Question And Thinking On Oral Communication Teaching Of Chinese In Middle School

The progress and development of the society enhance the communicationbetween the people; oral communication has become one of the most common ways，the study on oral communication has paid more and more people’s attention, theability of oral communication in middle school has gradually become the focus ofattention. On the basis of the previous studies, the thesis carries on the furtherdiscussion and research on the oral communication teaching of middle schoolstudents.There exist many problems in the current oral communication teaching. Forexample: the derailment between the teaching system and the social needs、theunscientific of the arrangement of course content、a single teaching mode、not perfectof the teaching evaluation、the backward concept of the teachers、the low interest ofthe students. The reason of the phenomenon is multiaspect, mainly includes the limitsof traditional concept and the restricting of educational goal.Through mediating the existing problems, the combination the cognitive contextof Relevance-theoretic and the main view of Constructivism, the author thinks thatoral communication is a kind of communication activity, which the teacher shouldplay the role of organizer, instructor, and helper to fully exert students’ initiativeness,enthusiasm and creativity in the specific situation. The ultimate aim of this activity isto develop the ability and style of the students’ oral communication. Therefore, thedevelopmental direction of oral communication should be as follows: First, changethe idea between the teachers and the students, realize the teachers and students’mutual cooperation. The teaching model has transform from "the teacher speakingand the student listening" to "the student speaking and the teacher evaluating".Second, create versified teaching model to active classroom teaching atmosphere. Itincludes situational teaching model、expression teaching model、interaction teachingmodel、experiencing teaching model.Versified teaching models can improve the students’ interest, and height the effort ofthe classroom teaching. Third, combine the extracurricular and the classroomactivities, improve more opportunities to practice. Oral communication ultimately services for social practice, so providing more practical chances for students can offerstudents’ ability to deal with reality、to solve the problem. Forth, develop the teachingresources, enrich the course content. Reclaim the new teaching resources, andenriching the oral communicative course with the other courses can stimulate thestudents’ learning motivation, in order to improve the communicative competence.Fifth, permeate the multiple evaluation and perfect evaluation system. Establishingthe diversified evaluation system is conductive to evaluate the students’ all aspects oforal communication ability, and conductive for teachers to improve teaching effectfrom different aspects, students can achieve progress and development.