Research On The Teaching Strategies Of Oral Communication In The Textbook Of Chinese Unified Compilation In The Second Semester Of Primary School

The unified textbooks of primary schools are compiled by the Ministry of Education of the People’s Republic of China.The unified textbooks of Chinese follow the fundamental task of cultivating people by virtue,fully develop the characteristics of strong infectivity,and integrate socialist core values into all aspects of the textbooks,strive to promote the overall development of students and the cultivation of Chinese core literacy through teaching materials.Oral communication is one of the essential abilities for everyone to participate in social life.The core qualities of the new curriculum standard of "cultural confidence,language application,thinking ability and aesthetic creation" that Chinese students must possess in their development,each of which is closely related to oral communication."Oral communication" is listed as a major learning task as soon as the primary school enters the school.Although speaking expression is no longer a problem for children in the middle of the primary school,how to achieve the goal of good communication through expression,it is indeed a topic worth studying.This study first discusses the origin of the study on oral communication teaching strategies in the textbook compiled by Chinese in the second semester of primary school,and then discusses the significance of this study by investigating the current situation at home and abroad,this paper makes an in-depth analysis from the four dimensions of Chinese core literacy,sorts out the research ideas and introduces the relevant research methods,and finally points out the innovation of this research;next,on the basis of understanding the basic concepts,the paper discusses the problems existing in the oral communication course of the second semester of primary school and the analysis of the causes,and puts forward corresponding teaching strategies according to the existing problems,it mainly focuses on improving teachers’ guiding ability and curriculum design of oral communication,and strives to improve the teaching effect of oral communication and cultivate students’ oral communication skills.The last Appendix part shows the design and analysis of the teaching plan based on this study,and summarizes and reflects on the design of the teaching plan.The purpose of this study is to take the main problems existing in the oral communication teaching of the second semester of primary school as the guide,draw nutrition from the unified compilation of teaching materials and think about the corresponding teaching strategies to solve the existing problems pertinently,only in this way can students’ comprehensive quality and skills at all levels of oral communication be effectively improved.This research follows the requirements of the core literacy of Chinese subject and the new curriculum reform,and tries to find the balance point and the point of agreement between the unified compilation of teaching materials and the oral communication teaching of the second semester of primary school.On this basis,it studies the teaching strategy innovatively,it is also expected to seek more effective,targeted and innovative oral communication teaching forms in primary schools in the research process.Through research methods such as action research method,experience summary method and classroom observation method,the basic writing context of this research is clarified,which lays a solid foundation for the development of the research from theory to practice.The innovation of this research lies in: Looking at the relevant literature at home and abroad,we haven’t seen the strategy of exploring the oral communication teaching in the second semester of primary school with the content of unified textbooks as the carrier,however,this study deeply studies the oral communication teaching of the second semester of primary school from a new perspective of compiling textbooks,which can not only promote the professional level of teaching,but also effectively promote the progress of students’ oral communication,it can also promote the diversity and innovation of the organizational forms of oral communication classes,and at the same time,it has a very positive promoting effect on the core literacy of Chinese subjects and the ability of interpersonal communication of primary school students.