The Junior Middle School Language Situational Teaching Strategy Research

Under the background of new curriculum reform, communicative languageteaching has been paid more and more attention. In today’s society for the oralcommunicative competence requirements are also getting higher and higher, thefull-time compulsory education Chinese course standard points out clearly also spokenlanguage communication ability is the modern citizen’snecessary ability. For the juniorhigh school language study, theoretical aspects have been related study, the juniormiddle school language teaching practice has made some achievements. But the oralcommunication teaching in theoretical research, curriculum, textbook compilation,teaching practice, some problems still exist. Oral communication is a two-wayinteractive communication activities. Oral communication only in a particularcommunicative situation can arouse student’s emotion sympathetic chord, which leadsto students’ communicative behavior. The current teaching of oral communicationteaching in the presence of the biggest problem is the communicative context void andstudents from the actual situation creation.Aiming at this problem, this paper attempts to analysis of the existing problems,find the junior middle school language teaching communicative context flaw reason.Draw lessons from the relevant theory, and attempts in the junior middle schoollanguage teaching to take situation teaching strategy. In this thesis, the present paperfive parts to carry on the research. Part1is the introduction, including the researchquestions, research significance, research steps and methods to find out thebreakthrough point. The second part of the overall overview of oral communication,oral communication is first defined the related concepts, as well as to the current statusof domestic and foreign research literature review. The third part is an overview of oralcommunication, based on the research analysis, analysis of the language and language,spoken language and written language relationship. Then analyzed the characteristics and types of oral communication. The third part is for the junior middle school languageteaching present situation carries on the analysis, mainly analyses the junior middleschool language spoken communication in communicative context research. The fifthpart is the focus of this paper, the research junior middle school Chinese spokenlanguage social intercourse situation teaching strategy, first analysis of situationalteaching theory, to study the Chinese situation teaching method, communicativelanguage teaching method should be used for reference. Then the analysis of oralcommunication teaching strategies in specific teaching strategies. Finally in the juniormiddle school language teaching oral communication in a specific context create allkinds of teaching method. This paper is based on the predecessor’s research foundation,through the theory of mining and the analysis of teaching practice, and strive for thejunior middle school language teaching oral communication teaching strategy theeffective implementation advice, hope in the junior middle school language teachingoral communication for students with specific communicative context, a comprehensivecultivation of students’ oral expression ability.