Research On Chinese Oral Communication Teaching In Junior Middle Schools

Listening,speaking,reading and writing are the four basic abilities that make up a student's language literacy.However,listening and speaking abilities have always been ignored and their development lags behind reading and writing.Until the end of the 20th century,the Ministry of Education of China set off to explicitly formulate the training objectives and content of listening and speaking skills.The 2000 version of the curriculum standards first proposed "spoken communication",and it was continuously improved in subsequent versions of the curriculum standards.the importance of oral communication for students' language literacy and personal ability development has been affirmed,and the goals and suggestions of oral communication teaching have been proposed.According to the curriculum standards,oral communication is as important as reading and writing.However,it's almost impossible that oral communication got recognition from teachers and students overnight.In the 20 years since the "spoken communication" was proposed,several syllabuses and curriculum standards promulgated by the Ministry of Education have continuously improved the importance and status of spoken communication.Various versions of textbooks have been constantly enhanced to enrich the spoken communication module and content.Teachers and students are constantly updating and improving their cognition and understanding of oral communication teaching.The paper focuses on the development of oral communicative teaching.It collates and analyzes the past and the present of oral communication.Then it summarizes and explores the oral communicative content in Chinese department edition of textbooks that are commonly used nationwide.Taking the junior high school of Shenzhen H School as an example,it investigates and analyzes the current situation of oral communication teaching,and tries to explore the teaching strategies of oral communication based on the survey results.The paper is divided into five components.The first chapter is the introduction,which explains the reason for choosing this topic,analyzes and summarizes the current research results of listening and speaking teaching,and oral communication.Then it points out the research methods used in this paper.The second chapter summarizes the development history of listening and speaking education and oral communication in China.The end of the 20th century is a dividing line.From pre-Qin to late Qing,listening and speaking were basically excluded from teaching,selection,and other activities.It was gradually put forward by people of insight,and gradually received attention.Since the end of the 20th century,the Ministry of Education of the People's Republic of China has promulgated several important syllabuses and curriculum standards,which clarify the goals,requirements,and recommendations of oral communicative teaching.And it has been continuously improved and enriched with the updates of syllabus and curriculum standards.This chapter is mainly carried out by means of induction,sorting,and analysis.The third chapter explores and analyzes spoken Chinese communication in the textbooks used by the junior middle school.It attempts to figure out the compiling structure,specific content,and compiling characteristics.The fourth chapter uses the junior high school of Shenzhen H School as an example to conduct a questionnaire survey about the current situation of oral communicative teaching to analyze the advantages and disadvantages of oral communicative teaching.In the past 20 years,teachers and students have changed their views,they have similar cognition that oral communication have great potential for development.However it reflected the lack of topics and imperfect evaluation systems.Last chapter discusses some strategies for oral communicative teaching based on the problems presented in the survey in the third chapter.These strategies include targeted,penetrating,multi-disciplinary training modes and exploration of the evaluation system starting from principles and methods.The author hopes to provide some help to oral communication teaching.