A Study On The Teaching Practice Of Oral Communicative Situational Teaching In Secondary Vocational Chinese

China has a long history of situational teaching methods.As early as the Spring and Autumn Period and the Warring States Period,people began to use situations consciously or unconsciously in teaching activities to stimulate the imagination and interest of learners and achieve good teaching results.Although the situational teaching method has been used in teaching so far,it has been used in different disciplines,and there are many researches on the situational teaching method,but in general,the study of Chinese situational teaching in China lacks authoritative and systematic research The research on the situational teaching of oral communication in secondary vocational Chinese is even more complicated.The syllabus for Chinese language in the secondary vocational school promulgated in 2009 mentioned the important position of oral communicative ability,reading ability and writing ability simultaneously;in the increasingly fierce social competition,people are becoming more and more frequent today,the value of oral communicative ability is increasingly prominent.Therefore,people pay more and more attention to the cultivation of oral communicative competence,and the degree of attention is getting higher and higher.There is an urgent need to change the traditional oral communication teaching methods to improve the students' oral communication ability to meet the needs of the society.The situational teaching method has a unique advantage in oral communication teaching activities.However,there are indeed many unsatisfactory aspects of our Chinese oral communication situation teaching activities: for example,teachers do not fully understand the concept of situation teaching,the teaching design plan is not perfect,they do not pay attention to oral communication guidance and training,copy the teaching materials,and completely separate from life,study and work The scene,the teaching method of talking about soldiers on paper,these problems have made it difficult to advance the teaching reform of oral communication in secondary vocational Chinese.Therefore,it is our responsibility to completely change the traditional teaching method of oralcommunication in secondary vocational schools,carry out situational oral communication teaching,stimulate students 'interest in learning,arouse students' enthusiasm and initiative,expand students 'thinking,and improve students' level and ability of oral communication.The urgent task for the language teachers of vocational schools.This article takes the hotel class,marketing class,and accounting class of class 18 and 19 in Hezhou City Economic Management Cadre Secondary Professional School as examples to conduct oral communicative situation teaching practice research,which is divided into three parts: introduction,subject,and conclusion.The introduction includes four aspects: research reasons,research significance,research reviews,research ideas and methods,briefly explaining the topic selection reasons,research significance and domestic and foreign research reviews,as well as the research methods and research ideas used when writing the thesis.The main body is divided into four parts to elaborate.The first part explains the connotation of oral communication and situational teaching,and discusses the three characteristics of authenticity,image and imagination of situational teaching from a theoretical point of view;it analyzes the characteristics of oral communication teaching in vocational Chinese: situational,interactive and practical and professionalism;to analyze the basis of the integration of spoken language communicative teaching and situational teaching in vocational Chinese,with the purpose of giving readers a clear understanding of spoken communicative teaching and situational teaching,and the necessity of implementing situational teaching methods in spoken vocational Chinese.The second part is the analysis of the status quo and reasons of the oral communicative situation teaching in vocational Chinese.This part mainly analyzes the current situation of the oral communicative situation teaching in vocational Chinese through questionnaires.On this basis,it raises questions and analyzes the specific the reason.The purpose is to make teachers and students realize the importance of implementing situational teaching in oral Chinese communicative teaching in vocational schools.The third part is the countermeasures and practical steps for improving the situational teaching of oral communication in vocational Chinese.Based on the problems in the situational teaching of vocational Chinese,the improvement strategies are proposed: strengthen the teacher 's situational teaching training,create a situational oral classroom,and implement a guided Teacher evaluation methods to improve the oral communication skills of vocational students.Secondly,it puts forward the specific implementation steps of the situational teaching of "creating a situation and drawing topics-teacher-student interaction,clear communication goals-actual exercises,practical communication requirements-evaluation feedback,and improving communication skills".The fourth part is oral communication in vocational Chinese Practice lessons andreflections of situational teaching,designing the "Talk" oral training course as a case to verify the application and value of the improvement measures and specific implementation steps proposed by the author in oral communication teaching,and after-class reflection,so as to further propose The precautions for the teaching of oral communication in secondary vocational Chinese.The conclusion is to reflect on the teaching activities of oral communication in secondary vocational Chinese,sum up the experience and lessons,and provide reference for the subsequent research.