Investigation Of Current Station Of Oral Chinese Communication Teaching In Higher Grades Elementary School

The Chinese curriculum standard for compulsory education(2011 edition)puts forward that oral communication competence is a necessary ability for modern citizens.Students should be trained to listen,express and respond to the ability,so that students have a civilized and harmonious interpersonal communication quality.Although students' oral communicative competence has been accumulated through family and social interaction,their acquired oral communicative competence is deficient in many aspects.School education is an important channel for students to gradually cultivate and exercise their oral communication competence,too.In this paper,primary school students and Chinese teachers in grade 5 and grade 6 of JX primary school are taken as the research objects.The research methods such as observation,questionnaire survey and interview survey are successively used to carry out a systematic research on the research objects.The author observed the teaching situation of Chinese oral communication class in grade five and six.Eight Chinese teachers in grade five and six were interviewed and investigated.The questionnaire surveyed 16 Chinese teachers and 351 elementary school students.By sorting out the questionnaire results and interview contents,this paper analyzes the current situation of oral communication teaching in senior grades of elementary schools,probes into the relationship between the professional quality of Chinese teachers in elementary school and their teaching level.Then puts forward effective suggestions for improving oral communication teaching in senior grades of elementary schools.Through investigation and research,it is found that:(1)Teachers do not attach importance to the design of teaching goals,resulting in the lack of pertinence and operability of teaching goals;(2)The selection of teaching methods is not appropriate,resulting in insufficient training of students'communication skills;(3)The evaluation subject is single,the evaluation is not specific,the targeted evaluation is not timely,and the students 'oral communication level can not be effectively feedback;(4)Teachers 'professional qualities in oral communication teaching are not good,resulting in poor teaching results.Through the analysis of the research results,draw conclusions:(1)teachers lack of further research on oral communication teaching,oral communication conditional knowledge in the general level;(2)teachers'explanation of basic knowledge related to teaching content is not enough,lack of the situation,and the teaching method is single;(3)oral communication teaching has less evaluation content,single evaluation method and subject,making it difficult for students to get effective feedback;(4)Students 'listening ability is well developed,their ability to express and communicate is generally developed,and their logic is not strong.Based on the above conclusions,suggestions are put forward:(1)to improve the great importance of the school and teachers to oral communication teaching,improve the level of teachers' professional knowledge in oral communication;(2)adopt teaching methods suitable for teaching content,guide students to enter the situation;(3)to strengthen the immediate evaluation in oral communication teaching and use expressive evaluation method;(4)Pay attention to motivating students,strengthening the training of students ' ability to express and communicate,and creating a democratic and open classroom atmosphere.