Research On Chinese Oral Communication Teaching In Primary School From The Perspective Of Situation Cognition Theory

Oral communication is one of the five major areas of Chinese language courses in compulsory education.It is different from “ literacy and writing ”,“reading”,“writing” and “comprehensive learning”,and pays more attention to the context and interaction of teaching.Modern society has entered the information age in an all-round way.One's eloquence ability and oral communication ability have become one of the important criteria for defining talents.Curriculum reform and the development of the times have given the task of oral communication teaching to cultivate students' oral communication literacy.However,in practical teaching,oral communication teaching does not reflect its own curriculum concept and value.The oral communication training in teaching and society cause a kind of fault and become an invalid teaching.In 2017,the primary school language editing textbook puts forward clearer teaching objectives and content in oral communication.With the use of the textbook,how to teach or how to teach oral communication becomes an urgent problem for educational researchers and front-line teachers.This paper takes situational cognition theory as the basic perspective and theoretical support,and follows the research idea of “ reporting literature-theory expounding-status analysis-causal clarification-strategy”,putting oral communication teaching under the perspective of situational cognition theory,analyzing today The practical dilemma of oral communication teaching,and explore a new way to achieve effective teaching of oral communication.This article has four chapters.Chapter One Introduction.Explain the reasons for the topic selection,research significance,core concepts,research methods and research status.The second chapter,the theoretical basis: situational cognition theory,this chapter summarizes the main content and teaching application of situational cognition theory,and explores the teaching enlightenment of situational cognition theory on Chinese oral communication.The third chapter takes the situational cognition theory as the basic perspective,analyzes the current situation of the oral communication teaching in primary school,and deeply analyzes the causes of the dilemma,and provides theoretical support and epistemological foundation for the strategy.The fourth chapter discusses the strategies of implementing oral communication teaching on the basis of the above theoretical and practical dilemmas.