Research On Oral Communication Teaching In Junior High School From The Perspective Of Scaffolding Teaching Method

In junior secondary schools,oral communication is a significant component of language instruction’s curriculum.The teaching of oral communication has been given equal weight with the teaching of reading and writing in the most recent round of curricular reform.Thus,oral communication has gained popularity in daily life and education as a fundamental form of social communication.However,junior high school language teaching has not paid enough attention to the practice and study of teaching oral communication due to the effect of exam-oriented education.The author discovered that there are still issues in both teaching practice and theoretical research,such as a lack of context creation in instruction,a lack of effective teaching guidance for students’ learning,a single assessment of oral learning,incomplete feedback,and covert regulation function.It is based on the interactive,contextual,and active learning aspects of oral communication.It helps to solve the problem that oral communication faces by constructing an acceptable teaching scaffold.This essay will examine the scaffolding model as it relates to oral communication classes in an effort to determine the best approaches to direct the teaching of oral communication.It is broken down into the following principal sections:Introduction: goal and relevance of study,review of study,explanation of principles and research methods,and discussion of theories.Chapter 1: To conduct a survey on the state of oral communication instruction in junior high school languages,the writers used questionnaires and in-class observations.Based on this,the author additionally looked over several relevant papers and analyzed them to summarize some of the current issues in oral communication instruction.Chapter 2: A study of the reasons behind the difficulties in teaching oral communication in junior high school languages.Chapter 3: It primarily focuses on the strategies for using oral communication instruction in junior high school language under the direction of the scaffolding teaching theory,including seven aspects:identifying the closest development zone and understanding the teaching objectives;creating an active classroom with a student-focused strategy;deepening oral communication understanding with cognitive scaffolding;Contextual scaffolding creates an expression setting.Exemplary scaffolding provides methodological direction.Collaborative scaffolding facilitates cooperative instruction.This essay examines how oral communication is taught in junior high.This study integrates scaffolding instruction with oral communication training organically to increase students’ interest in oral expression.It is based on the teaching of oral communication in junior high school language.In order to increase students’ self-confidence in expression and subsequently their oral communication skills,it is important to lessen the blindness in oral communication instruction and develop an effective and engaging oral communication classroom.