The Teaching Research Of "Speech In Class" In High School Chinese

China has attached great importance to the value of speech since ancient times.Modern speech,as an imported product,has been rising rapidly since the late Qing Dynasty,and has become one of the "three tools of civilization dissemination" with its excellent communication and mobilization function.Since then,speech has entered the school and become the research object in the field of education.Therefore,the cultivation of speech ability has attracted much attention.Nowadays,speech,as a high-level language expression form,has entered the field of Chinese teaching.The development of the new era is calling for new talents with excellent expression quality.However,due to a narrow understanding of the concept of speech and other reasons,the combination of Chinese teaching and the cultivation of students’ speech ability is not optimistic in the research and practice,students generally lack of speech literacy.In view of this situation,the "speech in class" teaching of high school Chinese starts from the perspective of close Chinese teaching and speech ability cultivation,and on the basis of an open understanding of the concept of speech,complete language knowledge and situational language knowledge required for speech expression,combined with specific teaching cases,explores an effective way to systematically cultivate students’ speech ability in class Chinese teaching.The cultivation of speech expression ability in the field of high school Chinese teaching is essentially a response to the cultivation of the core quality of "language construction and application".The language expression involved in Chinese reading teaching,writing teaching and other teaching types all belong to speech expression in a broad sense,and the cultivation of high school students’ speech ability has a broad foothold in fact.Communicative behavior theory and information interaction and transmission theory hold that speech expression is a two-way communication process,dialogue is the main way,content is the key to communication rationalization,common norms and standards are the guarantee of harmonious communication,speech expression should have authenticity,correctness and sincerity.Based on theoretical guidance,the teaching of "Speech in class" should focus on improving the quality of students’ language content,actively creating opportunities for dialogue expression,formulating common expression norms and standards,and teaching relevant situational language skills,so as to shape excellent speech expression in an all-round way.The use of "speech in class" teaching to improve high school students’ speech expression ability can rely on a variety of teaching types,and the corresponding training strategies will be different.Among them,reading teaching and writing teaching is the main front of Chinese teaching in high school,which determines the quality of Chinese teaching and the level of education ability to a large extent,and thus becomes the most appropriate implementation base for the cultivation of high school students’ speaking ability.According to the basic theoretical requirements of speech and the behavioral development law of students’ speech ability acquisition and improvement,the teaching of "speech in class" should systematically cultivate students’ oral and written speech expression ability from five dimensions: "having something to say--willing to say--having the opportunity to say--being able to say--speaking well".The theories related to text close reading and Kieran Egan’s "Imaginative Education" cognitive tool theory provide a strong guarantee for the presentation of higher quality reading and writing teaching design and the play of educating function.Together with the five cultivation dimensions and their corresponding implementation strategies,It provides a new paradigm for the implementation of the teaching strategy of "speech in class" and the cultivation of students’ speech expression ability.