A Study Of Oral Communication Teaching In Primary Schools From The Perspective Of Children

"Oral Communication" from the "People's Education Press" primary language teaching materials attached to the language park to the "ministry edition" of the teaching materials as an independent plate,the status of the change of the more and more important oral communication.Based on the major and the current situation of oral communication teaching in primary schools from the perspective of children,according to the ideas of finding,analyzing and solving problems,by means of Literature Review,questionnaire survey,interview and Case Analysis,the author tries to find out oral communication teaching strategies from the perspective of children and effectively guide children to carry out oral communication teaching.This article does not count the introduction and the conclusion,altogether has four chapters:the first chapter explains the Primary School Oral Communication Teaching and the Child Angle of view the Primary School Oral Communication Teaching Concept,the Child Angle of view the oral communication characteristic and the oral communication curriculum standard explanation.It is emphasized that oral communication teaching should be conducted in the light of children,in the tone of children,in the mind of children and in accordance with the psychology of children.In addition,the characteristics of oral communicative teaching from the perspective of children are manifested in topic selection that fits with children's perspective,organizational forms to awaken children's empathy,innovative methods to enhance children's sense of communication pleasure,and give children appropriate evaluation.However,the curriculum standard puts forward higher requirements for primary school oral communication,aims at the overall improvement of Chinese accomplishment,and puts forward some suggestions on teaching and evaluation of oral communication,so as to cultivate children's civilized communicative accomplishment.The second chapter surveys the current situation of oral communicative teaching in elementary schools by questionnaires and interviews,and summarizes the manifestation of the lack of children's perspective in oral communicative teaching in elementary schools: topics are separated from children's lives;children's active participation is low;teacher-student classroom interaction is poor;children Weak oral communication skills.Then analyze the reasons for the lack of children's perspective: the changes in the oral textbooks of the primary textbooks edited by the ministry;the teacher's lack of oral communication literacy;the oral communication teaching evaluation mechanism is not perfect.The third chapter is the most valuable part of this paper,which puts forward the requirements and teaching strategies of oral communication teaching based on children's perspective.The author believes that oral communicative teaching based on children's perspective requires the development of children's core language literacy,conforms to children's psychology,and promotes the spiral communication of children's oral communicative competence.Moreover,we should use the primary school oral communication teaching strategies based on the children's perspective,such as: choosing the real topic,making oral communicationlife oriented;creating practical opportunities,making oral communication situational;innovating teaching methods,making oral communication childlike;enriching evaluation methods,making oral communication active.The Fourth Chapter is the teaching practice example and the teaching reflection which is born for carrying out the teaching strategy.Teaching example selected "part edition" primary language first grade oral communication "please do me a favor" for teaching design,after the implementation of self-reflection.In short,in order to find a teaching strategy that is more suitable for children's perspective in Oral Communication Teaching,the author hopes that teachers and theorists will pay more attention to the research and find the best way for children's perspective in oral communication teaching.