Communicative Knowledge And Teaching Evaluation Of Instructional Speech Acts In Elementary School Chinese

Speech art theory is one of the core theories of language philosophy and pragmatics.Directive speech acts is an important phenomenon in daily language communication and it is also an important subject in speech art theory.Directive speech acts involve communicative language teaching of persuasion and requests which act as an important component of oral communication teaching in primary schools.However,there is few studies combining communicative language teaching with speech art theory,which leads to the weak theoretical basis of oral communication teaching.This article is based on Searle’s speech act theory.First of all,literature research is used to sort out the corresponding theory which forms the basis of the research.And then it uses the full definition method to analyze the rules of communicative language teaching of persuasion and requests.In order to analyze whether the knowledge in the "Teacher’s Teaching Book" can effectively guide students’ oral communication,it organizes and evaluates the oral communication knowledge about instructional speech in primary school Chinese textbook and "Teacher’s Teaching Book".Next,combined with supporting examples,it also analyzes and evaluates the integration of knowledge points related to teaching materials and "teaching books" and whether students can use this to transform knowledge into abilities.In addition,the original teaching cases are collected,and their gains and losses are analyzed with relevant theories.The paper combines the theory with specific practice so as to provide some reference for oral Chinese communicative teaching in primary schools.The main conclusions of this paper are as follows: the knowledge in teaching materials and teachers’ teaching books is sufficient and can effectively guide students’ oral communication.The teaching books for teachers are helpful for students to learn the oral communication knowledge provided by them,and can help students to transform knowledge into abilities.Teachers also need to have a certain sense of development and theoretical basis.