The Research On The Oral Communication Teaching In The View Of The Constructivism

The Current Curriculum Reform of Elementary Education brings great impingement on the oral communication teaching, but meanwhile a good opportunity. The thesis employs constructivism and new course concept to probe into oral communication teaching, which is based on the former study.There exist many problems in the current oral communication teaching. For example, the dated curriculum concept, impractical teaching contents limited in single-oriented activities and those outstanding students, teachers considered only as participators. By way of pondering, the author holds that these problems are mainly caused by the following reasons: the restriction of educational aim, the unreasonable Chinese curriculum structures, the difficulty, dated and uncommon curriculum contents, emphasis on teaching and reciting materials on books in teaching implementation, emphasis on choosing but ignorance of development in the evaluation of the course, passive learning mode.Through mediating the exiting problems and reevaluating oral communication, the author claims that oral communication teaching in the light of constructivism should put more emphasis on context, dialogue, cooperation and meaning construction. The teaching mode advocated by Constructivism holds "the teaching mode should be learner-centered, teacher should play the role of organizer, instructor, helper and promoter to fully exert students' initiativeness, enthusiasm and creativity by means of context, cooperation and conversation and other environmental factors in order that the students can construct what they have learned." Furthermore, oral communication teaching is in essence a knowledge-constructing activity based on dialogue, communication and cooperation, is also a mutual or multiple dynamic language practice to help students construct unique oral communicative ability and style in concrete context. Therefore, the developmental direction from the perspective of Constructivism should be as follows: First, create versified and practical contexts to stimulate the interest in oral communication. Creating proper contexts is beneficial to stimulating students' emotion and imagination, even more beneficial to constructing meaning. Second, reform teaching methods and teaching mode in orderto realize mutual or multiple interactive dialogue and cooperation in oral communication. By means of original and scientific teaching methods and various teaching modes the students can learn how to communicate, make dialogues and cooperate in interactive practice. Third, induct and help students to construct meaning so as to form individual oral communication ability and style. The process of meaning construction is a process to help students develop good communication habits, form individual communication style and acquire overall improvement. Fourth, evaluate oral communication teaching from multiple perspectives to improve students' oral communication ability. Fifth, fully explore teaching resources in oral communication teaching. With the combination of oral commumcation teaching, modern educational technology, other disciplines, social practice and practical life, students can become interested in oral communication and achieve progress and development.