-Grade Primary School Students Reading Class Oral Language Behavior Observation And Research

With frequent interpersonal communication and complexity, the ability of students to express verbal language more and more people’s attention, And Chinese classes is shouldering the heavy burden of students’ oral expression ability, the training ways are:one, oral communication class; Two, daily classroom teaching, reading teaching mainly). This study daily reading class of classroom teaching as the observation object, the students study and analysis the fact of oral expression ability.This study in primary school Chinese reading at the intermediate class, students’oral expression as the breakthrough point (10backbone teacher of Beijing’s reading classes, for example), and to discuss the students in the process of language learning oral words what is the "content", what kind of "form" to express, to express the "effect" is how and how teachers "intervention" studies, this research mainly divided into four parts:Part I:basic background research. Mainly on studies of the origin, meaning, content specific research methodology and literature review.Part II:establishment of research design and analysis framework. By reading the literature and practice of collecting data observed in the simulations, corrections, etc., to develop relatively standardized, practical observation scale, and the scale of the use madeinstructions.Part III:the classroom for students oral speech acts "quantity","form","content" and "teachers’ intervention" carries on the observation and statistics, through the analysis concluded that:students classroom oral speech acts"amount" for middle school students’ oral expression time relatively sufficient, but look from the expression on the number of words is obviously less; Students in the classroom oral words form a single; Students classroom oral words to "express their understanding or view" and "answer declarative knowledge in books or memory" is given priority to; Teachers’ intervention to the point pattern intervention and q type high proportion of intervention, cross-examine intervention and guide instructional intervention and intervention for a small proportion.Part IV:conclusion and reflection. Based on the fact that research conclusion and the corresponding reflection.