Research On Performance Of Oral Communication Curriculum Content

Oral communication is an important part both to our daily life and to Chinese language curriculum. With the proposed depth of curriculum reform and "oral communication" concepts, theories and concepts of oral communication has been updated. However, the deletion of Oral communication curriculum content performance in curriculum standards and textbooks is an indisputable fact.In the curriculum standards, we can not see complete presentation of communication-related elements, quantifiable standards of earning level and hints of its methods, even the classical cases; Textbooks is the best carrier of oral communication course content, but due to the shortage of directal design in oral communication and real task driving, so we can’t see the performance and effort the students has made, the loss in performance had not improved. Fortunately, communication and oral communication has a long history with each other.we can understand oral communication curriculum and its meaning, Therefore, through dealing with relations between the course content, the communication and the performance, we can develop oral communication courses with the quality of performance.Some modes of communication can give us guidance about the overall understanding of oral communication. By them, we can refine various factors of oral communication, analyses its dynamic rules and form the communication schema. From Lasswell mode, Shannon mode, Osgood to Schram mode, we could clearly see the ins and outs of words and refine the performance factors in oral communication course. By the analysis of the "Compulsory Education Chinese course standard (2011Edition)" and "nine year national education curriculum outline of Chinese language (Chinese)",we can see the importance of the communication subject, communication skills, the noise and the context for oral communication. Using the theory in communication, we can make up the lack of performance problems in oral communication course. From the inspiration in Newcomb symmetric mode, we can also make further analysis from the perspective of psychology and communication effect theory to study oral communication course content. By psychology, we can make a deeper exploration of the oral communication courses content and its procession. Communicative effect clearly answer what extent the communication reached the communication balance and achieved the purpose of communication.Oral communication courses with the performance tell students what kind of oral communication knowledge and skills they should hold, and how to display their acquired knowledge and skills. Therefore, the oral communication curriculum concerning modification, confirm and illustrate must follow the principles of authenticity, task orientation and detailed rules. Principles are the directive and ideal, to further implement it, we should refer to the classic development program at home and abroad. The general sense of oral communication curriculum content with the performance, by analyzing the trait and requirement of "listen" to "expression" and "coping" and listing the multilevel refined criteria, applying suitably the theory of "entropy""redundancy" and "noise" to the training of oral communication curriculum. As for the task type of oral communication curriculum content with the performance, you need to classify the task firstly referring to USA performance criteria, and then present them according to the concrete task. Of course, the performance evaluation is an important content, and this paper specially emphasizes the Meta evaluation and the two evaluation. Therefore, only the course content setting the task design, the standard rules, examples and the performance evaluation in one can be the complete preventative oral communication courses.