Study On Situational Teaching Design Of Chinese Oral Communication In Lower Primary School

Oral communication is the process of expression and communication through language in people’s daily life,and communicative teaching helps to develop students’ language skills,communication skills and social skills.Lower primary school students are in a critical period of oral communication development,and situational teaching is in line with their cognitive characteristics.Therefore,proper and scientific situational teaching design is particularly important in improving lower primary school students’ oral communication ability.Through situational teaching design,teachers can not only help students master basic oral communication skills in daily life,but also enable students to easily cope in real communicative situations.This study is divided into five parts.The first part is the introduction.It expounds the origin of the research from three aspects: the importance of oral communication in Chinese to the language development of primary school students,the requirements of oral communication in the new curriculum standard for oral communication teaching,and the situation teaching in line with the cognitive development characteristics of low-level students.At the same time,by combing the relevant literature at home and abroad,it is found that the relevant research results of situational teaching focus on the significance of situational teaching,the classification of situational teaching,the application of situational teaching and the creation of situational teaching.At present,there is a lack of systematic research on the design of situational teaching in oral communication.The second part mainly defines the concepts of key words such as situational teaching,lower primary school,oral communication and teaching design.At the same time,the study starts from perspectives of situational cognitive theory,communicative linguistic theory and constructing cognitive learning theory,discusses the significance of these theories and analyzes the fitness of employing situational teaching to make oral communication teaching design.The third part explains the current oral communication situational teaching design in lower primary schools with results of questionnaires and interviews on front-line language teachers.The results show that there are some problems in the design of oral communication situational teaching in the lower primary schools such as less targeted aim,inflexible content,incoherent link design,single situation creation process,and unconsidered evaluation.The main reasons are that the goal of situational teaching design is not considered in full-scale,teaching content depends on teaching materials,situation creation link design is not reasonable enough,teachers’ situation creation ability is limited by resource allocation,and instructional evaluation lacks context-specific measurement criteria.The fourth part puts forward strategies for the existing problems: improving the control of oral communication situation teaching objectives,optimizing the selection of oral communication situation teaching content,improving the creation of oral communication situation environment,and enriching the diversification of oral communication situation teaching evaluation.The fifth part selects "Oral Communication: Little Rabbit Carries Pumpkin" in grade one and "Oral Communication: Book Lending Convention" in grade two and provides teaching design,based on strategies and characteristics,principles and processes of situational teaching design.The teaching design is analyzed and reflected to provide reference for relevant research on oral communication situational teaching design in lower primary school.