Secondary Oral Communication Teaching And Design Strategies

As one of the most important communication tools, oral communication has been a hot issue. Despite the Chinese teaching syllabus published in2001or the new standard curriculum implemented in2003, the significance of oral communication has valued a lot. In the standard curriculum, changing "listening and speaking" into "oral communication" is a success for the modern Chinese teaching reform, rather than just a name change.Teaching oral communication is not only necessary for the social development, but also indispensable for the students’ growth, even important for the subject development. Since the movement of mother tongue reform in the last century, the mother tongue teaching workers around the world sensed the importance of oral communication teaching. In the past, oral communication was ignored in Chinese teaching. Nowadays, the significance of oral communication has valued, and teachers endeavor to change the phenomenon that valuing reading and ignoring speaking.These changes are rejoicing, but the practical situations for oral communication teaching should not be optimistic. Realistically speaking, nowadays, oral communication teaching stays at the level of understanding. In the practical teaching process, the development of oral communication teaching is hindered because of the deficiency of teaching theory, teaching design and teachers’ ability.Thinking the various problems encountered in the practical oral communication teaching, the author concludes the following reasons. First, the teaching theory is scarce, especially for the practical directions. Second, the organization and structure of teaching content are hard to suit the practical teaching situation so that the training result is unsatisfied. Third, the teaching strategies have a lot of problems and that lead to the arbitrary and blindness for oral communication teaching. Up to now, the explicit evaluation system is not established in oral communication teaching, so it is necessary to study its condition and propose the improving strategies. By researching, the author believes that, for the practical teaching process, the teacher should emphasis the oral communication’s interactivity, utility, comprehensive and situation. Meanwhile, the organization of teaching content should be level up spirally, and the special teaching materials for oral communication teaching should be edited by exploring the teaching resource and adopting the modern media. Eventually, the complete evaluation system is established and the formal oral communication class is set up.