| As a practical activity with comprehensive characteristics,speech is of great significance for cultivating students ’ comprehensive ability.Speech activity is closely related to its specific speech environment,and speech is a kind of speech practice in a specific situation,so the teaching and learning of speech is also closely related to the specific context.Based on this,this study takes the context theory as the basic point,takes the three activities of the speech unit in the second volume of the eighth grade of the junior middle school Chinese textbook as the research object,and takes the literature research method,the questionnaire survey method and the observation method as the research method.In order to improve the teaching efficiency of the junior middle school Chinese speech unit,the following parts are discussed :In addition to expounding the research origin,research purpose,research significance and core concept definition of this topic,the introduction part of the first chapter also summarizes the relevant literature,and explains the research methods adopted and the innovation of the research.The second chapter uses the questionnaire survey method and the observation method to investigate the eighth and ninth grade students and Chinese teachers in W middle school in S city,so as to understand the current situation of the application of context theory to the teaching and learning of Chinese speech unit in junior middle school.The third chapter summarizes the problems of teachers and students on the basis of analyzing the questionnaire and makes attribution analysis.There are some problems in teachers,such as the need to improve the cognition of context theory,the lack of awareness of application,the single form of application and the limited scope of application.The main reasons are as follows : first,the lack of systematic learning and training of context theory;second,the conflict between self-study time and work tasks of context theory;third,some teachers lack the thinking of personalized teaching mode of context theory;in terms of students,there are problems such as lack of contextual theoretical knowledge,lack of text understanding ability,lack of emotional experience ability and lack of life experience and confidence.It is mainly attributed to students ’ subjective cognitive differences and objective teachers ’ teaching deficiencies.The fourth chapter combines the characteristics of context theory and the teaching characteristics of the three activities of the speech unit to propose teaching strategies.Specifically as follows : First,in the ’learning speech ’ link : contact the context,in-depth interpretation of the speech text;using the social and cultural context,in-depth visit speech background;generate situational context,inbound experience speech content;activate cognitive context,transfer and recreate speech meaning;create a virtual context,realize the value of sublimation speech;the second is in the ’ writing speech ’ link : based on the cognitive context,looking for writing content;create a situational context to stimulate writing enthusiasm;using context to construct writing content;with the help of social and cultural context,polish the writing content;the third is to hold a speech contest : creating situational context and constructing real speech;generate virtual context,deep into life speech.The conclusion part summarizes the full text,clarifies the lack of research,and looks forward to the future. |
