Exploration And Practice Of Life-oriented Oral Chinese Communication Teaching In Junior High School

Traditional Chinese teaching focuses on the transfer of language knowledge,ignoring the communicative nature of language.Many of the talents cultivated are those with rigid language,poor communicative ability,and strong test ability.This obviously cannot meet the needs of innovative and practical talents in today's society.Need.The ability of spoken communicative skills in our various situations such as life,work,and study is becoming more and more prominent.Because they are now in the information society,students have more information than ever before,and it is difficult for students to screen and identify the information themselves.This requires communication with teachers,and at the same time testing the students' grasp of knowledge.In addition to written inspections,you can also ask questions verbally.Oral questions can save lesson time and increase the efficiency of examinations.Students need to answer questions and carry out other daily oral communication activities.At this time,the skills of speaking,retelling,and coping are very important.Oral communication teaching is one of the important components of junior middle school Chinese teaching.In the compilation of the textbook for junior middle school,the oral communication module and comprehensive learning module reflect the teaching methods of daily life.For example,the selected oral communication topics are narration,retelling and paraphrasing,coping,impromptu speech,discussion and debate.Oral communication activities are selected for interviews and speech contests.The arrangement of textbooks and the setting of activities and life are getting closer and closer.The author took the opportunity of practicum in junior high school in No.1Middle School of Shouguang City,went deep into the junior high school Chinese teaching class,accumulated first-hand teaching and research materials,and tried to comprehensively use classroom observation method and questionnaire survey based on existing research Methods,comparative analysis and case teaching methods have investigated and analyzed the current situation of oral communicative teaching represented by three junior high schools in Shouguang City,hoping to find problems and put forward practical and effective "living communicative oral communication" Teaching methods and strategies contribute to the development of oral communication in junior middle school.The body is divided into four parts.The first part is about the requirements and suggestions of the new curriculum standards for oral communication teaching,including the requirements of the curriculum standards for oral communication teaching and the recommendations of the curriculum standards for oral communication teaching.The second part analyzes the problems and reasons of verbal communicative teaching in junior high school through questionnaires.After investigation,the author found that there are four major problems in oral communication teaching in junior high school: students are not very enthusiastic about participating in oral communication,students are polarized in oral communication ability,teachers do not pay attention to topic selection and situation creation,and teaching does not pay enough attention to oral communication teaching.After thinking and analysis,the reasons are as follows:the first reason is that the concept of "utilitarianism" prevails in the society;the second reason is that teachers' oral communication literacy is not high,mainly including lack of systematic training,inadequate teaching and research activities,and The third aspect is the negative psychological role of students in ossral communication.The negative psychology here mainly includes: "silence is gold",nervousness and shyness,and improper attention distribution.The third part proposes the life-oriented oral communicative teaching based on the problems that arise.This part focuses on the theoretical basis,principles and strategies of life-oriented oral communicative teaching.The theoretical basis of communicative teaching of daily life includes the concept of life education,constructivism and humanism.The principles of life-based oral communication teaching include the principles of practice,experience and openness.The strategies of life-oriented oral communicative teaching are divided into teachers and classrooms.Teachers 'strategies are teachers' oral communication literacy improvement strategies,which mainly include consciously developing oral communication habits,consulting or consulting with professionals,and carefully designing oral communication activities.Classroom strategy is divided into three aspects: preparation before class,implementation in class and practice after class.Pre-class preparation strategies include the use of online tools,setting up activity tables,and flexible desk placement;classroom implementation strategies include oral communication lessons that focus on creating living situations and organizing small classroom activities;post-class practical strategies include organizing life experience activities and organizing interviews and surveys.The fourth part is the two lectures of classroom teaching and reflection on life-oriented oral communicative teaching.Two classroom lectures,"Spoken Communicative Response" and "Speaking Contest".Among them,"Coping" is a special course on oral communication,and "Speaking Contest" is a course on oral communication activities.Teaching reflection includes the need to carry out special lessons and activity lessons at the same time,and to avoid "pan-life" false classrooms.