Mongolian Improve Teaching Junior High School Teaching Spoken Chinese Design

"Long-term Education Reform and Development Plan (2010-2020)" clearly states the importance of bilingual education in ethnic minority areas. China is a multi-ethnic country, with the social and economic development, communication among peoples; countries are more and more frequently. Master Chinese, one or several foreign language has become increasingly important. Grasping the native language, proficiency Chinese is vital to the development of minority students. Minority students who take their mother tongue as their first language have a lot of difficulties in learning Chinese, especially oral ability.In this paper, author find out the present situation of students’ Chinese oral ability in grades seven in Xilinhaote Mongolian School. Analyzing the relevant factors that influence students’ Chinese oral ability, put forward relevant countermeasures in Chinese language teachers. This paper is divided into four sections:Firstly, the essay contains the current situation in the field of research and related theories:the ethnic minority students’ oral communication skills, the characteristics of Chinese as a second language, language teaching and design.Second, author describes the status of the seventh grader Chinese oral communication skills in Xilinhaote Mongolian middle school through observation, interviews, questionnaires and other methods. Then point out the inadequacies of the Mongolian students Chinese oral skills. Third, from different subjects, different angles to explore causes which affect the Mongolian students:differences in their mother tongue and second language teaching, learning environment and living environment, teachers and students understanding limitations, teachers’teaching methods limitations and other aspects.Finally, authors put forward relevant suggestions from the point of Chinese teaching, by using a variety of teaching strategies, teaching methods, teaching evaluation, to enhance students’ Chinese oral ability. At the last part of the essay, author design a learning plan about "woodlands" text, using the relevant theory to train students Chinese oral ability.