Study On The Application Of Situational Teaching In Oral Chinese Communication In Lower Grades Of Primary Schools

Speech is a tool for interactive activities,and oral communication activities appear around people all the time.The times are developing at an alarming rate,people's life rhythms are gradually accelerating,and people's exchanges are becoming more and more frequent.In this kind of development environment,the oral communication ability of all members of the society has also been greatly improved.Oral communication is the content of the five major areas of the primary school language curriculum standards.Therefore,the new curriculum reform also puts forward higher requirements for oral communication teaching.At the current stage,various studies on the teaching of oral communication in primary schools are abundant.In addition to the theoretical part,the practice has also gained more obvious results.Although these all indicate that there has been satisfactory progress in oral communication teaching,there are still many shortcomings waiting for us to explore.For example,the choice of the topic of oral communication in primary schools and the scientific nature of practical teaching have many problems.Nowadays,the awareness of situational creation of front-line teachers in oral communication teaching is constantly increasing,but some problems such as unreasonable communication situations and the actual situation of communication in the context of the creation of situations have gradually emerged.Through a simple combing of these questions,the author took valuable internship opportunities and participated in the school classroom activities for nearly 4 months.In the oral communication situational teaching,detailed observation and research were carried out.According to the existing relevant materials and tutor communication,the corresponding questionnaires and interview outlines were determined.200 student questionnaires were distributed and 16 primary school Chinese teachers were interviewed..According to the results of the survey,the paper analyzes the specific situation of the oral English communication situation teaching from the three aspects of application purpose,application behavior and application effect,analyzes the existing problems and causes,and finally proposes corresponding countermeasures.This article is divided into five parts.The first part is the introduction,analyzing the value of the subject,the steps and methods of the research;the second part is the basic theory,which mainly expounds the specific concepts,specific characteristics of oral communication and situational teaching,and the basic theory of oral communication situational teaching;The third part is to clarify the advantages and necessity of situational teaching of Chinese oral communication in primary schools.The fourth part is the interview of teachers and students and the questionnaire survey to obtain the Chinese oral communication in primary school.The shortcomings in the teaching,and the actual data obtained from the survey are sorted and analyzed,and the dilemma of the teaching of Chinese oral communication in the lower grades of primary school in China is summarized and the reasons for its occurrence are explored.The fifth part is to propose a targeted and operational strategy based on the problems existing in the oral communication situational teaching.Combined with the optimized strategy,the practical application of the situational method is carried out in the classroom of oral communication in the lower primary school.Through theoretical excavation and analysis of teaching practice,we strive to provide reasonable suggestions for the dilemma of Chinese oral communication teaching in the lower grades of primary school,and verify the role and significance of oral communication situational teaching through practical teaching,and effectively improve students' oral expression ability.