A Research On The Present Condition Of Chinese Oral Communication Teaching In Primary School

Oral communication teaching has been taken as the teaching activity which goal is to develop students' oral communication ability through Chinese curriculum. It not only cultivates the the students' ability of expressing and listening, but also understands civilization attitude and speech accomplishment in communication. However, according to the situation found out by the writer , the present condition is far from good. In order to improve the present situation, the research has been based on literature analysis, by means of questionnaire, observation and interview .The author hopes that it can find out the disadvantages of Chinese oral communication teaching and put forward strategies which serve as reference and basis for the educational administrations and schools.The paper consists of four parts. The first part illustrates background , significance and purpose of the research, identifies the related conceptions of oral communication teaching, and discusses the related theories( speech practice theory, verbal communication teaching theory and so on ), the development of native oral communication teaching abroad as well as the raising and the research in Chinese primary school. The second part illustrates method, design and steps of the research. Based on the literature analysis ,the research has been carried out by means of questionnaire, observation and interview for the teachers in the city of Jinhua . Reconciling multiple methods is a characteristic of this research. The questionnaire has been revised and is divided into seven dimensions administrative support, planning background, implementation status, teachers' conditions, implementation effect, implementation problems and development expectations. The data is analysed with software SPSS/12. 0. The observations and the interviews have been recorded. The elementary frame of the interview outline is identical with the questionnaire'.The third part discloses the results. On the whole, in the results of the questionnaire , the teachers believed that the support from education bureaus and schools is not much. Whether offering the curriculum is mainly decided by the content of textbooks, not the teachers' ability. The lesson hours of oral communication are poor. It reveals that the teaching literacy of teachers is not very good and the effect is not outstanding. The practice of oral communication is influenced by these factors, including teachers' ability , textbook, lesson hour, examination, students and authority. The content of development tendency (improving teachers' related teaching ability, mastering students' characteristic and teaching method, enriching instruction resources, formulating the assessment standard) is thought highly of by the teachers. In the difference comparison of personal variable, there is no great perception difference of the teachers of different age and educational background. However, the peception score of the group whose amount is below 25 is lower than the group between 25-50 classes in administrative support. And the group below 25 is lower than 25-50 group and the group above 50 in implementation effect. The teaching group grade one to grade two is great higher than the group grade three to grade four in planning background, implementation status and implementation effect. There is an analysis of observation from four aspects, containing creating teaching situation, definiting the connotation of oral communication, founding a good teacher-student relationship and playing the role of after-class training. The interview reflects that the present status and the problems of oral communication teaching from the seven dimensions above.The fourth part poses solving strategies on the basis of reality, which called on educational sectors to emphasize the teaching, to improve the textbook compiling, to reform the current examination and to strengthen the teachers' training. Management project in favor of oral communication teaching for teachers should be established by school. Chinese teachers should build up the correct view and improve the students' ability themselves.