Research On Oral Chinese Communication In Junior Middle School

Chinese education in middle schools has always been inclined to emphasize the importance of language while neglecting the importance of language.Although the junior middle school curriculum standard regards oral communication as an equally important part of writing and reading,oral communication has never been paid attention to in the selection and arrangement of content in PEP language textbooks before 2016.Therefore,the "oral communication" in Chinese textbooks has always been regarded as "chicken ribs" by teachers and eaten nothing.Taste is a pity to abandon.On the one hand,in Chinese textbooks,the selection and arrangement of oral communication content does not give teachers enough tips on the rules of oral training,which leads to teachers’ oral communication teaching like blind people walking and can only explore by themselves.On the other hand,the oral communication plate is at the same level as the writing plate and the reading plate in the arrangement system,but oral communication and writing reading are severely separated.It is difficult to cultivate students’ good oral communicative competence in daily teaching,and the oral communicative course offered alone has little effect.In the second decade of the improvement of the new Chinese course in China,the emergence of the Chinese textbooks compiled by ministries provides an opportunity to change this situation.Compulsory education curriculum standard regards oral communication ability as equally important language ability as literacy and writing ability,reading ability and writing ability.On the one hand,"oral communication" in the new textbook abides by the basic concepts of language curriculum and implements the cultivation of language literacy ability;on the other hand,it innovates the arrangement system and innovates the use of "two-line organizational unit structure" to infiltrate oral communication into writing.Writing and reading.The new Chinese textbook was officially launched in September 2016,but whether the "oral communication" of the new textbook will repeat the same mistakes and become "chicken ribs" again needs to be tested by teaching.The first barrier to Chinese teaching is the study and grasp of the writing characteristics of "oral communication" by Chinese teachers,which is the focus of this paper.After carefully analyzing the arrangement system,content and accomplishment of "oral communication",this paper concludes that the compilation features of "oral communication" in junior middle school Chinese textbooks compiled by this edition are as follows: perfecting the compilation style in both light and dark lines;paying attention to practical application in content selection;and focusing on gradient cultivation in accomplishment objectives.On this basis,this paper also proposes learning strategies for junior high school students to adapt to the new textbooks as soon as possible,and teaching strategies for teachers to carry out oral communication teaching.This paper is divided into five parts:In the introduction part,it mainly analyses the existing research results and shortcomings of the Department edition of "oral communication" literature,defines the relevant concepts,and then puts forward the research focus and innovation of this paper.The first part focuses on the analysis of the "oral communication" arrangement system.Its general arrangement system is composed of oral communication arrangement system in Grade 7 and oral communication arrangement system in Grade 8 and Grade 9.Among them,the arrangement system of "oral communication" in Grade 7 is attached to the "comprehensive learning" plate in the state of "knowledge tips",while the "oral communication" in Grade 8 and Grade 9 is arranged independently in the unit in the "oral communication" plate.The second part analyses the content of "oral communication" in the new textbook,which mainly includes the topic of oral communication,oral communication exercises,oral communication knowledge and oral communication literacy.Among them,oral communication exercises are presented in two ways.The content of oral communication literacy includes basic literacy and specific literacy of oral communication discipline.In the third part,on the basis of the above analysis,the author summarizes the three compiling features of "oral communication" which are light-dark two-line and perfect compiling style.The content selection lays stress on practical application and the accomplishment goal lays stress on gradient cultivation.The fourth part,on the one hand,puts forward three suggestions for students to learn oral communication: paying attention to the scientificity of oral communication learning,cultivating good habits of oral communication,and paying attention to the interrelatedness of oral communication knowledge.On the other hand,it provides three teaching strategies for teachers to study new textbooks,set training objectives gradiently,expand teaching ideas,collocate various types of oral training,arrange the effectiveness of oral training,and improve language literacy.