Chinese Oral Communication In Junior Middl School From The Perspective Of Situational Cognition Research On Teaching Strategies

Oral communication is an important activity for individuals to communicate and exchange information in their daily life.It helps people coordinate all kinds of relations in life and society and improve work efficiency.The new Chinese curriculum standard emphasizes that oral communication teaching and evaluation should be placed under the situation,so that students can learn to listen to others,understand others’ language and express better through oral communication class,which shows the characteristics and importance of oral communication teaching.Today,with the continuous development of information society,it is required to cultivate more comprehensively developed talents with comprehensive quality.Only talents with excellent communication skills can better adapt to the times,develop well and fall into teaching,so schools are required to cultivate students who can communicate and understand communication.It can be seen that improving oral communication class and improving students’ oral communication strength is not only in line with the requirements of the times,but also an important content in line with the requirements of the new Chinese curriculum standards.Situational Cognition Theory holds that individual cognitive development is constructed through interaction with others in the situation.Knowledge is not completely independent of the existence of individual and environment.The development of individual cognition is dynamically generated in the situation.Therefore,knowledge is communicative and social,and learning is situational and interactive.The core meaning of Situational Cognition Theory coincides with the requirements of putting the teaching of oral communication in the situation and realizing the development of individual ability through communication and activities proposed in the new Chinese curriculum standard.Therefore,this study combines junior middle school Chinese oral communication teaching with situational cognition theory,explores the problems existing in junior middle school Chinese oral communication teaching,and puts forward the corresponding teaching strategies.This study is divided into five parts: the first part is the introduction,which specifically expounds the reason for choosing the topic and the reason for choosing the topic,which will be described from three parts: national level,theoretical level and practical needs.Research significance,research methods and related concepts at home and abroad,research status and research content,through the summary of domestic and foreign research,evaluate and explain the thinking brought by relevant literature to this research and the significance of this research.The second part is about the explanation and explanation of Situational Cognition Theory and Chinese oral communication in junior middle school.First of all,we should clarify what is situational cognitive theory and the characteristics of knowledge and learning under situational cognitive theory.Secondly,it explains the concept and basic content of Chinese oral communication in junior middle school,as well as the requirements of the new curriculum standard for Chinese oral communication teaching in junior middle school.At the same time,combined with the requirements of the new curriculum standard and the specific content of Situational Cognition Theory,this paper assumes the process of oral Chinese communication teaching in junior middle school and its characteristics in knowledge construction,situational creation,activity design and evaluation methods.The fourth part is the investigation and Research on the contextualization of Chinese oral communication teaching in junior middle school.Through questionnaire survey and case analysis,it analyzes the problems existing in Chinese oral communication teaching in junior middle school,such as poor knowledge construction,false situation creation,lack of interaction of activities and too rigid evaluation.The fifth part,according to the problems and causes presented in the survey,combined with the content of Situational Cognition Theory,puts forward strategies from four aspects: creating classroom based on situation,decomposing topics based on situation,designing activities based on situation and flexible evaluation based on situation,hoping to bring some suggestions and inspiration to the teaching of Chinese oral communication in junior middle school.From the perspective of situational cognition,this research studies the teaching and learning of oral Chinese communication in junior high school,and finds that there are problems in the teaching of oral Chinese communication in junior high school,such as poor knowledge construction,unrealistic situation creation,lack of interaction in activities,and inflexible evaluation.These problems in oral communication teaching make the teaching activities unable to exert the maximum value,the help to the development of students’ oral communication ability is small,and the teaching objectives cannot be well realized.Combined with the conceptual guidance and systematic method of situational cognition,this research considers the problems existing in the oral Chinese communication teaching in junior high school.Put forward corresponding strategies,give full play to the value of oral communication activities,pursue the benign construction of communication knowledge,the real and effective situation creation,the rich and diverse activity design,and the flexible promotion of evaluation mode.Committed to improving the quality of oral communication teaching,so that oral communication activities are implemented on the basis of listening and speaking.Give full play to the initiative of students,help students acquire communicative skills in oral communication activities,and improve communicative ability.