The Middle School Language Teaching Material Of Oral Communication Study Knowledge Dimension

Chinese teaching mainly includes listening, saying, reading and writing. In ourcountry，the phenomenon of language text to ignore have always existed in Chineseeducation. The proportion of layout from textbooks to see: readings are dominant,writing teaching material also get some attention in the process of reform, but theproportion of oral communication teaching material is not enough. In People’s Daily life,communication is mainly through writing and face-to-face chatting to complete, andnot through reading, face-to-face chatting dominated the most of human daily life time.The development of "The letter" s’use brought great challenges to our oralcommunication teaching. The language use and control ability directly influences apersons’ life and achievements, so the ability of communicate is essential function of thetraining of the Chinese part.In our country the language discipline of the evolution of process, the importanceof oral communication and writing emerges. According to the demands of Chinese newcurriculum reform, the high school Chinese textbook comply the "writing" and "oralcommunication" into "express exchange" part,"reading appreciation" and"expressexchange"are mainly parts of this book.Obviously oral communication is the mostimportant part of the Chinese teaching. But the textbook writing of this section is notsatisfactory. The knowledge of oral communication existed obvious lack. This paper,from the oral communication in the Chinese teaching material contents, and combiningChinese course target, and reading the reference front view of the existing literaturematerial and discipline, and according Bloom’s new knowledge classification theory asthe theoretical basis, mainly analyzed the junior middle school and high school Chinesetextbooks in the teaching of oral communication knowledge dimension, especially fromthe factual knowledge, conceptual knowledge and procedural knowledgedimensions.Above all, try to concluding the deficiencies of the oral communicationteaching material, and analysis the contains of lack knowledge and reason in the oral communication content.