shows the following characteristics in the use of teaching methods: teachers select appropriate teaching methods based on teaching goals, teaching content, student characteristics and so on, and pay attention to the combination of various teaching methods to make their advantages complement each other and connect seamlessly; they cooperate with appropriate teaching means to make them harmonize with the content of the text and the thoughts and emotions conveyed; They refine teaching language, and carefully balance text analysis and individual experience when organizing teaching activities with the use teaching methods.