The Research Of High School Chinese Oral Language Communication Teaching From The Perspective Of Communication Studies

Ordinary high school language curriculum standard (experiment)points out that having good oral communication ability is animportant quality for modern citizens, which reflects theimportance of oral communication in social life and nationalattention to the teaching of oral communication. However, in thepresent, there are some shortcomings in Chinese oral communicationteaching in middle school. First, teachers don’t pay attention toChinese oral communication teaching, and there are few orinadequate contents about oral communication in their teachingplans. Second, Chinese oral communication teaching is lack ofunified instructional materials at present, and the teachingmaterial arrangement is kind of unreasonable, and teaching contentsare unvaried. Third, due to the direction of the college entranceexamination, teachers always focus on teaching and writing butignore oral communication teaching in the teaching process. Theteaching mode is lack of change, which leads to unobvious effect.Finally, there is little analysis about the reason why high schoolstudents’ oral communication ability is low in general, and thecoping strategy is not formed.Taking the high school Chinese oral communication teaching asthe research object, this paper is based on communication theoryand utilizes literature analysis, survey and other research methods,then it combined with teaching practice to explore the existingproblems in-depth from all aspects of Chinese oral communicationteaching activities in high school, in the end it put forward the corresponding solutions and strategies. We think that in ourteaching practices, Chinese teachers should change traditionalteaching strategies and value Chinese oral communication teaching.In the teaching process, teachers should clear education curriculum,enrich the content of teaching materials and try to exploreeffective modes of Chinese oral communication teaching. What’smore, high school oral communication teaching should also beclassified for evaluating, and it should formulate differentcriteria, content and methods of evaluation according to the actualsituation of the students. Only in this way, can we improve highschool students’ oral communication ability.