Research On The Teaching Strategies Of Oral Communication In Junior Middle School

Today’s era is a highly informatized era.Audio and video are more influential than ever before.In the network environment,people can communicate with each other almost anywhere through voice and video.This means that the spoken language communication ability will also be more widely used by people than in any previous era.Oral communication ability is not only expressed as the ability of listening and speaking language,but also the non-verbal communication ability of using the situational language correctly.It is one of the indispensable personal capabilities of people in modern society and an important part of personal comprehensive accomplishment..Every social member who wants to survive and develop must have good oral communication skills.As an important way to cultivate students’ oral communication ability,Chinese teaching must inevitably be adjusted accordingly,so that our oral communicat io n teaching can strategically promote the development of students’ oral communication skills.This article is divided into three chapters to study oral communication teaching,starting from the concept of connotation,through the curriculum standard and teaching materials,etc.to analyze the plight of oral communication in theory and content,and ultimately hope to obtain some of the more practical strategies for the future Teaching activities play a catalytic role.The first chapter defines the related concepts,analyzes the connotation of speech and language,and clarifies the "language" of verbal communication as "language".The relationship between language and thinking,language and expression is clarified,and the communication of language is emphasized.Followed by the connotation and characteristics of oral communication teaching,it is clear that the reason why oral communication needs teaching is determined by its own characteristics and people’s language cognitive characteristics.Finally,the paper reviews the historica l development and achievements of oral communication teaching and looks at the problems in the teaching of oral communication from the perspective of development and achievements.For example,before entering the course,the understanding of the oral communication teaching theory and the development of practice are disjointed;At the time,the forms of oral communic ation organizations were inflexible and lacked specific teaching situations.Oral communication lacked the necessary evaluat io n system.The second chapter analyzes the teaching goal setting,content,and training characteristics of junior school Chinese oral communication teaching with the aid of the Chinese curriculum standards and the teaching version of junior high school Chinese textbooks.The analysis of the Chinese language curriculum standard starts from two perspectives.The first is the comparison of the different academic sections of the same curriculum standard.The purpose is to clarify the relationship between the various sections of oral communication teaching and to grasp the internal rules;second is to compare the different sections of the same school section.The purpose of this comparison is to clarify the revised target of the new curriculum standard of oral communication teaching and to integrate the focus of oral communication teaching.The use of icons and data on the collation of textbooks is divided into three aspects: First,the overall description of oral communication activities in textbooks;second,combing and characteristics analysis of part of comprehensive learning;and third,combing and characteristic discovery of seminars and exercises.The content of the teaching materials was integrated,and the characteristics of teaching and training of oral communication in junior high school students were analyzed.The third chapter studies the specific strategies of junior high school Chinese oral communication teaching to the development of students’ language ability.For the problems existing in the oral communication teaching put forward in the first chapter,with the aid of the activity forms involved in the teaching materials integrated in the second chapter,following the curriculum requirements,some specific strategies for the development of students’ language ability are proposed.In order to promote the development of students’ sense of language,to cultivate their verbal accuracy,logic and flexibility,to achieve both the development of language and thinking skills.Through increasing input,develop the habit of remembering and recitation;with a variety of training forms,create contexts with strong relevance to life;strengthen training,and teachers actively guide to cultivate students’ sense of language.Through the use of appropriate sentence patterns and word collocations;the use of situational language is used to cultivate students’ verbal accuracy.With the aid of Mind Maps,students can help clarify their thinking and integrate information;and use concise spoken forms to express certain logical reasoning to cultivate students’ logic of language expression.Expressing in a devious,vague way to develop students’ flexib ility in language expression.Through these more practical methods and strategies to help children gain access to the learning middle school in oral communication,the oral communicat io n skills have been developed.