What are the aspects of oral Chinese communication teaching in primary schools?

Teaching Strategies of Oral Communication in Primary Schools

1. Create situations, stimulate wishes, and make all students voluntarily and actively participate in oral communication training in specific communication situations. Oral communication is two-sided, that is, talking and listening; The two sides are interactive, you say I listen, I listen to you, and when the two sides have expressed their meaning, it will be over. Oral communication training should make the speaker interested, the listener interested, and the two sides actively interact. Oral communication training focuses on "practice", that is, let students speak freely. However, in actual training, it is a difficult problem to get all the students to speak. Therefore, teaching should be carried out in communicative situations, close to life, and stimulate all students' desire to actively participate in speaking and listening. Only when students are interested in the content of the training can they speak freely and the training can achieve the goal.

When teaching, we should make full use of the scene map, and let students perform live when necessary, so that students can have the desire to speak and listen in concrete and vivid real situations. Now students can say whatever they want, so that students can speak boldly in an unrestrained environment and their psychological quality is cultivated invisibly.

Physical display mode. Intuitive physical display can quickly attract attention, facilitate students' observation, bring students into the situation and let students actively and vividly participate in oral communication training. For example, in the lesson of "Love to eat fruit", I put "grapes, oranges, grapefruit, persimmons, pears and apples" in a fruit bowl, and the students' vision, taste and perception were awakened and they quickly entered the communication situation. And after observation, mobilize the original knowledge accumulation, can tell the characteristics of their love of fruit, so that communication can be carried out in an orderly and positive way.

Creating communicative situations lies in grasping teaching opportunities. This is the case with Yu Yongzheng's oral communication class "Learning the skills of asking questions". He caught the math teacher in this class and did a great thing. The families of the rescued people wrote to praise this opportunity to start teaching. After showing the letter of commendation to the students, he said, "President Zhu said that he would praise Mr. Zhou at the teachers' meeting of the whole school tomorrow, but he needed to know the details of this matter. The headmaster asked our class to ask Mr. Zhou, ask clearly, write it down and give it to President Zhu. " In this way, students are skillfully taught how to ask questions and interview, creating an environment for communication with the principal.

2. Experience life and enrich the information sources of oral communication. Step into the society and broaden the life source of oral communication. Oral communication is a practical activity. We should consciously carry out comprehensive practical activities, guide students to go deep into society, contact and communicate with all kinds of people in society, and enrich students' communicative language. Or arrange some communication homework appropriately, so that students can communicate in the life practice of society, school and family, and effectively improve their communication ability. For example, in Unit 7 of Book 9, "Shopping Bargaining", students can go to shopping malls and markets in advance to learn about the types, shapes, colors and uses of goods, consciously communicate with salespeople, and listen to how salespeople talk with others to promote their own goods. In the communication class, students are required to perform simulated performances, some disguised as "small customers" and some disguised as "salespeople" to perform and communicate. The teacher's job is to guide students to speak politely and generously, and to listen to others carefully and patiently. In this case, why worry that your communication skills have not improved?

3, social practice, improve oral communication ability. Classroom teaching is the main channel to cultivate oral communication ability, but it is not enough. Language practice needs a lot of extracurricular exercises, that is, social practice, learning in practice and improving in practice. Therefore, in addition to emphasizing oral communication training through classroom teaching, it is also necessary to guide and organize students to carry out social communication practice and carry out various social communication activities, such as organizing visits, interviews, surveys, condolences, doing good deeds, parties and other activities. Through these activities, students' oral communication ability can be cultivated and developed.

Organizing students to participate in social practice activities will be limited by certain time and space. Therefore, we can also carry out simulated social activities in schools. We can use Chinese activity classes and extracurricular activities to organize some simulated social activities. For example, in the "tourism" activities, simulate being a small tour guide and introduce the local customs to "tourists"; Simulate working as a clerk in a "shopping mall" activity and recommend products to "customers"; Serve as a waiter in simulating service activities such as "bank" and "restaurant". These simulation activities will certainly be of great help to the improvement of students' oral communication ability. These simulation activities also lay a foundation for students to go to the society for practical exchange activities in the future and meet the demand for talents in 2 1 century.

4. Teacher-student interaction focuses on guiding and standardizing language. Teachers are the organizers of classes and students' learning partners. In oral communication, teachers must guide and correct students' words from the perspective of "speaking ability" and set a good example. In "Introduction to Health Tips", the teacher first introduces the methods to prevent autumn noise, guiding students to clearly understand what to prevent, what to treat and what medicine to use, and paying attention to introducing the name and dosage of the medicine. Students' interaction focuses on practice and developing oral English. Facing the whole people, everyone practices that the interaction between life and life is the best form. Teachers can organize deskmates and groups to talk and discuss with each other, and then the whole class will talk and discuss, so that students can interact in asking, speaking, commenting, discussing and arguing, learn from each other's strengths, promote each other and improve each other. Cultivate good listening and speaking habits and develop communicative language in the process of communication. Expand interaction, pay attention to testing and consolidate oral English. The formation of oral communicative competence is not a short-term behavior, but a long-term one. Just 45 minutes only provides a platform for students to communicate, and life is the big stage for communication. Therefore, students should be allowed to communicate with their parents, friends and people in society, and communicate with others in their lives. After "bargain shopping", I asked students to go to the market with their parents on Sunday, pay attention to the bargaining of adults when buying, and even buy a small item by themselves. Such long-term training and expanding the scope of interaction not only consolidate students' oral English, but also develop students' communicative competence.

In a word, oral communication is a basic ability required by modern society for talents. From primary school, we should pay attention to the cultivation of students' oral communication ability, so that they can master the methods and strategies of interpersonal communication and have infectious and obedient oral communication ability. It is an important responsibility of every primary school Chinese teacher to cultivate students' ability to express their thoughts and feelings in a civilized and decent way and communicate with others.