Survey Of Rural Primary Language Spoken Communicative Teaching And Countermeasures

In 2000, Ministry of Education promulgated Chinese Syllabus in Full-time Primary School During Nine-Year Compulsory Education (probationary and revised edition), in which the item Listening and Speaking in the old syllabus was changed into Oral Communication. In 2001, issued was Chinese Curriculum Standard During Full-time Compulsory Education (experimental draft), in which the concept of oral communication was clearly put forward. It requires that oral communication in Chinese teaching should grow toward practical aspects in our daily life in order to stress its communication function. Thus the new concept of oral communication in the 21st century could be fully recognized and its function significantly emphasized.In primary school, what changes could be brought about in Chinese teaching? How is it implemented? This paper has done some research on the factors related to Chinese oral communication teaching in primary school, such as teachers, teaching materials, methodology, pupils'oral communication ability and evaluation. On the basis of the study, the author has discovered the crucial cause in practical teaching and put forth some strategies to solve the problem. Theoretically and practically, this paper may serve as reference for the teachers to use in their teaching activities. This paper includes three parts. In the first part, the author reviews the literature of Chinese oral communication teaching in primary school, puts emphasis on its significance and explains some concepts concerning oral communication teaching.In the second part, the author analyzes the status quo of Chinese oral communication teaching in our primary school. Some investigation by questionnaire and some discussions have been conducted among teachers and pupils, ranging from teaching materials, methodology, and pupils'ability in communication to evaluation. After careful analysis, the author finds some problems in teaching, for example, teachers'incompetence, improper teaching materials, dull teaching methods, incomplete evaluation, and pupil's low communication ability.In the third part, the author comes up with some operational strategies in solving these problems, drawing on the concepts and experience in communication science and pragmatics. These strategies contain the following aspects: to strengthen teachers'training in order to improve their oral communication ability and skills; to make full use of teaching materials in flexible and creative way; to create favorable conditions for pupils'speaking; to develop their language awareness and their oral communication ability; to offer oral communication course so as to arouse pupils'interest in speaking and form their good habit of communicating. In the aspect of evaluation, the author suggests that some principles should be introduced, such as pluralistic evaluation and developing evaluation.