Study On The Value And Practice Strategy Of Oral Communication Teaching In The First Primary School

The first stage of primary school refers to the first and second grade of primary school,and the oral communication teaching of the first stage of primary school is the starting point of Chinese teaching.This study mainly discusses the value of oral communication teaching in the first stage of primary school,the problems existing in the current oral communication teaching and the reasons and the strategies of oral communication teaching.The introduction part of this study introduces the research background,analyzes the research purpose and significance.This study selected four research methods:literature method,case analysis method,interview method and questionnaire method to review the relevant literature.In addition to the introduction and conclusion,the full text is divided into four chapters,each of which is as follows.Chapter I Conceptual Definition and Research BasisThis chapter first defines the concepts of primary school first paragraph and oral communication;at the same time,it expounds the research basis,including Dewey's viewpoint on the essence of education,Piaget's theory of cognitive development stage,Vygoski's theory of proximal development area,Chinese Curriculum Standard for compulsory education(2011 edition)and Chinese students' development of core accomplishment.Chapter Two: Learning Psychology of Primary School Students and the Value of Oral Communication TeachingThis chapter analyzes the learning psychology of the students in the first stage of primary school,including the active intuitive thinking,the interest is the main driving force of learning,the strong expectation of interpersonal communication and the lack of attention stability.On this basis,it is concluded that the teaching of oral communication in the first stage of primary school has four values,one is to improve the students' ability of initial experience,accumulation and use of language,the other is to develop and enhance students' receptive language thinking ability,the third is to enhance students' aesthetic experience of oral communication,and the fourth is to feel the history of language culture and the charm of the times.Chapter III Problems and Reasons in Oral Communication Teaching in the First Primary SchoolBy analyzing teaching cases,interviewing first-line teachers and conducting questionnaires to teachers,this chapter sorted out five problems existing in oral communication teaching in the first stage of primary school.One is that teachers do not know enough about the value of oral communication teaching;the other is that teachers lack special training for students' listening ability and expressive ability;the third is that teachers do not integrate thinking formation into the goal design of oral communication teaching;the fourth is that teachers do not pay attention to the aesthetic experience of students in oral communication process;and the fifth is that teachers do not pay attention to the cultural influence of oral communication teaching connotation.This chapter analyzes the causes of these problems,one is the teacher'soral English The single understanding of communicative teaching influences the realization of teaching value;the second is that teachers do not integrate the close connection between oral and written language into the teaching design;the third is that teachers lack understanding of cultivating students' thinking quality in their teaching ideas;the fourth is teachers' lack of understanding of aesthetic factors in oral communication teaching;and the fifth is teachers' lack of fundamental understanding of the cultural connotation of mother tongue.Chapter IV Practical Strategies of Oral Communication Teaching in the First Primary SchoolThis chapter aims at the practical value and existing problems of oral communication teaching,and puts forward four teaching strategies,one is to guide students to apply Chinese learning results to the language practice of oral communication.One is to guide students to develop the habit of speaking Mandarin,the other is to strengthen the demonstration and training of listening ability.The second is to create situations to activate students' association and imagination;the third is to connect oral communication with students' life to experience the beauty of oral communication process,which is manifested in two steps: one is to carry out rich oral communication activities to experience formal beauty,the other is to construct the platform of oral communication and real life and the environment to experience emotional beauty;The fourth is to guide students to realize the cultural charm of their mother tongue,which is manifested in three steps: one is to guide students to have an interest in the cultural history of their mother tongue,the other is to infiltrate the necessary cultural knowledge into the practice of oral communication,and the third is to guide students to use Chinese excellent poetry and prose in oral communication.