Research On The Present Situation And Countermeasure Of Communicative Teaching Of Oral Chinese In Primary School

With the rapid development of the times,the needs and opportunities for interpersonal communication are increasing day by day.The oral communication skills are becoming more and more important.The oral communication skills have gradually become one of the necessary conditions for high-quality talents.The lower stage of elementary school is a critical period for language acquisition,and the study of oral Chinese communication courses is very important.The oral Chinese communicative class can not only improve the ability of the primary school students to use the language,but also cultivate the primary school students to develop good behavior habits and etiquette norms.However,practice has shown that there are still some problems in the actual operation of the current low-level oral Chinese communicative teaching in primary schools,and it affects the degree of achieving oral communicative teaching goals.Therefore,this research is devoted to investigating the problems and their causes in the oral communication classroom of the current lower elementary school,and actively exploring corresponding solutions.It is expected to provide first-line Chinese teachers with a certain solution to the problem,thereby helping low-level primary school students to better learn the oral communication content of Chinese.The main theoretical foundations of this study are: constructivist theory,conversational strategy theory,and communicative teaching theory.The research method is mainly based on questionnaire survey method,supplemented by classroom observation method,interview method and literature research method.The questionnaire is compiled from six dimensions: academic condition analysis,teaching material grasp,teaching objectives,teaching content,teaching methods,and teaching evaluation.A total of 174 elementary school low-level Chinese teachers in S District of Chongqing City adopted a stratified sampling questionnaire survey and interviewed 10 elementary school low-level Chinese teachers.Observed all the classes in the first and second grades of S Primary School in S District,a total of 16 oral communication classes.In-depth understanding of the problems in the oral communication teaching of the lower elementary school.The survey shows that the main problems in the oral communication teaching in primary schools are: teachers do not have a good grasp of the connotation and teaching objectives of oral communication;the teaching content depends on textbooks;the lack of diversity in teaching methods;the single evaluation subject and the lack of guidance for teacher evaluation;The low grade primary school students are afraid to take the initiative to speak;students have poor oral communication habits and lack of etiquette;studentshave insufficient expression and coping skills;students’ language expression is not standardized.This article summarizes the following reasons: Examination-oriented education affects the status of elementary school low-level oral communication teaching;Chinese teachers lack the quality of oral communication teaching;lack of a perfect oral communication evaluation system;family education affects students’ psychological quality and basic etiquette norms.Based on the survey results,the author continuously integrates what he sees and learns,and finally puts forward the following countermeasures: Primary school low-level Chinese teachers consciously improve their oral communication literacy;optimize teaching design and implementation,improve teachers’ teaching skills;Curriculum resources for oral communication;improve the evaluation system of oral communication in the primary school;strengthen home school management and co-education,and promote the implementation of oral communication status.