A Study On Oral Communication Chinese Courses Of Middle School

With the development of informatization in current society, oral communication ability becomes more and more important. As the increase of social demand is bound to be reflected in the education of Chinese, oral communication, after experiencing transformation in all ages, finally sees daylight in the new century. It has gained some attention in theory and won a place in courses of Chinese. However, the state quo of oral communication teaching is not optimistic. Many predecessors on the education of Chinese, such as Ye Shengtao and Zhang Zhigong, have stressed the importance of oral communication, but affected by various factors, the actual teaching of oral communication still didn’t gained attention. Though some Chinese teachers are inclined to put emphasis on oral communication, their personal ability and teaching resources limit their practice, and nonfeasance and disordered acts become the main problems at oral communication classes.In the history of the education of Chinese, oral Chinese teaching have experienced both peaks and troughs. Before Chinese became an independent discipline, there was no clear awareness to the course of oral communication. The change of the statement of oral communication in course standards of Chinese represented a shift on orientation. Li Mingjie, Wang Rongsheng and others study oral communication more in the perspective of course orientation, whose distinct course awareness provides constructive exploration for the study of oral communication. According to different classification of oral communication, Wang Rongsheng has planned three different kinds of course content and corresponding activities. Based on theories of fusion of horizons, conversational strategy and intersubjectivity, Li Mingjie, from a height of philosophy, pointed out the nature of oral communication literacy, summarized that course orientation of oral communication is to communicate effectively with the idea of independence, cooperation and exploration. They two clarified characteristics of and relations between oral communication in the daily life and oral communication in courses of Chinese, and provide theoretical basis for this study.Based on connotation and characteristics of oral communication and historical review, the study have a comprehensive interpretation for the curriculum evaluation curriculum orientation and curriculum content of oral communication in the background of emergence of oral communication.Combined with oral communication status of implementation, I consider the current main problem is the lack of real communication students and teaching value in the oral communication courses, for the reason that oral communication curriculum suggestions is arise. Finally, I also hope it provide helpful enlightenment for the construction of oral communication curriculum in china to learn foreign experience in oral communication courses.The research of curriculum content is the focus in this paper, and the innovation of this paper lies in the construction of oral communication curriculum content, mainly includes two aspects of communicative principles and skills and nonverbal communication. System analysis techniques are used to analyze basic requirements and considerations of oral communication activities. However, limited my theoretical knowledge and the energy constraints, oral communication curriculum studies on the level of theory as well as close ties with the textbook to be further improved.