Research On The Teaching Strategies Of Oral Communication In The Lower Part Of The Primary School Chinese Version

With the development of society,the relationship between people is being connected at a high speed through various channels,and the connection between people and people,people and society is more closely and deeply.The background of this era requires more communication skills,communication skills and cooperation.ability.With the rise of self-media,everyone can express themselves in various ways on online platforms,and language is a common medium of communication.Oral communication ability is the basic requirement for citizens’ quality in contemporary society,and it is likely to become the core competitiveness of high-quality citizens and comprehensive talents in the future.Since 2000,the reform of oral communication teaching in my country has been carried out for nearly 20 years,and the Chinese oral communication courses in primary schools have undergone great changes in terms of standardization and emphasis.In the "Chinese Curriculum Standards for Compulsory Education(2022 Edition)",writing(writing)and oral communication are integrated into "expression and communication",and oral and written are the two sides of "expression and communication"."Expression and Communication" can also be seen everywhere in the six major learning task groups,which gives a glimpse of the importance and practical significance of oral communication training,which is inseparably and closely related to other language learning content.The first and second grades are a critical period for personal habit development and attitude development,as well as a critical period for children’s language acquisition.If we can grasp the critical period in the lower primary stage,children’s oral communication level and ability can be effectively improved.However,there are many problems in the current low-level oral communication teaching of primary school Chinese,such as less time allocation,high consumption and low efficiency,inability to keep up with teaching and research,and poor use of teaching materials,and there are few related theoretical guidance and insufficient research.The low-level textbooks follow the laws of children’s cognitive development and language development,analyze the textbooks,interpret the curriculum standards,and use a variety of research methods such as literature research,questionnaire survey,interview,practice research,and experience summarization.The oral communication class solves the current problems of oral communication in the lower grades of primary schools,breaks through the difficulties of teaching,breaks through the bottleneck,optimizes the design,summarizes the strategies,and tries to provide some useful experience and practice sharing.This paper is elaborated from the following four parts,and the specific research steps are as follows:The first part mainly discusses the characteristics of the textbook arrangement of oral communication in the ministry-edited version.The oral communication arrangement in the Ministry-edited elementary school Chinese textbooks adheres to the concept of taking students as the foundation and establishing morality and cultivating people,and has carefully designed the oral communication section.In terms of content,the topics are appropriately positioned and of various types;the introduction is intriguing;the situation map is ingeniously designed,intuitive and vivid;Formally independent plate,self-contained,contextualized to help expression,communication awareness and communication habits are parallel.Oral communication training cultivates habits,abilities,emotions,and wisdom,which reflects the extremely high value of educating people.The second part analyzes the practical problems in the teaching and learning of low-segment oral communication through teacher-student questionnaires and teacher interviews.As far as teachers are concerned,the school lacks systematic planning and arrangements for oral communication courses,and does not focus on cultivating oral communication habits and abilities at the lower level.The teaching objectives are relatively rough,the topic design is step-by-step,the materials are slightly thin,the design is arbitrary,and they are blindly created.Situation,less room for thinking,and at the same time caught in the dilemma of assessment and excitement.As far as students are concerned,there is a lack of verbal materials,they do not know how to organize language,and their listening conditions are not ideal.At the same time,it was found that situational performance was the favorite form of children.Immediate praise was more valuable for the performance of children’s oral communication.They expected oral communication to go out of the classroom and carry out outdoor practice activities.The third part is the focus of the research.On the basis of the previous one,it summarizes the teaching strategies of the lower-level oral communication in elementary schools: fully interpreting and mining the lower-level textbooks,deciphering the teaching code of oral communication,and integrating various elements of oral communication.,Make good use of teaching materials,and take good special oral communication courses.Daily Chinese teaching lays out the ability points of oral communication teaching,cultivates children’s listening,expressing and coping abilities,and conducts oral communication that is habitual.Practice is the guarantee.Oral communication ultimately points to language practice activities inside and outside the classroom,broadening the extension of oral communication courses,from limited classroom content to unlimited extra-curricular practice,fully developing their recent language function area,and improving the quality of oral communication and interaction with others.ability to communicate.The fourth part is the practice,verification and reflection of the strategy.Taking Deyang No.1 Primary School as an example,the practice of oral communication teaching and the practice of daily Chinese teaching expression and communication are carried out to verify the feasibility,rationality and effectiveness of the strategy,help teachers improve oral communication teaching,and create a dynamic,Open oral communication teaching space to enrich children’s language life.