How to Cultivate Primary School Students' Oral Communication Ability in Chinese Class

Oral communication ability is one of the necessary abilities in modern life. The new curriculum standard requires teachers to pay full attention to oral communication teaching, cultivate students' listening, expressing and coping abilities, and make students have the quality of harmonious interpersonal communication. Therefore, how to cultivate students' oral communicative competence has become an important topic for teachers. Based on the practice of curriculum reform in recent years, this paper talks about some experiences of cultivating junior middle school students' oral communication ability.

First, create a good environment and create a good atmosphere for students' oral communication training.

A good learning environment is an important prerequisite for students to communicate in spoken English boldly. Only in a relaxed and happy learning environment can students dare to show their personality and release their great potential while exploring the unknown. Therefore, teachers should put the creation of environment in the first place, so that students can be happy, willing to think, dare to express themselves and communicate freely in oral English.

1, more "democracy and equality". Many students are afraid to talk in class, especially children in rural areas. They don't talk in class. The main reason is that there are psychological obstacles: I am afraid of speaking improperly in public, losing my manners, and being accused and criticized by teachers. These problems have become the psychological shadow of many students in oral communication. Therefore, in order to make students dare to speak in class, the key is to strengthen teaching democracy and eliminate students' sense of tension, depression and anxiety in class. In the teaching process, teachers must abandon the concept and practice of "respecting teachers and attaching importance to teaching", approach and get close to students, and communicate with students as a listener and friend in an open way without psychological distance, thus establishing a democratic, equal and trusting teacher-student relationship, creating a free atmosphere and sprouting students' willingness to express themselves.

2. More "harmonious but different". The relationship between students is also an educational factor that cannot be ignored. If students look on coldly, whisper or even attack personally when speaking, they will lose their self-confidence and be afraid to speak, which is not conducive to creating a relaxed classroom atmosphere. Therefore, teachers should attach great importance to cultivating students' good habit of respecting others' speeches, and encourage students to learn to communicate and cooperate, so that students can not only clearly express their own ideas, but also know how to respect others' speeches, listen carefully to others' speeches, and learn to supplement and help, so as to study easily in a harmonious, harmonious and healthy collective psychological atmosphere.

3. More is "interest and emotion". Stimulating students' interest and strengthening emotional communication between teachers and students are the driving forces to promote cognitive development. For a long time, Chinese classroom is only a "forum" for teachers, and students are used to being loyal listeners. In lectures and complicated questions and answers, students gradually lose their desire to express themselves, and their oral communication ability can be imagined. To really liberate students' mouths, we should dilute teachers' desire to perform and cultivate students' desire to perform from the activation of interest and emotion. In teaching, we can introduce some eloquent examples of leaders, generals and writers who are rich in oral English at all times and in all countries, and effectively stimulate students' interest in learning with examples, thus generating feelings of oral communication.

4. More is "appreciation and encouragement". When we treat students with appreciation and praise them sincerely, it will add endless motivation to them. According to the psychological characteristics of students, students should be affirmed, praised or rewarded for their speeches in class, that is to say, don't reprimand them for not speaking well, so as not to dampen their enthusiasm. When I teach, I often talk about praising students, and I often reward children with small gifts, such as red stars, small bookmarks, cartoon pictures and so on. Children who speak very well will also get strange rewards from their teachers, such as being a monitor for one day, giving the teacher a hug and calling him a "good talker". At the same time, I also attach great importance to guiding children to look at their classmates with approval. For example, clap-if a classmate speaks well, clap for him. In this way, the students who speak feel positive evaluation, protect their self-esteem and improve their courage in language expression.

Second, based on classroom teaching, students are trained in all-round oral communication.

Classroom teaching is the main position of students' oral communication training. Teachers should make full use of this period, strengthen the two-way interactive language practice, and consciously design oral communication practices between students and between students in all aspects of Chinese classroom teaching.

1, relying on Chinese textbooks to explore oral communication topics.

To cultivate students' oral communicative competence, we must first rely on Chinese textbooks. In junior high school textbooks published by People's Education Press, each unit has a special oral communication class. The training content is childlike and close to children's life, which is a good communication topic. But each unit only needs one or two class hours, which will definitely limit the training area. To solve this contradiction, we should make full use of the resources in the text, creatively use the teaching materials and explore the topic of oral communication. (1) Start with text illustrations. There are many illustrations in junior middle school Chinese textbooks, which are intuitive, vivid and interesting and can stimulate students' interest in observation, association and expression. These illustrations not only condense the content of the text, but also imply observation methods and thinking training. Please observe the illustrations in order and focus, and then practice speaking. Then compare the text and see how it is described. After learning the text, you can also help students retell the text in an organized and concrete way through illustrations. You can also rely on the content of the text, observe illustrations, expand your imagination, and talk about what illustrations have not written in class. (2) Start with the dialogue of the text. There are often many dialogue paragraphs in the text, and the textbooks are all beautiful articles. Students can be influenced by the model language in the process of simulating dialogue, and they can also form good oral communication habits over time. In teaching materials, fairy tales, fables and stories are all personified or anthropomorphic role activities, and all of them have dialogues. In class, we can turn the teaching materials into real life situations, and let students play roles in groups and conduct dialogue training. For example, when teaching the second volume of "Little Tadpole Looking for Mother" in Senior One, I asked the students to play roles in groups, changing the mood of little tadpoles from disappointment to joy, and expressing liveliness and innocence with the kindness of carp, turtle and frog mother. Students can understand the reactivity of dialogue from specific dialogue language, and experience that people change their tone and intonation because of different situations, identities and speaking contents, so as to improve their oral communication ability. (3) Fill in the blanks. Many texts in the textbook are very open, and expanding on the basis of the text content will give birth to many communicative topics that students are interested in. For example, at the end of the lesson "I want gourds" in the first volume of the second grade, it was written that gourds fell one by one, and I asked my child to make up a story "If you were his neighbor, what would you say?" Children put themselves in the specific role of the article and express their opinions, which not only understands the truth, but also improves their oral communication ability.

2. Pay attention to the teaching process and strengthen oral communication practice.

The essence of teaching process is the process of teaching and learning, the process of interaction among teachers, teaching content and students, and the process of learning and communication between teachers and students. Therefore, it is very important to pay full attention to strengthening students' oral communication training in the teaching process. (1) Strengthen oral communication training in questioning 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 the first volume of the second grade, "Three White Cranes", I guided the students to look at the pictures and let them imagine that they are one of the three white cranes, put forward their own problems and try to solve them. Then discuss at the same table and see if the other person's method is ok and which is better. In this way, through mutual questioning and discussion, we can gain knowledge in full communication and improve our oral communication ability. (2) Strengthen oral communication training in evaluation. In the teaching process, allowing students to comment and supplement others' reading and answering questions not only reflects the subjectivity of students' learning, but also the learning exchange between teachers and students and students, which is the most common form and good opportunity for oral communication training. Therefore, we should pay full attention to the "evaluation" link in classroom teaching and run it through the whole teaching process. When commenting, students are first required to pay attention to others' reading, speaking and answering questions, then they should actively think and judge, dare to put forward different opinions and supplementary opinions, and dare to argue, so as to improve their oral communication ability. (3) Strengthen oral communication training in group cooperative learning. Organizing effective group cooperative learning plays a great role in improving students' oral communication ability. For example, group communication self-study, group discussion, class report and group communication. In this way, the scope of oral communication training is continuously expanded, the time and space for students' oral communication training are increased, and the forms of oral communication training based on students' individual activities are supplemented, so that better oral communication training results can be achieved.

Third, pay attention to extracurricular life and make use of every opportunity to train students' oral communication ability.

The ancients said well, "If you want to learn poetry, kung fu is above poetry." It is far from enough to improve oral communication ability and level only through classroom. We must actively expand the wider space for students to participate in oral communication independently, so as to truly achieve the expected results.

1, cultivate oral communication ability in classroom communication. Dialogue is the most basic way of speaking in people's daily life, and it is one of the main forms of using oral language to communicate. Speaking is instantaneous. Students' most free time at school is between classes. Therefore, in the communication between classes, teachers can guide students to speak fluently, methodically and accurately on every topic, and pay attention to choosing appropriate dialogue methods, thus forming a good training atmosphere and speaking habits and conducting dialogue training. Over time, students will constantly correct their mistakes in the dialogue and improve the quality of oral communication.

2. Cultivate oral communication ability in school activities. Meaningful activities are often organized in schools, such as spring outing, art festival, June 1st, class and team activities, tug-of-war competitions, rope skipping competitions, etc. After the activity, students are often still immersed in happiness, and at this time, every student has the desire to "get it off his chest". Teachers can take the opportunity to organize students to tell everyone what they are most interested in, meaningful or happy in the activities, so that students are full of interest and have something to say. At this time, the teacher should remind them to pay attention to whether their oral order is clear, whether the words are appropriate and whether the language is fluent. Over time, students' oral expression ability will naturally improve.

3. Develop oral communication skills in daily life. Teachers should guide students to love life and carry out students' favorite practical activities in a planned and organized way; It is necessary to guide students to go deep into society, contact and communicate with all kinds of people in society, and enrich students' communicative language; It is necessary to properly arrange communication homework so that students can exercise their oral communication ability in social and family life. For example, we can arrange "fair" exchange homework, so that students, accompanied by their parents, can actively participate in oral communication between buyers and sellers and improve their expression ability.

In short, improving students' oral communicative competence is a long-term teaching practice, and the cultivation of oral communicative competence has a long way to go. Only through continuous discussion and research in teaching practice and a clear understanding of its essence can we explore and summarize scientific and effective training methods and improve students' oral communication ability.