Research On The Application Of Situational Teaching Method In The Oral Communication Teaching Of Middle Aged Chinese In Primary School

With the promotion of the new curriculum reform,oral communication has gradually been paid attention to,oral communication teaching has become an important part of primary school Chinese,emphasizing the emphasis on oral communication teaching combined with the situation.Situational teaching method is a teaching method that meets the age characteristics and development needs of students.Teachers gradually try to apply the situational teaching method to the actual oral communication teaching,but there are still many problems in the specific application process.Middle age is the critical period to cultivate students’ oral communication ability.Teachers should adapt to the language development needs of middle age students and use situational teaching method in oral communication teaching.Therefore,only by comprehensively understanding the application of situational teaching method can we give full play to the advantages of situational teaching in middle-aged oral communication and improve the situational teaching effect in oral communication classroom.This paper draws lessons from domestic and foreign about situational teaching and oral communication teaching related theory research,using questionnaire survey,interview survey and case analysis of the situation teaching method in primary school language middle oral communication teaching situation,found that middle oral communication teaching application problems situation,analyze the reason,explore the feasible oral communication situation teaching strategy.The full text is divided into five parts.First is divided into introduction,starting from the research background,clear research objectives and problems,research meaning,define situation teaching method,elementary school middle period and the core concept of oral communication teaching,the research literature into a literature review and review of existing research,choose speech activity theory,situational knowledge theory and constructivism learning theory as a theoretical basis for research.The second part is the research design,which expounds the research ideas,research methods,research objects and research tools.This study starts from situational teaching method and oral communication teaching,and uses questionnaire survey method and interview survey method to investigate the application of situational teaching method in oral communication teaching.The third part for the situation teaching method in primary school Chinese middle-aged application of the present situation of oral communication teaching,the questionnaire survey and interview survey data sorting and analysis,including oral communication situation teaching cognitive situation,oral communication situation teaching resource utilization,oral communication situation teaching creation and evaluation of oral communication situation teaching situation.The fourth part includes the problems and reasons of situational teaching in primary school Chinese,including vague understanding and simplification of oral communication teaching;insufficient resources of situational teaching,relying on oral communication materials;the situational teaching method is not flexible enough,and the oral communication classroom is limited;the evaluation of situational teaching is not scientific enough,ignoring the oral communication process,and analyzing the reasons for the problems.The fifth part is the application strategy of oral communication teaching in primary school Chinese,including strengthening the situational teaching training,improving the theoretical knowledge literacy;developing the situational teaching resources,expanding the topic of oral communication;skillfully using the situational creation method to strengthen the effect of oral communication training;paying attention to students’ emotional experience and optimizing the teaching evaluation method.Finally,the conclusions and shortcomings of this study are expounded to provide reference for the teaching research of oral communication situation.