The Research On Class Activities And Its Assessments Of Spoken Language Communication Teaching In Chinese Junior Middle School

One function of language education is to serve for social usage so that we must make effort to help students build their oral communicative skill of language. New Curriculum Standard named the listen-spoken practice spoken language communication, which is the emphasis on having spoken language at the top position of language teaching under practical application principle.People have not attached importance to spoken language communication for a long time. Although it has been developed on both of theory and practice. Thus, the current result is not satisfactory. For instance, the theory we have is not used in school. The class teaching pays more attention on individual practice by following grammar patterns. In conclusion, we are not having an efficient and practical way on teaching spoken language communication to students.Full-time Compulsory Education Chinese Course Criterion (experiment) indicates that the teaching of spoken language communication focuses on process and activities. In this thesis, the author tries to use activities and its assessment as a way to develop class teaching of spoken language communication. The purpose is to improve students' abilities of spoken language communication by fully using class time to get the expected results.The paper starts from the definition of "spoken language communication". At the same time, theories are related to and analyzed as the supports, which includes pragmatics, Dewey's pedagogical thoughts "Learning by Doing" and Bachman's Communicative Language Ability (CLA). The current teaching situation of spoken language communication is also objectively analyzed, in order to build spoken language communication class activities and related assessment systems, which are supported by many examples of existing activities and assessment rubrics.The author integrates traditional listen-spoken practice ways with spoken language communicative elements on the basis of analyzing the activities used in foreign countries. The author is also systematically talked about the process of the spoken language communication activities with implementing principles and foundational elements. The author raises the issue that standard and rubric is the effective way to solve the problem of informal evaluation on spoken language communication. The standard is to set the assessment goal. The rubric is to help the assessment process objectively and operationally. The assessment system is going to be combined with spoken language communication activities together, which completes the whole class teaching process ideologically and operationally.The goal of the paper is to provide an angle of way to teach and evaluate the spoken language communication in junior middle school so that spoken language communication teaching is truly implemented in school and functions as one of the language skills. The author hopes that students' spoken language communication ability will be improved substantially by improving teaching principles and strategies.