Research Of Teaching Content In Junior Middle School’s Oral Communication

Current research of oral communication teaching is mostly confined in the "how to teach", the oral communication in the end should be "what to teach" is concerned little about the oral communication teaching strategy research significance is not negative, but in the final analysis, it is by "what to teach" decision, because the teaching content itself already contains the corresponding teaching methods. In our country, the research about the content of the teaching of oral communication is very weak, due to geographical and cultural differences, foreign oral communication teaching content and not the overall reference. Therefore, teachers have clear necessary to understand in a class really want what to teach, what to teach and students are required to learn what. Junior middle school is based on the linkage between the primary and high school, which is the key period for students to learn, so this paper mainly discusses the oral communication teaching contents of junior middle schools to determine how. At last, the author proposed the basic content of the oral communication teaching in junior middle school, also from the perspective of teaching content of lesson analysis, hope that on the basis of the improvement of the oral communication teaching content to improve oral communication teaching situation, and Chinese teachers in teaching practice can provide some inspiration.This paper is divided into four parts. In the introduction, the author introduces the present research situation of the oral communication teaching content, and puts forward the research method of this paper and defines the basic concept. In the first chapter, the problems and reasons of junior high school oral communication teaching contents are analyzed. The second chapter, the author puts forward on construction of reflections on the oral communication teaching content, emphatically from four aspects: the characteristics of the Chinese curriculum standards, textbooks, and oral communication, the students to explore the determination of oral communication teaching contents of junior middle schools. The third chapter, the author Wang Rongsheng, Su Cheng Wang and Wang Cong thought content framework based, from crosswise and longitudinal two aspects enrich the oral communication teaching contents of junior middle schools, at the same time, in view of the different grades, in the form of thematic teaching content to comb out, and attempts to analyze the relative lesson analysis of oral communication teaching content, focused on oral communication teaching junior high school stage in the cohesive effect of primary and high school, the establishment of complete spoken communication teaching content system.