Present Situation And Countermeasures Of Oral Communication Teaching In Multi-ethnic Mixed Class In Junior Middle School

With the advent of the information age,closer contact between people,at the same time,the importance of oral communication is gradually highlighted.In the 2011 edition of the Chinese Curriculum Standard for Compulsory Education,the status of oral communication teaching is clarified again and it is pointed out that one of the necessary abilities of modern citizens is oral communication ability.As the national common language,Chinese plays a key role in the life and future development of minority students.Therefore,it is necessary to improve the level of oral Chinese communication for ethnic minorities.However,the present situation of oral communication teaching in multi-ethnic mixed class is not optimistic.There are some problems in the teaching process.Based on reading a large number of related documents,this study conducted a questionnaire survey on the teaching of oral communication in middle school in W middle school of Urumqi City,and analyzed the causes of the problems according to its characteristics and other scientific basis,and put forward some feasible countermeasures from various angles,hoping to promote the teaching of oral communication in multi-ethnic mixed classes and to enlighten teachers in similar areas.This paper consists of six chapters:The first chapter is the introduction.First of all,this chapter expounds the origin of the research from three angles: reality,curriculum standard and oral communication teaching of minority nationalities in junior high school.From the practical point of view,the arrival of the information age makes the importance of oral communication teaching for minority students more prominent.From the point of view of curriculum standard and teaching,curriculum standard emphasizes once again that oral communication should be placed in an important teaching position,while junior high school is just a good node for oral communication teaching.Secondly,this chapter expounds the theoretical and practical significance of the article.The most important significance lies in understanding the present situation of oral communication teaching of minority nationalities in junior high school,sorting out and analyzing according to its teaching characteristics,finding out the problems and causes of teaching.Thirdly,the research on oral communication teaching at home and abroad is summarized,and it is found that there are few research on the present situation of oral communication teaching in junior high school in multi-ethnic mixed classes in minority areas.Fourth,the related core concepts are defined again : " oral communication ","trilingual education "," oral communication teaching "," second language acquisition ".Finally,the paper shows the research idea chart,the research methods used are questionnaire survey,statistical induction and interview survey.The second chapter is an overview of oral communication teaching in junior middle school.Through the analysis of the curriculum standard of compulsory education and the content of oral communication teaching in junior middle school,the characteristics of oral communication teaching in junior middle school are summarized: practicality,flexibility and interactivity.The third chapter is the survey results and analysis of the present situation of Chinese oral communication teaching in multi-ethnic mixed classes in junior high school.The present situation of oral communication teaching in multi-ethnic mixed classes in junior high school was investigated by questionnaire,and the results were analyzed.The detailed design ideas of teacher questionnaire and student questionnaire are expounded.The content of the teacher's questionnaire mainly includes:the basic situation of the teacher teaching the class students,the teacher's cognition degree to the oral communication teaching,the teacher's daily oral communication teaching situation,the teacher's evaluation index to the oral communication teaching,the school's attitude to the oral communication teaching,the teacher's angle existing oral communication teaching difficulty and the teacher's expectation to the oral communication teaching,the above seven dimensions carry on the question design;The questionnaire is designed from six dimensions: the basic situation of students' oral communication expression,the students' cognition of oral communication teaching,the students' cognition of personal oral communication,the basic situation of students' oral communication class,the evaluation of students' oral communication and the students' expectation of oral communication teaching.On this basis,the results of the questionnaire data collation and statistical analysis.The fourth chapter is to analyze the teaching characteristics,problems and causes of oral communication in multi-ethnic mixed classes.The teaching characteristics of oral Chinese communication in multi-ethnic mixed class are as follows: the students' existing knowledge level is different and the teaching complexity is high;the students' subjective will to improve their oral communication ability is strong;the relationship between teachers and students is harmonious.Students have a high degree of trust in teachers.The existing problems mainly lie in: the weak consciousness of multi-party oral communication teaching;the limitation of teaching content and the confusion of writing teaching;the single teaching form and the passive participation of students;and the lack of evaluation system of diversified learning results.According to the above problems,through the specific data analysis and situation investigation,the main reasons are: the existence of old teaching thinking,the lack of attention in oral communication teaching,the influence of students on their native language,the lack of initiative and innovation in teachers' teaching,and the difficulty of quantifying oral communication evaluation.The fifth chapter is based on the third and fourth chapters,combined with the characteristics of multi-ethnic mixed class Chinese oral communication teaching,from the school,teachers,parents,students put forward the following six countermeasures: strengthen the importance of oral communication teaching;enrich the teaching content of oral communication teaching;diversify the teaching forms of oral communication teaching;establish an effective gradient evaluation system;pay attention to home-school cooperation and multi-party teaching.Finally,a new teaching strategy is used to design the oral communication lesson example "Retelling and Retelling ".The sixth chapter is the conclusion part,this chapter is the summary and the reflection to the above content,at the same time points out this topic research needs to work hard,in order to continue the research in the future.