The Present Situation And Reformation Of Oral Chinese Education In Secondary Schools

Our open society is full of competitions and the requirements for talented and qualified personnel have been obviously improved in the 21st century. But in the human resources market, however, we often see this situation: their written examination results are excellent for many graduates, yet they have failed in oral examination, and this phenomenon is sounding the alarm for all our Chinese teachers. Chinese teaching for middle school students has long been in the situation of initiating more practice. We can find the reflections of oral teaching from MiddleSchool Chinese Teaching Program—Middle School Chinese Teaching Materials——Middle School Chinese Teaching Process, and also our program have guiding rules and our Teaching Materials have content layout for oral teaching, and we have a three-minute-practice in our teaching, too. In reason we shouldn't have met with any problems in our oral teaching. But, in fact, it is this false appearance that has covered up the recognition that we have to the present oral teaching situation. Teachers are only satisfied with the existing status presented to the oral teaching, and they don't pay any attention to or research into it any more, so the deficiency in the study of theory has appeared, and teachers' operating ability which is of low status has led to a fall of students' Chinese communicating ability.Oral teaching conforms to the requirements of the present Chinese teaching reform. It mainly arouses the students' enthusiasm of learning voluntarily and tries to get rid of the negative influence in the traditional Chinese teaching mode, further promotes the coordinated development of various Chinese abilities, wholly improves students' Chinese accomplishment level, trains student to be quick in thought andspoken language personality, improve students' moral quality, make students learn how to cooperate and communicate with people, and lay a good foundation for students life—long development.The main factors that exist in the present Chinese oral teaching are: teaching program guides have brought about negative influence, the content design of the oral expression practice from teaching materials is congenitally deficient, we have not independent system in theory research or fewer theory works, teachers themselves who are insufficient in the field have caused oral communicating training to exist in name only and middle school students' spoken Chinese ability meets the great challenge from social development. Therefore, it is an urgent task for us to improve oral teaching practice and theory research and change the weak links of our present oral Chinese teaching.This article makes a breakthrough at the weakest point—oral Chinese teachingin Middle Schools and begins from oral teaching materials and methods and teaching reform. It is seeking the support of other branch systems: the construction of language surroundings, accumulation of students' language, the perfect of teachers' oral training and listening and speaking appraising system. It is hoped that we can carry on the reform of oral Chinese communicating teaching and that students' oral communicating ability can be improved. By doing so, our quality education can be enhanced.