A Study On The Application Of Educational Communication In Chinese Class In Junior High School

Educational Communication,also called the cross-disciplinary of pedagogy and communication,has its own remarkable value in the research of audio-visual education.It has become a new idea in the study of Chinese education to make full use of educational communication to solve the problems in the development of Chinese language disciplines in the new era.In this paper,the author is committed to using the theory and mode of educational communication to combine educational communication with teaching practice to provide the possibility of studying the mode of educational transmission in Chinese classrooms in junior high school and then to promote the optimal combination of teaching processes step bystep.The paper can be divided into six major parts.Specifically speaking,introduction part presents the origin of the selected topic and the research status at home and abroad,which briefly outlines the educational communication process and model as well as research approach and methods.Followed by introduction part,chapter one introduces the connection between educational communication and Chinese classroom,the particularity of Chinese classroom communication,the current status of teaching and communication in junior high school Chinese classroom as well as the significance of educational communication for Chinese classroom teaching in junior high school.Chapter two mainly discusses the embodiment of ‘the agenda setting',‘employment-satisfaction',‘common sense space',and ‘silent spiral',which are the embodiment of four educational communication theories in Chinese language classes in junior high school and the inspiration for Chinese classroom teaching.Chapter three is the core of the paper.To begin with,it introduces the four classical communication modes in communication area.Secondly,it analyzes the communication modes contained in specific lesson examples and concludes four major modes from classroom communication: teachers' guiding mode,student's independent inquiry mode,teacher and students interaction mode and students and students interaction mode.Thirdly,by analyzing the teaching characteristics of the five core teaching contents of ‘literacy and writing',‘reading',‘writing',‘oral communication' and ‘comprehensive learning' in the Chinese language classroom,the different teaching contents are summarized based on specific cases from the perspective of applicable teachingandcommunicationmodel.Chapterfourisacasestudyoftheapplicationof educational communication in Chinese classroom teaching.To take ‘take a step and take another one' as an example,this paper explores the deficiencies of this textual classroom teaching under the traditional mode.Then it discusses the teaching design and classroom teaching process of the text under the educational communication theory and educational communication mode.For the study of specific texts,the application of educational communication in the Chinese language classroom can be implemented from various angles,providing reference and inspiration for other teachers.Last but not the least,summary part further demonstrates the significance of educational communication for Chinese classroom teaching and sums up the application scope of different modes of communication in Chinese classroom teaching.What's more,limitations of the research are presented afterwards.