Research Of Primary School Chinese Oral Communication Teaching In Communicative Perspective

Chinese oral communication is an important learning field in basic education in China,the oral communication is different from the other four major teaching fields in discourse situational and process interactivity,and the oral communication teaching is worth discussing and analyzing in many aspects.The research train of thoughts are as the follows:reviewing literatures,definiting theory;analyzing present situation,defining reasons and proposing measures.This research take communication philosophy as its basic perspective and theoretical support,combined with survey data and practical experience analyzes the comprehensive factors that affect the effectiveness of oral communication teaching.On the basis of this,discussing the new way in oral communication teaching under the new period.The present dissertation consists of the introductory part,fore chapters and conclusion.The introductory part defines the relevant concepts and explains the current research situation home and abroad.Besides,the research ways of thoughts,research frame of the dissertation and the major research methods applied are illustrated in this part.The first chapter discusses the theoretical basis of oral communication teaching in primary school.The author believes that oral communication teaching in communicative perspective is based on three philosophy theories,includes:Habermas' communication activity theory,Meads' symbolic interaction theory and ecological teaching theory;The second chapter by making a survey questionnaire and combing literature discusses the questions of oral communication teaching in primary school.It includes four types: teaching status marginalization,teaching process static,teacher-student dialogue low effective,and the space layout of classroom separate;In the third chapter,causes of the problem of oral communication teaching in primary school were discussed and this discussion was based on communication philosophy,in order to further find paths and strategies of development provide a theoretical support and epistemological basis.The author thinks that the deep reason for the absence and alienation of oral communication teaching in primary schools is the characteristics of oral communication was separated by the Coginitive subjectivity philosophy,and makes themulti-dimensional and multi-tendencies of communication becomes homogeneous and one-dimensional which leads to the imbalance of classroom teaching ecosystem;The fourth chapter discusses the efective strategies for oral communication teaching in primary school.This paper puts forward five proposals:In the teaching goal,get rid of the influence of presupposition goal and adjusting teaching goal according to the changes of actual teaching situations,reflects the feeling of scene of dialogue;In the teaching method,discarding the static teaching method of one-way output,establishing transmission and exchange among interactive agents;In the teaching content,we should follow the requirement of authenticity in the communication activity theory.In the practice of two-way interactive oral communication teaching,educators should base themselves on life and create authentic and diverse teaching situations by multiple ways and means;In the teaching field,we should change the single seating arrangements of seedbed type in the past,and flexible selection of appropriate classroom layout according to teaching organization;and the evaluate oral communication teaching should be more focus on students' communication processes,set up the way of diversified process evaluation.