The Narrative Research On The Development Of Primary School Chinese Teachers’ Oral Communication Teaching Ability

In the 21 st century,with the continuous development of China’s education and the continuous advancement of the new curriculum reform,the society has higher and higher requirements for teachers’ teaching ability.The development of teachers’ teaching ability is the key to improve teachers’ teaching quality and the booster to improve students’ learning effect.At the same time,we will focus on the oral communication part of primary school Chinese subject.In the autumn of 2019,primary school Chinese will be replaced with unified textbooks.Oral communication has changed a lot.It has been presented in the public’s view as a truly independent course type and plate in history.From this we can see that people pay more and more attention to oral communication,and oral communication is more and more important for students’ all-round development.In oral communication teaching,the important premise to promote the development of students’ oral communication ability is that teachers need to have good oral communication teaching ability.In contrast,at present,the development of teachers’ oral communication teaching ability mainly depends on the learning summary of teachers in oral communication teaching practice.Teachers’ oral communication literacy is low,the training of oral communication knowledge is random,and the oral communication knowledge has not yet become a system.Teachers’ oral communication teaching performance is too superficial.The main reason is the lack of relevant theoretical guidance.At the same time,the oral communication teaching of primary school Chinese teachers faces many difficulties in practice,such as poor teaching design and implementation,teaching evaluation and reflection are not in place,class hours can not be guaranteed,which affect the quality of oral communication teaching.Therefore,based on the above problems,it is very important to study the development of primary school Chinese teachers’ oral communication teaching ability.This study mainly adopts the method of narrative research,selects Z teacher of h primary school as a case to carry out narrative analysis.First of all,according to the needs of the subject,the concept of "oral communication","teaching ability","teaching ability development","oral communication teaching ability development" is defined.Secondly,by combing the literature,the theoretical basis of the research is clarified,and the constituent elements of primary school Chinese oral communication teaching ability are determined: oral communication teaching design ability,oral communication teaching implementation ability,oral communication teaching evaluation ability,oral communication teaching reflection ability.Then,based on the above four dimensions,this paper narrates the development of teacher Z’s oral communication teaching ability,and summarizes three important stages of the development of teacher Z’s oral communication teaching ability: the first stage is the initial stage of teaching,focusing on the teaching task and the integrity of teaching design;The second stage is the teaching development period,which focuses on the classroom and pays attention to the interaction between teaching and learning;The third stage is the mature stage of teaching,which is student-centered and focuses on the evaluation of students’ learning effect.Then through the form of coding,it concludes that the factors affecting the development of teachers’ oral communication teaching ability include four aspects: the first is teachers’ own factors,including teachers’ good working and learning attitude and unremitting efforts;The second aspect is the help of important people,including the guidance of teachers and the help of colleagues;The third aspect is the influence of key events,including getting exercise in the competition and being inspired by the changes of teaching materials;The fourth aspect is school management,including school supervision and school training.Finally,from the perspective of teachers themselves,schools and education departments,this paper puts forward some suggestions to promote the development of primary school Chinese teachers’ oral communication teaching ability: first,teachers themselves should form the internal driving force for the development of oral communication teaching ability,which is mainly reflected in consciously establishing the concept of continuous learning and actively making down-to-earth efforts;Second,the school should promote the development of teachers’ oral communication teaching ability in an orderly way,which is mainly reflected in the creation of a mutual aid campus culture and the formation of an effective school management system;Third,the education department should establish a guarantee mechanism for the development of teachers’ oral communication teaching ability,which is mainly reflected in the role of supervision of oral communication teaching,providing teachers with the opportunity to go out to study and organizing relevant competitions.