Research On Thinking Training In Oral Communication Teaching In Junior Middle School

Thinking is the kernel of language,and thinking training is essential in oral communication training.One of the tasks of teaching oral communication in junior secondary languages is to train students’ thinking through oral communication activities and cultivate good thinking habits in them.By linking oral communication teaching and thinking training in languages,not only can students’ oral communication skills and levels be improved and their thinking skills enhanced,but also current oral communication teaching practices can be improved and optimised to enhance classroom efficiency and quality.It should not be overlooked that thinking training has not been given sufficient attention in the practice of teaching oral communication in junior secondary school.Based on this,the thesis takes the thinking training in junior high school language oral communication teaching as the object of study,and explores the effective strategies of thinking training in junior high school language oral communication teaching by sorting out the current situation of thinking training in junior high school language oral communication teaching,in order to improve students’ thinking ability and promote the development of students’ thinking training.The thesis is divided into six parts as follows:The introductory section includes the origin of the study,the current state of relevant research,the significance of the study and the research methodology.The first chapter is an overview of oral communication teaching and thinking training in junior secondary languages,which mainly includes an overview of relevant concepts and characteristics,an elaboration of the theoretical basis,and a value analysis.The thesis mainly adopts Mr.Qian Xuesen’s view on the classification of thinking,focusing on the cultivation of students’ figurative thinking,abstract thinking and creative thinking.The second chapter explores the current situation of thinking training in oral communication teaching in junior high school languages by distributing questionnaires and inviting teachers to interview them,and analyses and summarises the problems in teaching.The survey reveals that in teaching practice,there is a lack of awareness and participation of students in thinking training in oral communication teaching,and a lack of attention and effectiveness of teachers in thinking training for students.The third chapter is a key chapter that specifies the strategies for thinking training in teaching oral communication in junior high school languages.According to Mr.Qian Xuesen’s classification of thinking types,combined with the characteristics of junior high school students’ thinking,the teaching of oral communication in junior high school language focuses on the training of students’ figurative thinking,abstract thinking and creative thinking.According to the different types of thinking,taking meticulous and targeted training is more conducive to the mastery of methods,the development of abilities and the promotion of students’ development and progress.The fourth chapter section is an instructional design and reflection on the thinking training in teaching oral communication in junior secondary languages.The author’s teaching design for the oral communication "Impromptu Speech" and "Debate" in the unified language textbook,and teaching reflections on the design.The concluding section is a summary of the study,suggesting issues that teachers should pay attention to when teaching thinking training in oral communication in languages,and providing an outlook on future teaching practice and research,in the hope of providing reference value for future oral communication teaching.