How to make students express in an orderly way and implement oral communication —— Taking theme-based school-based research activities as an example

I. Case Background "Chinese Curriculum Standard" clearly states that the goal of oral English is to have the basic ability of daily communication, learn to listen, express and communicate in various communication activities, initially learn to conduct interpersonal and social communication in a civilized way, and cultivate the spirit of cooperation. Human society has entered the era of information explosion, and interpersonal communication is more frequent. Oral communication is the most basic and frequent communication activity, and good oral communication ability is one of the necessary qualities for modern people. Primary school is the best time for students to learn language, and it is also the key time for students to improve their oral expression ability. How to improve students' oral English, cultivate good communicative competence, serve students' lifelong development and make them become real social people is urgent and necessary. Our research topic is: "How to make students express in an orderly way? The establishment of oral communication comes from the thinking of rural teachers' oral communication class. Second, the implementation process of the theme case (1) Teaching practice, causing problems In many classroom teaching, it is found that teachers are mostly in a perfunctory state and do not pay attention to the training of oral communication at all, such as a teacher's oral communication: "My favorite painting" class. Teacher: Can you tell me what your favorite painting is? Health: My favorite painting is the mountain. The student only answered one sentence. The teacher called several more students, and their answer was also one sentence. The teacher asked the students to continue writing, without instructing them how to write specifically. Teachers can't really implement the learning and development of this course in the process of students' learning, which leads to students losing interest in oral communication. Chinese teachers in rural primary schools are also clearly aware of the importance of oral communication classes. However, how to teach oral communication class well, the teacher is helpless, or the teacher downplays it, or the students talk little, which leads to the phenomenon that children in rural primary schools can't speak, and often speak hesitatingly, vaguely, inexplicably and upside down. Dare not say, they are slow-thinking, easy to shift their attention, nervous and not good at expressing themselves and unwilling to talk to others; If you don't speak well, students can't grasp the key points in oral communication with others, digress from Wan Li, are rambling, are not good at organizing what they want to say in a certain logical order, and have poor coherence and lack of organization. How to improve the oral communication ability of rural primary school students with appropriate teaching methods? (B) Observation and analysis, collective reflection on the current primary school Chinese textbooks in the oral communication class in Chinese teaching in what position. How many functions does he have? This semester, we held a special discussion on this topic-"How to make students express in an orderly way and implement oral communication". In vivid training classes, teachers express their opinions in repeated communication collisions, and analyze the following four misunderstandings that lead to the lack of students' oral communication ability: First, they attach importance to oral communication classes and ignore all aspects of Chinese learning. The cultivation of students' oral communicative competence should run through the whole process of Chinese learning. As a teacher, we should not only pay attention to the cultivation of students' oral communication ability in oral communication class, but also consciously cultivate it in all aspects of Chinese teaching and encourage students to actively use it in daily life. Our teachers have carefully prepared oral communication classes, but few non-oral communication classes are based on communication links, which leads to oral communication classes for oral communication classes, thus gradually losing many fresh materials and good opportunities to cultivate students' oral communication ability. Second, pay attention to oral composition and despise interpersonal communication and social communication training. The formation of students' oral communicative competence is to realize communication and coping. Make students gradually willing to express and be good at expressing, and then realize the goal of "I can speak". Looking back on our teaching, many teachers pay attention to the training of students' oral composition, and even strengthen the training of oral expression, which can cultivate students' thinking and expression ability. Completing oral composition is a unilateral and personal behavior. To achieve communication and coping, students are required not only to have the skills of expression, but also to have the ability of listening, understanding and communication and coping, which is two-way and comprehensive. In other words, the oral composition class is dominated by "composition" and single; The oral communication class is based on "communication" with comprehensive content, which is a comprehensive embodiment of students' Chinese literacy. Third, attach importance to the link of speaking and despise the details of listening and commenting. As a teacher, every oral communication class will be carefully designed, and students will be assigned tasks and guidance in advance, so that students can carefully collect and prepare communication materials before class. The starting point is to prepare materials for students so that they "have something to say". There is also enough time to show it in class, but it is often impossible to speak brilliantly. The reason is that words without communication are distorted communication. In this case, the teacher should skillfully and tactfully use the details of listening, let students comment, or let students ask questions, for example, what else do you want to know after listening to this classmate's communication? Such problems often add fuel to the fire. I remember that in the oral communication class "Teach you a trick" taught by teacher Liu Jiayi of Baota Primary School, a student introduced that his unique skill was cooking. After the introduction of the students, Teacher Liu tactfully asked, "After listening to his introduction, do you have any questions?" Immediately, two students stood up and asked, "I wonder how he cooks?" "I wonder where his trick is?" . These two students' questions hit the "key" of students' communication, and failed to complete the necessary communication and make the words clear. Through these two students' comments and questions, students understand their problems in communication, which shows that effective comments can promote the improvement of students' communication ability. Fourth, attach importance to students' speeches and despise teachers' demonstration and guidance. As the saying goes, "Never fight an unprepared battle". As a teacher, every oral communication class gives students sufficient preparation time. In the oral communication exhibition, students are also asked to show as much as possible and let them fully perform and express. I have also seen such an example: a teacher organizes students' oral communication classes. First, let the students read the requirements in the textbook, and then give them time to communicate in groups. Then, recommend representatives to communicate with the whole class. Teachers put forward appropriate guidance requirements and organize students to "applaud" students who speak well. So, the whole class ended with the students' speeches. How much the students have gained and whether they have achieved the purpose of this oral communication, there is really room for exploration. In organizing oral communication class, teachers should be able to demonstrate themselves before or when they break through the difficulties in class, conduct demonstration communication at the right time, and even let students ask questions after the demonstration communication, so as to promote the development of students' thinking training and oral communication ability. (3) Develop strategies and organize exercises. How can primary school students be willing to express and communicate independently instead of being mechanical listeners and "yes-men" who simply answer questions? We Chinese teachers should activate oral communication classes according to the curriculum standards and ways of thinking, and strive to create effective oral communication classes. How can we have an effective oral communication class? The members of our Chinese group had an exchange, and everyone spoke freely, and finally reached an understanding: First, carefully prepare and build a platform for students' oral communication. What I want to say here is not only the students' preparation, but also the teachers should actively participate in it, go deep into the students, provide practical methods for students to collect materials, understand what materials students have collected in the preparation process, and provide students with the form of speech practice. For example, in the oral communication training of the second volume (the first volume) of the Chinese textbook "Protecting beneficial small animals", the teacher should guide the students to collect the graphic materials of "beneficial small animals" before class; Activities include inquiry, reading, watching movies, online inquiry, etc. Then by memorizing, cutting and pasting, drawing, copying and other forms. Sort out the collected information and prepare to communicate in class. Second, create a situation and create a relaxed communication atmosphere. "We should strive to choose topics close to life, organize teaching in a flexible form, and don't have to impart oral communication knowledge too much." This is the specific requirement of Cui Luan, chairman of the National Association of Small Languages, for oral communication teaching. Oral communication teaching is not a simple "obedient" and "speaking" exercise in the traditional sense, but a dialogue and communication between teachers and students. Only by creating a relaxed communication atmosphere will students be eager to open the "chatterbox". This strategy is well used in the junk oral communication class around me, and it was taught by Mr. Jin Cheng from Xiangqiao Primary School. Before class, he photographed the cleanliness and mess of the school and made a slide show. In class, he created scenes with questions to show them. When asked what the students saw, they all rushed to say. When showing neat pictures, ask where the garbage is. Students unconsciously complete the communication task under the guidance of the teacher, and the whole process seems relaxed and natural. Third, combine various methods to create an effective oral communication classroom. 1, read first and then say, and say imaginatively with illustrations. There are many illustrations in Chinese textbooks for primary schools, which can not only stimulate primary school students' interest in learning Chinese and help students understand the content of the text, but also be vivid materials to cultivate students' observation ability. Some oral communication contents are illustrated. Teachers should guide students to observe carefully in teaching, and then carry out communication activities on the basis of observation. In this way, students can not only cultivate the habit of observing things carefully and grasping the essence of things, but also develop their imagination. 2. Think before you speak, and speak in an orderly way. The thinking of primary school students is mainly in images, while abstract thinking and logical thinking have not yet formed. They say everything they see, and they are not good at thinking and doing things in a disorganized way. In teaching, teachers should cultivate students' habit of thinking before speaking, so as to speak in an orderly way and convince people by reasoning. 3. Speak while acting, and speak vividly. Oral communication without specific situations is pale and powerless. Therefore, teachers should create specific living oral communication situations according to local conditions, guide students into situations and roles, and let students participate in oral communication activities with great interest. In addition, primary school students are naturally active and good at expression. We should let students get role experience in role-playing. Through their own performances or watching performances, they will have an intuitive impression of people and things, and they will have a topic to talk about, which will make them more interested and express themselves clearly. 4. Make comments to promote speech, and ask questions to promote speech. In oral communication, we often encounter some "obstacles", which make oral communication difficult to proceed smoothly; As a teacher, if you want to improve the situation, you can turn the stagnant classroom into a multi-directional interactive "field". It's simple. First, students with difficulties can take the initiative to ask others for help. Second, we can let other students comment on students who can't speak, and even ask questions. In this way, students can naturally solve their difficulties through "one invitation and one question" and two-way interaction. 5, with guidance and help, with guidance and norms. The above-mentioned "one invitation and one question" can promote the "stuck" phenomenon in oral communication activities. However, in order for students to make a real breakthrough and be able to speak, speak and speak well, teachers need the necessary guidance and demonstration. However, the two-way interaction must establish students' dominant position, and teachers and students should get along equally, talk equally, be tolerant, encourage, guide and help students. (4) Summarize in time, improve the classroom, re-prepare lessons around the principle of giving full play to students' learning initiative and fully mobilizing students' learning enthusiasm, and at the same time establish the theme of this school-based research: let students express in an orderly manner and implement oral communication. In the adjusted teaching design, students should be given a feeling that oral communication class is their own, relaxed, independent and enjoyable. At the same time, teachers should also realize that students are developing people and a process of growth, so every student is a gold mine waiting to be reclaimed and has the possibility and potential for development. However, in order to understand students' shortcomings, we should criticize less and praise more in classroom teaching, and convey the expectation that everyone can communicate successfully in spoken English to every student. Teachers should also put down the shelf of "dignity as a teacher" and chat and discuss with students as a listener and friend instead of a dignified judge, and conduct open communication without spiritual distance. We should deal with the relationship between students and create a relaxed and positive classroom oral communication environment. The interaction between students is obviously an educational factor that cannot be ignored. If one student is talking while other students are watching coldly, whispering or even making small moves, then several students can finish oral communication smoothly and easily, and even the last courage may disappear. Therefore, students should be encouraged to learn to communicate and cooperate. We should not only learn to express ourselves clearly, but also learn to listen, supplement and help, so that the sunshine of harmony and cooperation can shine on every student's heart. Using the improved teaching plan, the teacher carried out teaching practice again. In the second classroom teaching, we can find that the same teaching content has achieved completely different results due to the improvement of teaching strategies and activity design. Third, case reflection In view of this teaching practice, we made class records again. The coverage of students' speeches reached 100%, 30 people spoke more than twice, accounting for 97%, and 2 1 person spoke more than three times, accounting for 68%; In the teaching process, teachers improve the activity design, strengthen the solidity and gradient of oral training, and cultivate students' self-esteem and self-confidence in oral communication. From the classroom, we can see students scrambling to express themselves; See an equal, trusting and harmonious relationship between teachers and students; Seeing that teachers and students live together and talk on an equal footing, we should be more tolerant, more encouraging, more guiding and more helping students, cultivate students' good listening and speaking attitude, and exercise and improve their oral communication ability. I also see that every student has become the real master of the classroom. In this class, the teacher's role is to guide students to actively participate in teaching activities and act as the protagonist of teaching activities.