Study On The Content Determination Of Oral Communication Teaching In Junior Middle School

Chinese reform has been devoted to the development of students' comprehensive literacy and ability of "listening "," saying "," reading" and "writing ".It plays a key role in improving students' oral communication ability and promoting the formation of Chinese core accomplishment.In order to carry out oral communication teaching smoothly,it is urgent to make clear what to teach,not how to teach.At present,the actual situation of determining the content of oral communication teaching is not optimistic,there are mainly static,abstract,fuzzy,implicit and other problems.Oral communication teaching is a teaching with "speech" training as the core,which coincides with the essence of Chinese core literacy with "language construction and application" as the core.Based on this connection,this paper takes the determination of oral communication teaching content as the research object.Starting from the four dimensions guided by Chinese core literacy,this paper analyzes the problems and causes in the determination of oral communication teaching content in junior middle schools compiled by the Ministry of Education.Then,combining the related theories of linguistics and communication,this paper puts forward the strategies to determine the content of oral communication teaching in junior middle schools compiled by the department from the aspects of language,thinking,aesthetics and culture.This article will discuss according to four aspects: the first part mainly summarizes the Chinese core literacy and the content of oral communication teaching in junior high school,finds out the close relationship between the two media,discusses the significance of the research on clarifying the task of cultivating oral communication teaching literacy,optimizing teachers' methods of determining teaching content and increasing the width and depth of students' oral communication.The second part first presents the content of oral communication in the junior middle school Chinese textbook,and then selects the typical theme to interview the first line teachers to understand the current teaching situation of oral communication.Through interviews and analysis,it is found that the content of oral communication in junior middle school is static,abstract,fuzzy and implicit.Finally,combining the literacy dimension of oral communication teaching content to explore the reasons.The third part,after analyzing and finding out the problems in the determination of the content of oral communication teaching in junior high school,is guided by the four dimensions of Chinese core accomplishment and supplemented by linguistics and communicative theory.This paper puts forward the determination strategy of oral communication teaching content in junior high school.The fourth part,on the basis of the previous discussion,uses specific strategies to select two typical topics of oral communication for teaching content design examples,trying to provide some reference and valuable teaching content determination ideas for front-line teachers.To provide an effective paradigm for the determination of oral communication teaching content.