Using Situational Teaching Method In Junior Middle School Chinese Oral Communication Teaching Research

Junior middle school language has an irreplaceable role in students’ growth stage, and asthe four part of Chinese teaching in listening, speaking, reading and writing, obedient andoccupies a key part of speaking. Modern society has higher and higher demand to thestudents’ comprehensive ability, promulgated in2001"the full-time compulsoryeducation Chinese course standard (experiment draft)" also explicitly pointed out thatoral communication ability is indispensable for modern citizens. Chinese oralcommunication teaching in junior high school in the field of study, relevant aspects of thetheoretical research has a lot of, also achieved some success teaching practice andexperience, the teaching of oral communication as a kind of speak both sides use oralspeech to interact, set in the teachers’ words context, the desire to communicate and tostimulate students’ interest, causes the student to participate in the activities, so as toimprove students’ verbal expression and communication ability. But, by conducting oralcommunication of junior middle school students in the classroom learning, found thatstill exist in the process of oral communication teaching curriculum, textbookcompilation and other problems, especially in oral communication teaching scenarioscreated from the students’ actual daily life, it is difficult to stimulate students’ interest toparticipate in the oral communication activities, is also difficult to improve students’comprehensive ability of oral communication ability and social communication.In the face of the existence of the problem, this paper attempts to use literatureresearch, questionnaire survey method, comparative research methods to analyze theproblems existing in the oral communication teaching research, the\"life situations-default situation-reference situation-real situation-life situation\" situation of thesystem and the integration of the actual situation of student life, effectively promote the students’ oral communication ability of migration and ascend. In the face of the thesis,the author attempts through five parts in this paper. The first part is the introduction, thepaper puts forward research background and significance of oral communication teachingstrategy. The second part is the overview of oral communication and situational teachingmethod, including the oral communication teaching and the connotation of situationalteaching, oral communication about situational teaching strategy overview. The third partis about the current situation of junior middle school Chinese oral communicationteaching in China analysis of the questionnaire. The fourth part is the research on juniormiddle school Chinese oral communication teaching strategy. The fifth part of the articleas knot, insufficient pointed out in this paper and the prospect of late.