A Study On The Present Situation Of Oral Communication Teaching In The Second Stage Of Chinese In Primary School

Developing students’ oral communication skills is a clear requirement of the language curriculum standards for compulsory education.The Language Curriculum Standards for Compulsory Education(2022 Edition)states in the general objectives,"Oral communication teaching should train students to learn to listen and express themselves,and to learn initially to use oral language for interpersonal communication and social interaction in a civilized manner." Teachers should follow the requirements for oral communication teaching in the curriculum standards,plan and implement oral communication teaching activities purposefully,create an optimal environment for students to learn and practice oral communication skills,and help students listen,express and communicate.As a transitional stage of oral communication in elementary school,the second stage of oral communication teaching is a test,consolidation and perfection of students’ oral communication learning achievements in the first stage,and it also plays an important role in laying the foundation of students’ oral communication learning abilities in the third stage.Based on this,this paper investigates the current situation of oral communication teaching in the second stage of elementary school.The study uses literature analysis to compile theoretical studies on oral communication teaching in elementary school,questionnaires to understand the real situation of students in the second stage,interviews to investigate the current situation of oral communication teaching in the second stage,a comprehensive analysis of the teaching problems of oral communication in the second stage of elementary school,and finally an analysis of the current problems and causes to construct a teaching strategy for oral communication in the second stage of elementary school.This study is divided into four parts.The first part is the introduction,including the reason for choosing the topic,literature review,significance of the study,definition of core concepts,research content and research methods.The second part synthesizes the research design and data analysis of the survey on the current situation of the second stage of elementary school language.The third part concludes that the problems in teaching oral communication in the second stage of elementary school language include teachers’ weak awareness of teaching oral communication,teachers’ solidified content of teaching oral communication,teachers’ simple methods of teaching oral communication,and teachers’ single evaluation of teaching oral communication.The problems are also attributed to: traditional concepts of oral communication teaching affect oral communication teaching,teachers’ lack of awareness of oral communication curriculum resources development,teachers’ lack of innovation in oral communication teaching methods,and teachers’ lack of actionable evaluation guidance.The fourth part is the countermeasures proposed for the problems in oral communication teaching in elementary school language,including the four countermeasures of raising the awareness of oral communication teaching,enriching the content of oral communication teaching,optimizing the way of oral communication teaching,and improving the evaluation of oral communication teaching.In order to provide some reference opinions on the teaching of oral communication in the second stage of elementary school language and improve the current situation of oral communication teaching.