"Chinese Curriculum Standard" points out: "Oral communication ability is an essential ability for modern citizens." It is necessary to train students to "learn to listen, express and communicate in various communication activities, so that students can have civilized and harmonious interpersonal communication literacy". Under this overall goal, the curriculum standard puts forward the following requirements for students' "oral communication" according to the age characteristics and cognitive rules of primary school students in grade 0.5-6 (the third school year):
1. You can respect and understand each other when communicating with others.
2. Willing to participate in the discussion and dare to express their opinions.
3. Listen to others carefully and patiently, and be able to grasp the main points and report briefly.
4. The expression should be organized and the tone should be moderate.
5. Be able to make some preparations and make a simple speech according to the objects and occasions of communication.
6. Pay attention to the beauty of language in communication and resist uncivilized language.
Second, the content and characteristics
According to the requirements of the year of oral communication, this textbook has compiled the following seven contents:
1. Learn to ask others. Think about how to ask others for advice on the following occasions. Say it first, and then act it out in different roles.
2. Draw and talk. Make up the second picture through reasonable imagination, and then tell the students the meaning of the four pictures coherently.
3. learn to refuse. When others make unreasonable demands on you, or ask you to do things beyond your power, you should learn to refuse.
4. Small press conference. By watching TV, listening to the radio or knowing what is happening around you, collect one or two valuable news and tell it to your classmates at the "small press conference" organized by the class.
5. Design a public service term. Try to design a public service term and tell me how you came up with this design.
6. Health consultant. Please collect information according to your classmates' situation, be a health consultant, introduce some common sense about health, and accept your classmates' suggestions.
7. Water Margin Story Competition. Please prepare a water margin story and tell it in public. Compare and see who speaks brilliantly.
Look at the seven oral communication contents arranged in this textbook? It embodies the following characteristics:
① Life. Let life enter Chinese, let Chinese enter life, life is the classroom, education should return to children's experience and life, let students experience, feel and experience with their own body and mind, stimulate students' desire for verbal expression in the process, and make verbal expression a necessity for students' life. The content of the textbook is "Try to choose topics close to life and encourage students to exercise their oral communication skills in daily life". For example, "Little Health Consultant" requires students to observe the health awareness and habits of the class, and then collect information according to the actual situation of the class. As a small health consultant, they should not only introduce health knowledge to students, but also be prepared to accept their suggestions. This kind of verbal communication rooted in students' life has become the need of students' life, so that they can tell the truth and express their true feelings. It is possible to improve students' listening and expression, communication and communication skills.
② Practicality. Chinese is a practical subject, and students' oral communication ability can only be improved through repeated experience. Therefore, the seven trainings arranged in the textbook fully consider the students' dominant position. We should fully mobilize students' learning initiative, guide them to experience and understand repeatedly in dynamic speech practice, improve the agility, logic and profundity of thinking, standardize and organize language expression, and gradually develop good language habits and communication attitudes.
3 times. The Curriculum Standard stands at the forefront of social development, looks forward to the future social requirements for people, and puts forward that "oral communication ability is an essential ability for modern citizens". The contents of oral communication in this textbook, such as "learn to refuse", "learn to ask others", "small press conference" and "design a public service term", are not only cultivating students' oral communication ability, but also highlighting the educational function of education, guiding students to care about society, integrate into society, understand society, and gradually move towards society, and instilling oral communication with rich ideological and cultural connotations and strong flavor of life into students.
Third, teaching strategies
"Oral communication" and "obedience? The essential difference of "Shuo" is that it highlights the communicative function of language. Teaching activities are carried out in a specific communicative situation, which is an interactive process of listening and speaking. In this kind of "communication" and "interaction", students exchange information with each other, exchange ideas, experiences, emotional attitudes, state views and other language exchanges; In this kind of "communication" and "interaction", students have both verbal and non-verbal means to convey their feelings and spirits, including actions, tone, expressions and eyes. In this kind of "communication" and "interaction", students are the main body, but they also emphasize the guidance and participation of teachers, who are the "same body" of students' learning. Therefore, the classroom of "oral communication" should be an open, dynamic, respectful and communicative classroom, full of personality and wisdom. In oral communication teaching, the following basic strategies are suggested.
1. Create a scene.
Oral communication is a kind of speech activity in a specific situation. This kind of verbal communication activity cannot be carried out without a specific situation. Only in specific situations can students' emotional expectations and impulses be stimulated, and students can enter a positive state eager for emotional expression and communication and eager to participate in emotional activities. This is the basic condition to make the classroom full of vitality, and it is also the basic condition to make students' emotional life possible, and the emotional experience is constantly improved and developed. For example, "learn to ask others", students ask others what difficulties they have encountered in their study and life, how to explain the problems and difficulties clearly when asking others, and how to be polite and speak appropriately on different occasions. There are four contents in the textbook for students to choose from. However, I think the topics provided in the textbook are just hints, not asking teachers to practice speaking and acting in groups and roles on these four topics. Teachers should create the following scenarios: First, create an open "language field" so that students can speak freely and express their difficulties in study and life. Here, the teacher is concerned about whether students can open their hearts, truly tell their own difficulties, and guide students to comment on how to make the difficulties or problems clear. The second is to effectively arrange students' "consultation" according to the environment at that time. The third is to extend to extracurricular (life), so that students can discuss (also a kind of oral communication) according to their own experiences, how to ask questions to objects other than students and teachers, and pay attention to the politeness and propriety of different occasions and objects. In short, the creation of scenarios is not only to let students have something to say, but also to let students get real experience and emotion, let students feel life, learn to live, improve moral cultivation, let students feel the practical significance of oral communication in life, thus stimulating students' interest in learning and making them willing to talk, love to talk and talk.
2. Guide interaction.
"Communication" and "interaction" are inseparable twins. Where there is communication, there must be interaction, and the effect of communication lies in the quality of interaction. In certain classroom communication situations, most of them are teacher-student interaction, student-student interaction and group interaction. In oral communication, teachers are mostly creators, organizers, guides, participants in activities and disseminators of problems between teachers and students in the interaction between teachers and students. Students are the main body of activities and builders of knowledge and ability. All oral communication activities are aimed at promoting their development. Therefore, in teaching, only by mobilizing every student's enthusiasm and actively participating in it can we ensure the improvement and development of every student's oral communication ability. 3. Learn to listen.
"Listening" is a habit, an attitude and a respect. In oral communication, every gesture and action of the listener may affect the mood and expression of the speaker. Cultivating the habit of listening carefully is not only a respect for others, but also a need for the quality of communication.
"Listening" is also an ability. Concentrate and listen carefully, you can capture effective information, grasp the main content, try to figure out the intention expressed, adjust the content and expression in time, and communicate effectively.
For example, the "small press conference" arranged in this textbook not only cultivates students' ability to collect and process information, but also plays an important role in cultivating students' habit of listening carefully and being good at capturing effective information from each other's conversations. Of course, every oral communication, any listening and speaking communication, will involve listening and will attract the attention of teachers.
4. Go to live.
Life is a classroom. To cultivate students' daily oral communication ability, only by practicing in daily life and accumulating income from life bit by bit can a person's oral communication ability be formed. Therefore, teachers should break the boundaries between in-class and out-of-class, establish a view of Chinese, make Chinese ubiquitous in life, extend the classroom of oral communication to students' colorful lives, and pay attention to nature, life and society. For example, to "design a public service term", students should first pay attention to their own lives, collect public service terms in public places and think about why. Then let the students contact the living environment to design public service terms and talk about the design intention. In addition, teachers should arrange time in daily teaching, provide opportunities and expand students' oral communication channels. For example, let students preside over class collective activities, organize them to participate in speeches, discussions and debates, and learn to be small reporters and small tour guides. In short, teachers and parents do not take the opportunity to let students express their views, do not engage in exchange activities, and leave opportunities for students to be brave, willing and good at communicating with others.
5. Incentive evaluation.
Effective oral communication evaluation is a necessary means to improve students' oral communication ability. The standard points out: "To evaluate students' oral communication ability, we should pay attention to students' participation consciousness and emotional attitude. Evaluation must be carried out in specific communication situations, so that students can undertake practical communication tasks to reflect their real oral communication level. " Therefore, the evaluation of oral communication should pay attention to "re-motivation". Oral communication is carried out in a specific dynamic communication situation. Students' active participation is the basic guarantee for the smooth progress of oral communication, and mobilizing students' emotional attitude is the key to improve the quality of oral communication. Therefore, "motivation" is the best way, which can not only ensure the smooth progress of oral communication, but also enhance students' self-confidence, so that students can subconsciously believe that "I can do it" and relax their mentality. Communicate boldly with a positive attitude and fluent language, so that students' truth, truth, nature and spirituality can be released to the maximum extent.
Fourth, process design.
The life, openness and diversity of oral communication content, the dynamic generation of process, the creation of communication situation and the difference of teachers' quality determine the non-model of teaching process. According to the content of oral communication in this textbook and my understanding of oral communication class, the following teaching process is designed for reference.
Exercise 1: This is to train students to learn to speak, pay attention to manners, make things clear when communicating, and speak appropriately. The teaching process is as follows:
1. Dialogue leads to difficulties.
2. Sort out the problems and seek practical suggestions.
3. Case demonstration and mutual evaluation.
4. Expand and guide life.
Exercise 2: This is the communicative content that reflects the ability of observing, thinking, imagining and training students to express themselves in an orderly way. Its teaching process can be divided into the following parts:
1. Observe and think, and get the problem from the picture. According to the existing three pictures, the subjects students have obtained are diverse, including photo contests, spring outing and amazing discoveries ... Students should be fully allowed to expand their imagination according to their existing experience. And let the students fully express their opinions. As long as the students are reasonable, this is the first "communication and interaction".
2. Add pictures to enrich the topic. This is an important link to cultivate students' imagination and show students' personality. Teachers should give students enough time to add pictures.
3. Talk to each other in groups and tell the students the meaning of the four pictures coherently. Listen and make comments and supplements. At the same time, recommend a student representative group to communicate in class to complete the second exchange and interaction. (Note: In this session, teachers should pay attention to whether every student can have a chance to speak and whether students actively express their opinions. )
4. Class exchanges and mutual comments. In this section, the teacher had better show the students' works to the whole class and let the students speak to their own works. When commenting on each other, teachers only guide students to comment on the coherence of speech and the rationality of imagination, thus completing the third interaction.
5. Class summary.
Exercise 3: Learn to refuse. The essence is to let students learn to live and be human. When communicating with others, we should respect others and dare to express our opinions. Suggestions for the teaching process are as follows:
1. Create a scene and introduce the topic. The scene must be a physical description or a video.
2. discuss it. Under what circumstances should I refuse others? Why? The main purpose here is to let students open their hearts and distinguish between right and wrong.
3. Tell me about it. Have you ever experienced anything in your life that you refused? Tell me how you refused. When students talk about their experiences, pay attention to remind them to listen and comment. Should such a thing be refused? Is it right to refuse Is it inappropriate?
4. Act it out. According to the situation listed in the textbook, or the refusal between students, volunteer to pair up and perform. This step is mainly to evaluate whether students can be polite and not hurt others when rejecting others, which not only shows their attitude, but also sincerely discourages and educates others.
Exercise 4: This is to cultivate students' ability to collect and process information, learn to express and learn to listen. This process can be divided into the following steps:
1. Stand by. Each student is required to collect one or two valuable news from TV, radio or what is happening around him. Arrange the classroom as the scene of the press conference, and choose a student as the host of the press conference.
2. The host announced the start of the conference, and asked every student to actively participate, and also asked everyone to learn to listen. Look at the time, how many students can this class tell? You can take two classes if you don't finish one class, or twice if you don't finish once. The goal is to get everyone involved. )
3. Best news selection. This step is indispensable. First of all, it can test students' listening ability, at the same time, it is also a kind of communicative interaction, which enables students to learn to think, analyze and sort out information, and respond to evaluation in time.
Exercise 5: Designing public service terms is not only to cultivate students' oral communication ability, but also to cultivate students' concern for life. A sense of social responsibility to care about society and the environment. When organizing teaching, it flows to Cheng Kewei:
1. Come into life, collect public service terms and think about why public service terms should be set in specific public places.
(Information card: location, public service terms, intention)
2. Display the collected results. It can be a data card display made by students; If you have time, you can also communicate in class.
3. Contact life and design public service terms. Its form can be modified by designing a small group interaction from individual independent thinking.
4. Public Service Language Design Exhibition. You can use the "gallants" method to see which group has designed seriously, designed more and designed well.
5. Summarize and extend, encourage students to pay attention to society and life, and teachers are ready to accept public service terms designed by students at any time and recommend them to relevant departments.
Exercise 6: This is a communicative content that integrates observing thinking, collecting and processing information, learning to express and learning to live. The teaching process is as follows:
1. A few days before class, arrange primary school students to observe the living conditions of class students such as diet and hygiene. Think about it: which situations are harmful to health?
2. Choose one or two areas of interest. Collect health knowledge data. If you can, you can cooperate with several students to compile a "handwritten newspaper" that introduces health tips.
3. The class held a "health consultant" class team activity. The activity plan is mainly divided into three steps: first, introduce health tips. The second is health consultation. In this step, teachers can form a "consulting group" according to the actual situation of the class and aim at one or two most prominent health problems, and then carry out consulting activities; It can also be a form in which students ask questions first and then who will be the "health consultant". The third is to comment on the "health consultant" of our class.
4. Expansion and extension. Write a health education with "handwritten newspaper" as the theme of study group or individual.
Exercise 7: Story-telling contest to see who can tell the story vividly. The focus of training is to cultivate students' expressive ability and listening ability. The teaching process is as follows:
1. Read the Water Margin and choose the most impressive story.
2. Write and act, and strive to tell the story vividly and wonderfully.
3. Short story meeting, class story king selection.
4. Summarize comments and guide students to extend from classroom to extracurricular.
To improve students' oral communication ability and level, it is far from enough to do classroom exercises only a few times each semester. We should pay attention to students' daily life and study, expand as much space as possible for them and build a stage for students' oral communication.