How to strengthen oral training in composition teaching

Oral communication is a new course, which aims to train students' oral expression ability, cultivate students' communication consciousness and habits, and improve their communication ability. In Chinese teaching in primary schools, teachers try their best to give students something to say and effectively train their oral English. The new syllabus of Chinese teaching in compulsory primary schools clearly points out that "Chinese is the most important communication tool." [1] In people's daily life, the exchange of experience, the expression of thoughts and feelings, the arrangement of work tasks, the dissemination of news and current affairs, and the small talk between relatives and friends are all inseparable from the expression of opening your mouth. The instrumentality of social communication is the most remarkable feature of Chinese subject, and oral communication ability is the basis of learning Chinese well and the quality that modern people must have. Generally speaking, in the process of learning Chinese, the development of students' listening and speaking ability often precedes the development of reading and writing ability. In order to develop students' quality in an all-round way, we must pay special attention to the cultivation of oral communication ability. The new syllabus points out: "We should make use of all aspects of Chinese teaching, consciously cultivate students' listening and speaking ability, and create a variety of communication situations in and out of class. "[1] In Chinese teaching, according to the cognitive characteristics of primary school students, we should make full use of teaching materials, create situations, design questions and cultivate students' oral communication ability. Therefore, improving oral communication ability is one of the main tasks of our current Chinese teaching. So how to cultivate students' oral communicative competence? First, stimulate interest and be a good guide for students to get started. "Stimulating students' desire and enthusiasm" (Comenius language) is the key to improve teaching quality. First, let students realize the importance of oral communication to their future society. Are many college students given the cold shoulder because they are not good at selling themselves at job fairs? Others finally passed the "initial test", but because they were not sociable during the interview, they passed by the job they had long admired. Teachers should make students understand through appropriate examples that oral communication teaching focuses on the actual needs of people's communication in the open modern social life and lays the foundation for their lifelong development. Secondly, in specific teaching, we should pay attention to choosing topics that students are interested in and design elaborate processes. Actively use your brains, boldly choose topics close to students' lives, and organize teaching in a flexible form. In specific teaching, we can create more situations for students by setting up simulation, suspense, hypothesis and other forms, and try our best to bring students into a certain atmosphere; Students can also be simulated to play various roles, so that students can think and act while talking, and some incentive measures can be taken to unite students, let them compete fairly, and make their thinking active and courageous. As the saying goes, "A fist never leaves his hand, and a song never leaves his mouth. "The same is true of speech training. In order to provide students with opportunities for oral training, I started telling stories three minutes before class. " Children think with images, colors and sounds. "(Suhomlinski) Junior students often show great interest in children's literature works with interesting contents, vivid plots and vivid characters, such as fables and fairy tales. If students are allowed to play the leading role in stories and create story situations, their creativity can be better stimulated. For example, look at the picture and say "the duckling is saved". I have designed the following questions: Where is the duckling? What happened to it? What are you embarrassed about? What should I do when I am in trouble? Who heard the duckling's cry for help at this moment? How did they do it? Have they figured out a way to save the duckling? In teaching, let the students wear headdresses, and use a bear carrying a bucket, a monkey carrying a bamboo pole and an elephant with a long nose to perform the rescue of ducklings. In this way, the students raised their hands to speak, and the students scrambled to express their high interest and the atmosphere was very strong. However, I ask students to be generous, articulate, concise and fluent, change their tone and try to tell stories vividly. At the same time, other students are required to listen carefully and talk about their own insights or opinions impromptu. Teachers should use some inspiring words, such as: "You are great! Come on ""very well, you said it well, and you will do it better next time! " "You made progress again! Come on! " And so on, encourage and praise students who are timid or have poor language skills, create a relaxed and happy speaking atmosphere, enhance students' interest in speaking and fully mobilize their enthusiasm. Practice has proved that the activities in the first three minutes of class stimulate students' interest in telling stories and listening to stories, thus creating situations, attracting people step by step, grasping students' curiosity, making students immersive, and fully developing their observation, thinking, imagination and expression. Second, let reading teaching become a fertile ground for cultivating students' oral communication ability. The essence of reading teaching process is the interaction among teachers, texts and students, and it is also the most frequent, extensive and concrete training process to cultivate students' oral communication ability. As an integral part of reading teaching, oral communication runs through the whole process of reading teaching. It is a necessary means and way to exchange information, express emotions, explore problems, reveal laws and develop thinking in reading class. At the same time, through the guidance and training of students' language norms, listening and speaking attitudes and speaking habits, and through the cultivation of students' thinking ability and innovation ability, students' oral communication ability can be effectively improved and developed. [2] So, how to cultivate students' oral communication ability in reading teaching? (A), mining teaching materials, cultivate oral expression ability. The Chinese curriculum standard points out in the Teaching Suggestion that one of the main ways to improve students' oral communication ability is to insist on training in the teaching process. [3] Therefore, the cultivation of oral communication ability must run through all teaching links, not only to make good use of the oral communication content designed in the teaching materials, but also to study the text in depth, dig out the factors conducive to cultivating oral communication in the text, and organize teaching flexibly so that students can "have the ability of oral communication". "1. Use illustrations to cultivate oral communicative competence. Illustrations are often easily ignored by teachers and students, and are rarely integrated with the content of the article. In fact, the artistic appeal of the article lies in "emotion". We can guide students to watch illustrations and understand the artistic appeal of illustrations, so that they can directly be in the situation at that time and appreciate the situation described in the article through hearing and hearing. For example, the article "Grassland" requires students to understand "Yes! Why can't Mongolians and China people love each other? The world is greener and the sun is setting! "Literally, it is difficult for primary school students to understand. I ask students to look at the illustrations first, and then practice speaking according to the questions: Look at the enthusiastic prairie people in the pictures. If you are one of the tourists, how do you feel? What do you want to say to the prairie people? The students spoke enthusiastically, and some said, "At this moment, I really can't bear to leave the beautiful prairie and hospitable people. Time! Stop it! Let me stay a little longer! Let me have a look at this beautiful grassland and the hospitable grassland people. " Some people say, "Today, you have worked hard! Go home quickly! You have sent a long way, even if you don't send a step, we will always remember you. Welcome to my hometown when you are free. The scenery in my hometown is beautiful! "This kind of oral training not only helps students understand the meaning of sentences, but also cultivates their oral ability. 2. Use blank text to cultivate oral communication ability. In the process of conception, narrative always selects and edits related content. Therefore, the text sometimes omits and jumps some plots, and teachers can guide students to enrich their imagination in these "blank" places and make necessary supplements to the text content. For example, in the lesson "The Poor", Sang Na told her husband who had just returned from fishing, but Sang Na was "silent" before he finished. Why did Sang Na hesitate? What is she thinking? This text omits the inner activities of the characters. This is a space for students to imagine. Teachers can use situations to inspire students' imagination, try to figure out the psychological activities of characters and conduct oral training. 3. Cultivate students' oral communicative competence by asking questions and solving doubts. Questioning and solving doubts is an important link for students to find, ask and solve problems in the learning process. This link can not only cultivate students' ability to find, analyze and solve problems, but also cultivate students' ability to express and discuss with others. For example, in "Three White Cranes", the first volume of the second grade, I guide students to look at the pictures and let them imagine that they are one of the three white cranes, ask their own questions and come up with their own solutions. Then discuss at the same table to see if the other party's method is ok and which is better. Because students' reading ability is different, the depth of questions is also different. If it is simple, I will ask students who have already understood to answer questions; If it is difficult, I will organize my classmates to discuss it together and then summarize it. In this way, through mutual questioning and discussion, we can gain knowledge in full communication and improve our oral communication ability. 4. Cultivate students' oral communication ability in the extension of the text. Although the endings of some texts are meaningful, they are memorable and can guide students to make reasonable imagination according to the ideas of the texts. In reading teaching, teachers can grasp a certain detail in the text, let students imagine on the basis of understanding and express it flexibly in language. For example, at the end of the class, it was written that he took off his shirt, put thorns on his back and went to Lin Xiangru's door to confess his sins. Let the students imagine the scene of Lian Po offering a humble apology: What is a humble apology? What would they say? What expressions and actions are there in the process of speaking? And let the students at different levels of poor, medium, good and good talk about it. Although it is the same meaning, the words expressed are different, and the poor students' language is verbose and faulty; The language of top students is concise and beautiful. Through communication, students find faults in their own sentences through comparison, and at the same time learn other people's beautiful languages. This kind of training is beneficial to cultivate students' oral expression ability. 5. Cultivate students' oral communication ability in the performance of the textbook drama. For those drama texts, on the basis of studying the texts, students can write their own teaching materials and perform them in class. For example, after studying the next book of grade five, Yan Zi makes Chu, we can encourage students to arrange plays according to stories. Some students play Yan Zi, some play Chu Wang, some play receptionists, some play samurai and so on. Through performance, the language is vividly reproduced, and a democratic and equal communication atmosphere is created to stimulate students' desire for communication and achieve better communication results. This constant practice not only improves students' oral English, but also greatly improves the quality of teaching materials. 6. Cultivate students' oral communicative competence in retelling the text. Retelling the text is a good and important way to practice oral communication. The role of retelling is to help students understand and remember the text; It is helpful to develop students' thinking and cultivate their thinking ability and imagination ability; It is helpful to improve students' ability to use language, encourage students to absorb written language and develop students' ability to use written language. [4] In the process of learning the text, for those texts with strong stories, we might as well let students simply retell the story content and exercise their oral communication skills in retelling. We should pay attention to the following points in retelling the text: First, retelling is not reciting, so students should turn the content of the text into their own language to tell stories and avoid mechanically reciting the original sentence. Second, retelling is not a mechanical repetition. Students can play freely in the process of retelling and appropriately intersperse their own imagination. Third, retelling is not answering questions. Teachers should not use their own standards to ask students at will, but should encourage each student's retelling methods and let as many students as possible participate. Teachers should encourage students to retell the text creatively and take retelling as an important way of oral training. (2) Create situations and cultivate oral expression ability. Li Jilin once said: "The birthplace of speech is a specific situation, which generates language motivation and provides language materials in a specific situation, thus promoting the development of language. "In specific classroom teaching, creating a lively, lively and interesting communication environment, creating a democratic, harmonious and harmonious communication atmosphere, and making students have a strong desire to communicate, be willing to communicate and be good at communication are important means to cultivate students' oral communication ability. Create situations and stimulate the desire to express. In Chinese teaching, pictures, projections, games, stories and other means can be introduced into the classroom to create oral communication situations and cultivate and improve students' interest in oral communication. 1, as a commentator. For some texts that introduce knowledge, teachers can try to let students be commentators or tour guides to exercise students' oral ability. For example, after learning "Century Baoding", let students be commentators and introduce this world-famous artistic treasure to the "audience". For another example, after learning the texts such as Guilin Landscape, Bird Paradise and Charming Zhangjiajie, let the students be tour guides and introduce the amazing natural scenery to the tourists, and the tourists will ask questions or questions to the tour guides. Only when students think independently can they have independent speech activities. This kind of situational teaching plays up the classroom atmosphere, enriches the teaching content and cultivates the oral communication ability. 2. Play a role. Pupils lack life experience and have low abstract thinking ability. Some things are hard to say clearly without personal experience. According to this characteristic of students, students should be consciously allowed to practice and play roles in reading teaching, so as to deepen their inner experience of roles and achieve smooth oral communication. Pupils are playful and active by nature, and their performance conforms to the age characteristics of students. Whether the students' Putonghua is standard or not and whether the language is fluent can be reflected in the performance process. Some articles are lively and interesting, and students are also very interesting to learn. Isn't it more interesting to create opportunities for students to become the "protagonists" in the text at this time? When teaching the article Whale, I inspired students to vividly introduce the appearance, evolution process, species and living habits of whales in their own language, and suggested that students freely imagine, expand appropriately, supplemented by actions and expressions, and only see the "whale" vividly. In this way, students' self-imagination ability, performance ability and expression ability are developed, and their oral language and body language are enriched. For another example, when I was studying General Meeting, I imagined a situation: if Lin Xiangru could not avoid meeting Lian Po at that time, Lian Po would mercilessly embarrass Lin Xiangru, resulting in a deadlock. If you are ministers passing by, can you persuade Lian Po? Then organize a discussion to guide students to comfort Lian Po from the reasons of Lin Xiangru's promotion, the necessity of unity of mind and Lian Po's position in the eyes of Zhao Wang. After students have thought about what they want to say, they will perform in different roles. In the process of mediating others' contradictions, children learn tolerance, humility, generosity and the ability of verbal communication. 3. the opposite argument. In the teaching process, teachers stimulate students' desire to express and discuss the content of the text by creating an active classroom teaching atmosphere, so that students not only understand the content of the text, but also are eager to express their understanding of the content. In teaching, students can often ask some valuable questions. I guide students to demonstrate from two opposing aspects. For example, in the teaching of "Enlightenment from Fishing", in order to make students really understand that "morality is only a simple problem of SARS, but it is very difficult to practice. "Should I put the fish back? Let the students debate on the theme. Through "debate", students can further deepen their understanding of the text and greatly improve their language expression ability and ability to distinguish right from wrong. For example, after learning Wonderful and Terrible, I deliberately threw out "Do you think Buddy's love from his mother or father plays an important role in his growth?" "Such a topic makes students argue endlessly. In the debate, I should have sufficient reasons to guide students to speak and train them to speak in a standard and polite way. For example, I agree with my classmates, but I want to add one more point. I don't agree with XXX. I think ... make students learn to listen, express and communicate, and cultivate the spirit of cooperation and speaking ability. Oral training runs through the whole Chinese teaching. We should make full use of the environment and conditions of our mother tongue to cultivate and improve students' listening and speaking ability to meet the needs of the real society and the future society. Third, let the oral composition class become a vast grassland to cultivate students' oral communication ability. Strengthening oral composition training and combining composition, oral language and thinking training skillfully is another effective way to improve students' oral communication ability. The so-called "oral composition class" is to guide students to talk about their own lives, familiar things, what they have seen and heard, their own associations and imagination, and express their understanding and true feelings about things. [4] Real life is rich and colorful, and we can't turn a blind eye to it. Every moment of every day is touched more or less. It is with these feelings that we can capture the instant inspiration and write it down bit by bit. Therefore, Chinese teachers should guide students to pay more attention to life, observe life, feel life, tell what they see, hear and feel, and communicate with each other. For example, before writing "I am so happy", I ask students to recall the details that make them happy in their lives and describe them in words. As a result, many students chatted cheerfully. Then, I asked the people who spoke well in the group to speak on the stage as representatives. As a result, although each student tells different scenes, they all have their own wonderful scenes: some say that their mother's nagging rings in their ears every day, which makes them feel very happy; Some people say that living in such a harmonious class group makes them feel happy; Some people say that looking at the scarlet letter in the exercise book will make you feel happy ... every student can grasp the teacher's request and speak it in a more fluent language, and some can add their own comments appropriately. In a word, this practice of oral training with the help of composition not only cultivates students' oral ability, but also lays the foundation for written composition, so that students can write easily. It's killing two birds with one stone. In a word, quality education is being implemented in Chinese teaching, and oral communication training is a brand-new course. Cultivating students' language application ability is an important goal of education in the new period. Cultivating students' comprehensive ability of listening, speaking, reading and writing, especially cultivating students to dare to speak and be willing to express what they have seen, heard and thought perfectly, cannot be achieved overnight. This requires teaching students in accordance with their aptitude, stimulating interest and improving oral efficiency according to the actual situation of Chinese teaching. As long as we pay attention, there are places to cultivate students' oral communication ability everywhere, and there are always opportunities to improve students' oral communication ability. As long as we attach importance to it and grasp it, every child can become a talking person.