Study On Chinese Oral Communication Classroom Teaching In Junior Middle School

Oral Communication and Reading Writing are the Main Contents of Chinese Teaching.The period of the first grade is the key period for cultivating the students' oral communication quality as the connecting period between primary school and junior high school.Therefore,the Study on Chinese Oral Communication Classroom Teaching in Junior Middle School will help improve and promote the current oral communication teaching.It is helpful to update the teaching concept of teachers,It is important to improve students' oral communication and improve their oral communication quality.Using questionnaires,literature research methods,and classroom observation methods as the main research methods,According to the "Full-time Chinese Language Curriculum Standards for Compulsory Education(2011 Edition)".The “Language” textbooks for 1-12 were sorted out mainly by the 2001 and 2016 editions of the “Chinese”textbooks published by the People's Education Press.And the oral communication content in the 2006 edition of the “Chinese”(required1-5 volumes)textbook.It is found that in the classroom teaching of oral communication,there are some problems in teachers,students and classroom practice training.The teacher's classroom language is random,the teaching method is single,and there is a lack of pertinence.The teaching evaluation standard is improperly positioned and the goal is unknown.Students lack of awareness of active oral communication,lack of listening and communication methods,and weak ability to express and respond.In the oral communication training in the classroom,the training content is not systematic,and the oral communication knowledge chain is not formed;the training method is lack of design,the students have no interest in oral communication;the training target is not the subject,and the oral communication only stays in the driving layer.The attribution analysis of the existing problems,teachers,there is no support for the theory of oral communication teaching,oral communication teaching design awareness is weak,there is no accurate understanding of the standard evaluation criteria.On the student side,the emphasis on class in the classroom weighs in,so that students have less oral communication context,and physiological and psychological changes,but also make the students tend to be locked in the heart,the classroom training is not much,the exchange experience is insufficient.In the oral communication training activities in the classroom,the training topics depend on the content of the reading or composition in the classroom,the teaching thinking is solidified,and the establishment of communication situations is neglected.The teaching objectives of training activities are unknown.According to the problem,based on the reasons,propose improvement strategies as follows.Teachers should develop oral communication teaching theory,standardize oral communication teaching,strengthen the design awareness of oral communication teaching,and carry out targeted teaching;formulate evaluation tools for oral communication teaching,and standardly implement teaching.Students should change their learning concepts and activate their interest in oral communication;boldly open their doors to eliminate psychological barriers to oral communication;and through various trainings,they can enrich and strengthen their oral communication experience.For oral communication training activities in the classroom,we should use resources both inside and outside the classroom to form a relative series of training content;use multimedia technology to create a realistic oral communication environment;definite teaching goals and develop students' oral communication skills.The study selected teachers and students and classroom practice training as the contents of the examination,and discussed the teachingelements such as teaching objectives,teaching content,teaching evaluation,and process design in the classroom oral communication,respectively.Strive to make the proposed strategy targeted and operational.However,due to the restrictions of the surveyed people and the regions,it is still necessary to continue to strengthen research in classroom practice training.