A Study On The Systematic Construction Of Oral Communicative Teaching In Junior Middle School

With the progress of times, science and technology and transportation, communications among people become more intensive. United nations educational scientific and cultural organization pointed that the talents of the21century must possess three qualities:the ability to live, the ability to learn and the ability to communicate. The proposition of the three qualities makes the communicative ability serious again. Thus oral communication is necessary among numerous communicative means.Since the New Curriculum Reform was implemented in2000, oral teaching has given more attention to communicative function, and New Curriculum Standards has put forward some developmental goals in accordance to oral communication of junior middle school students. However, the situation of junior high students’ communicative ability has so far instilled little optimism, and there is a great distance between the situation and goals. Thus it is indispensable for Chinese teachers to organize their oral communicative teaching systematically, closing to the goals or reaching them. With the development of New Curriculum Reform, many frontline Chinese teachers have realized the importance of students’oral communicative ability, and begun to study it with the purpose of cultivating students’oral communicative ability. But the relative textbooks still have shortage in incarnating oral communicative ability, and Chinese teachers did not understand its real meaning, and just carried out some oral exercises formalistically without good effect, resulting in wasting of much time and losing students’interest in oral communication. Besides, influence by traditional Chinese teaching, many Chinese teachers stressed Chinese knowledge learning but ignored oral communication in the process of their Chinese teaching, and they have little time to carry out special oral communicative courses. Under the background of New Curriculum Reform, how Chinese teachers symmetrically develop students’oral communicative ability? How Chinese teachers symmetrically and automatically develop students’oral communicative ability? This study focuses on answering the above two questions.This paper studies the status quo of oral communication ability of junior middle school students through questionnaire and on this basis to find a set of effective strategies to improve students’oral communication ability through the exploration from vertical and horizontal two aspects combining with system theory. The paper contains three chapters:the first chapter makes an interpretation to the present situation of oral communication teaching, the developing goals and requirements. Firstly, it defines several concepts related to this article:spoken language, oral express, oral express ability, oral communication, oral communication ability, oral communication teaching and its system. Only the concept clear, can study better. And then shows the developing goals and requirements of the New Curriculum Standards for junior middle school oral communication teaching. Accurately grasp the training targets and requirements of oral communication of "Compulsory Education Chinese Course Standard" and comprehend the new curriculum idea. Finally, through the questionnaire, statistics and analysis of data, find the oral communication problems of present junior middle school students. And by comparing find the big gap between the actual and target, and then to seek for solutions to the problems. The second chapter makes a clear up of the domestic and foreign systematic results. Vertically organize the development process of spoken language and oral communication teaching in China and finds three turning points of the education policy, and the main form of the practice activities is Three Stages Learning Type of Du Lang Kou model and Yichuan Middle School, and analyzes how to improve students’oral communication competence in class. Horizontally shows and analyzes the overseas Listening and Speaking Course Standard and oral teaching, compares the different requirements and the differences between Chinese and foreign curriculum standards, and draws lessons from the advantages of foreign oral communication teaching to make up their deficiencies. The third chapter constructs junior middle school oral communication teaching, and puts forward a set of systematic training strategy. On the basis of vertical history, horizontally draws lessons from foreign experience combining with system science, and explores from the aspects of teachers, students, textbooks, teaching environment and cultivation approaches.Carnegie says the eighty-five percent of one’s success depends on their communication skills. Improving the students’oral communication ability is very important both from theory and practice. As a compromising Chinese teacher, we must attach importance to cultivate the students’oral communication ability to meet the needs and the developing of life.