Secondary Language Oral Communication Classroom Teaching Theory And Practice

With the deepening of Chinese teaching reformation, the teaching oforal communication is becoming one of the important contents of Chineseteaching in middle schools.In the year of 2001,the Education Departmentformally issued the standard of Chinese course for Full-time styleCompulsory Education which gave "oral communication"the same statuswith "reading and writing" .The standard also required that we shouldtrain students in aspects of listening,expressing and reaction in specificcommunicative occasion. But at present,the fact that in the Chineseteaching writing going ahead of speaking is very common. Thecommunicating of the two sides of communication and the creating ofcommunicating occasion are ignored in class teaching procedure so themutual oral communication is put into the unilateral individual linguisticpractice . As a result, the teaching effect is unsatisfying. In this case, mythesis takes account of teaching theory , teaching features, teachingprocedure training methods and modes of oral communication andexplores new tactics to be put into practice on the basis of Chinesepractice in order to offer useful attempt for the reform of Chineseteaching.The thesis is mainly composed of five parts. Part one ,the analysisof present situation and reasons of oral communication of Chinese classteaching in middle schools.I analyze the causes why the teaching of oralcommunication is ignored in Chinese teaching in middle schools fromthree aspects: teaching train of thought,the influence of exam-orientatededucation and the loss of teaching resource.Part two, theoretical basis of oral communication of Chinese classteaching in middle schools.I get the theoretical support and guide mainlyfrom pragmatics,communication theory and psychology.Part three,the characters of oral communication of Chinese teachingin middle schools. Mutual influence in procedure is the outstandingcharacteristic in oral communication teaching. The ture linguisticenvironment is the closest to students' experience of life and sees fromthe angle of individual's adaptation to reality. Atmosphere harmony isreflected in the equality,trust,democracy between teachers andstudents ,between students and students in class teaching procedure.Part four,application of oral communication of Chinese classteaching in middle schools. This part summarises the practice of oralcommunication of class teaching and designs the teaching aims, teachingprocedure, teaching principles, training methods and modes which areregarded as the key points.1.Teaching Aims include cognition,communication and training aim.2.The teaching procedure is composed of five parts identifying topic,setting up situation, emphasizing mutual influence,organizing cooperationand making appraisals.3.Teaching principles are made up of subject,systematicness, practicalness and comprehensiveness. 4.Training methodsincludes theme training and class training;training modes are composedof creating environment-experiencing, throry-practice anddemonating-imitatingPart five,problems that should be solved in oral communication ofChinese class teaching in middle schools.The problems includeimproving the qualities of teachers and making use of their demonstrationeffect;heightening gesture language teaching;expanding training fieldand strengthening social practice.