Investigation And Research On The Current Situation Of Oral Communication Teaching In Rural Primary Schools

As we all know,the 21 st century is an era of rapid development,and the requirements for talents are more stringent and harsh.As the most direct and convenient way of communication between people,oral communicative competence is particularly important.Therefore,the Chinese Course Standards for Full-time Compulsory Education(Experimental Draft),issued in July 2001,lays the foundation for the revised edition of the primary school syllabus in 2000,again clarifying the teaching requirements of "oral communication".It requires oral communication teaching to be closer to life,reality and communication function.In the new curriculum standard,oral communication teaching is included in the training objective of primary school Chinese education.How is it implemented? What kind of attitude does the front-line language teachers in rural primary schools,especially the low-level ones,hold towards oral communication teaching? This paper investigates the factors affecting the low-level oral communication teaching in rural primary schools,such as teachers,textbook arrangement,teaching methods,evaluation methods and students' oral communication competence,by means of literature,questionnaire,induction and summary,and practical observation.On this basis,this paper understands the present situation of oral communication teaching in rural primary schools,expounds the significance of training good oral communication ability in rural areas,and provides some theoretical and practical methods for rural language teachers in oral communication,so that oral communication lessons in rural primary schools can really be carried out and students' abilities can be really improved.At the same time,there are still some problems in this study,such as the limitations of the scope of the study,the difficulty of implementation and verification,how to design effective teaching cases,how to improve the level of teachers themselves,and so on,which need more front-line teachers to further practice and research.