Oral communication topic report

In March XX, under the specific guidance of the teaching and research section of the District Education Bureau, the school undertook the research project of the district-level project "Developing and utilizing Chinese curriculum resources and cultivating students' oral communication skills". In the past three years, we have always placed the research work in an important position, combining theory and practice as the focus of the research. In accordance with the concept of the new curriculum standards, we promoted scientific research with teaching and deepened teaching with scientific research, effectively promoting the new school. Curriculum reform has promoted the professional growth of teachers and the overall development of students. The situation of the research group of our school is now reported as follows:

I. Proposal of the topic

1. The need for the development of the times.

Mankind has entered the new 21st century, which is a knowledge economy society, an era of information explosion. With the deepening of China's reform and opening up and the implementation of the market economy, China's social form has undergone fundamental changes. The socio-economic, cultural, and scientific technologies have developed at a high speed, forming a multi-channel, multi-form, flexible, open, and freely competitive situation. . People learn cultural science knowledge and labor technology, exchange work experience and research results, and even freely choose careers, career competition, and carry out diverse cultural life. They all have a broader space and more channels and opportunities. Social communication activities are unprecedented. Active and frequent. Therefore, oral language, the most basic and convenient communication tool, is more important to take on the responsibility of each person's social communication efficiency and even success or failure. Strong verbal ability has also become the most basic ability requirement for each social person to adapt to modern social communication. As a national language teaching for cultivating the basic language quality of future social talents, it is reasonable to focus on cultivating students' oral communication skills. In September XX, "spoken communication" appeared in a new look. It conformed to the trend of development in this era and embodied profound ideological connotations, which meant the renewal of ideas and also provided a new world for teachers. . Carry out research on "developing and utilizing curriculum resources and cultivating students' oral communication skills", exploring the rules of oral communication teaching, summarizing the successful experiences of teachers in the practice of oral teaching reform, and establishing students' development through breakthroughs in classroom teaching experience and traditional teaching methods. The modern teaching concept of this foundation is of great significance to promote the reform of the basic education curriculum.

2. Requirements for quality education

The essence of quality education is to promote the all-round development of all students. In other words, quality education is to create an education suitable for all students. To do this, we must follow the laws of human physical and mental development, and the research of "developing and utilizing curriculum resources and cultivating students' oral communication skills" can realize the structure, dynamic, visual and concrete expression of teaching content and improve teaching. The efficiency of learning and learning, improve the effect of teaching and learning, so that students' listening and speaking ability develops synergistically in communicative practice.

3. Call for curriculum reform

At present, under the guidance of the "Decision of the State Council on the Reform and Development of Basic Education", the teachers are vigorously carrying out the basic education curriculum reform experiment work around the requirements of the "Basic Education Curriculum Outline". Paying attention to students' sustainable development and cultivating students' practical ability has become the focus of curriculum reform. Renewing the concept of education and teaching and reforming the teaching methods of classrooms has become the consensus of all. The curriculum reform emphasizes creating a variety of teaching situations, overcoming the teacher-centered, book-centered tendency in the classroom; emphasizing that the learning content should be closely related to the student's actual life, requiring that students' learning interests be stimulated and guided; My own unique insights leave ample room for the development of students' personality... The new curriculum seeks to fundamentally reverse people's one-sided view of teaching and advocate inquiry, cooperation, and open teaching behavior and learning methods. In the turbulent tide of education reform, the study of "developing and utilizing curriculum resources and cultivating students' oral communication skills" should be a very meaningful and realistic task.

Second, the goal of the research

There are two major goals in this research: one is the research goal; the other is the goal of educating people. It is guided by the new curriculum reform concept, applying modern education and teaching theory, studying the teaching mode of oral communication class, and realizing the deep and regular exploration of oral communication class. On the theoretical level, we strive to systematically sort out the facts, actions and experiences in the use of oral communication in the process of using the language with the new educational concept, and explore the law. On the practical level, through the research of this topic, Students are willing to express, dare to communicate, be good at thinking, effectively develop students' oral communication skills, develop students' sound personality, improve students' overall quality, and lay a solid foundation for students' future development. At the same time, teachers' educational concepts are updated, so that they can correctly grasp the characteristics of Chinese education, enhance teachers' scientific research consciousness, improve teachers' educational and scientific research ability, and form a team-oriented teacher who adapts to the new curriculum teaching, thereby improving the school's scientific research level and school-running level. .

Third, the theoretical basis of the research

1. The concept of the new curriculum standard and the constructivist learning theory

The "Chinese Curriculum Standards" states that the teaching activities of oral communication should be carried out in specific communication situations. In addition, constructivism originally originated from the theory of children's cognitive development. He believed that personal cognitive development is closely related to the learning process. Constructivism believes that knowledge is not obtained through teacher teaching, but that learners use necessary situations in certain situations. The learning materials, get relevant help, and get it through the way of meaning construction. The context in the learning environment must be conducive to the student's meaningful construction of what he or she is learning. This puts forward new requirements for instructional design. That is to say, in the context of constructivist learning, teaching design should not only consider the analysis of teaching objectives, but also consider the creation of situations that are conducive to the construction of students' meanings, and create contextual creations. Work is one of the most important aspects of instructional design. According to the teaching requirements, from the teaching needs of students, the introduction of creating or creating specific scenes or atmospheres that are appropriate to the teaching content, causing students' emotional experience. It philosophically adheres to Marx's theory of practice, advocates the theory of symmetry of sympathy in psychology, implements the theory of music in the process of teaching, and pursues the theory of all-round development in the goal of training. At the same time, the creation of the situation is part of the situational teaching. Loznov, the advocate of the Bulgarian situational teaching, believes that the exchange of information between the students and the situation can greatly develop the potential of the people.

2. Collective motivation and motivation theory

According to the theory of collective dynamics and motivation theory, classroom teaching activities are regarded as a special kind of communication activities, which play the leading role of teachers and ensure the subjective status of students. Ma Hemin, an educational social scholar in China, believes that the classroom teaching process is a process of interpersonal interaction. Modern teaching theory also points out that the teaching process is a process of teacher-student interaction, active interaction, and common development. Without interaction and interaction, there is no or no teaching. The "teaching" that only shows the form of teaching without substantive communication is micro-teaching. Positioning the essence of teaching as communication is the original source of the teaching process. It not only theoretically surpasses the historical "teacher center theory" and "student center theory", but also has extremely important practical significance in practice. The concept of the new curriculum reform has pointed out the direction for us, and the theory of constructivism provides a theoretical basis for our research. The research of this subject is to inherit the excellent teaching mode, integrate the wisdom of excellent teachers, realize resource sharing, create a teaching and learning atmosphere, improve the process and mode of teaching and learning, thus changing the way of teaching content, the way students learn, teachers The teaching method, the interaction between teachers and students.

Fourth, the conditions of the research

1. Team formation

Selection of experimental teachers: In April XX, our school set up a research group, and Vice President Zeng Hongbin was the host. Members include Luo Hanxiong, Xiao Xiaojian, Chen Yunxing, Gu Xiuhua, and Yang Guimei. In September XX, due to changes in the division of work within the school and the transfer of good wells by Xiao Xiaojian, Vice President Zeng Hongbin was appointed as the consultant, and Director Luo Hanxiong served as the moderator. At the same time, Huang Jumei and Liang Xiaoyan were added as members of the research group.

Selection of experimental students: The experimental teacher took the class of the language teaching as the experimental class. There are 6 classes and 277 students participated in the experiment.

2, team building: the use of public opinion propaganda, centralized training, exchanges and discussions, sent out, please come in and other ways to improve the theoretical level and business level of the group of teachers.

3. Environmental construction: The school has built functional rooms such as multimedia classrooms, language labs, and library rooms, which provide more complete facilities for the smooth development of research projects.

4. Organization and management: The school supports the research of this subject from the administrative and business aspects.

5. Funding: The school allocates 5,000 yuan a year for special research.

V. Contents and methods of the research

1. Content of the study

Organize the teaching of oral communication content in teaching materials, and use the teaching materials to achieve the optimal optimization of oral communication classroom.

Combining the teaching of literacy, writing, reading teaching, writing and writing, the oral communication skills are infiltrated into every appropriate time in the language classroom.

Exploring how oral communication classes are closely integrated with other training in the Chinese language discipline or with extracurricular activities education and life.

Initially construct a teaching model for oral communication classes.

2. Research methods

The research of this subject is carried out under the normal state of teaching, mainly using natural experiment method, investigation method, case analysis method, literature research method, experience summation method and other methods to achieve "total for good, partial truth."

Sixth, the process of research

1. Leaders attach importance to organization and order.

According to the spirit of the director of the District Education Bureau, Mr. Tao Xinqiang, at the mobilization meeting of the topic, President Yang Handong led the deputy principal of Zeng Hongbin and other school leaders to clearly establish the important position of the research in the school's standing work, and drafted the organization. Work guidelines for soundness, team unity, program norms, research and innovation, and funding. In the school management, we can achieve "three guarantees", that is, personnel ensure, class time guarantee, and fund guarantee. The leadership team will achieve “three ones” in the management of the course research and guidance, that is, the principal will participate in one stage summary meeting every semester, and the vice president in charge of teaching will participate in one seminar every month, and the moderator will check once a week. The development of the course activities.

Under the specific leadership of Vice President Zeng Hongbin and Director Luo Hanxiong, the research team of the research team of our school carried out the “five ones” research work in an orderly manner according to the plan, namely: group study once a week, once a month. Experience exchange, a report on the results of the school level or above in each semester, a special test is held every year, and an experience summary and data summary activities are organized every academic year.

2. The division of labor is clear and the responsibility is implemented.

In order to carry out this research, we have a clear division of labor and logistics. The research focuses on the division of labor: Luo Hanxiong, Chen Yunxing, Yang Guimei, and Huang Jumei focus on how to improve the oral communication ability of senior students in reading and writing teaching; Liang Xiaoyan focuses on how to improve the middle-level oral communication course; Xiuhua’s teacher focused on how to improve students’ oral communication skills in the lower grade literacy teaching. The division of internal affairs is: Luo Hanxiong is responsible for the collection and arrangement of archives; Chen Yunxing is responsible for the collation of text materials; Yang Guimei and Huang Jumei are responsible for collecting relevant educational and teaching theories, and Gu Xiuhua is responsible for the production of courseware; Xiao Xiaojian, Liang Xiaoyan Responsible for the production of audio and video materials. In the past three years, the group has been united in unity, and it has not only divided and cooperated. The teachers have clear work priorities, serious work attitudes, and work responsibilities.

3, step-by-step experiment, deeper layers.

The whole period is divided into three stages, each of which has its research goals and contents, spiraling upwards and deeper. There are:

First, the preparation stage

It is mainly to set up a project leading group and an experimental group to determine the research object. The organization teachers systematically studied the theoretical knowledge of the "Chinese Curriculum Standards" and education, psychology, etc., studied the experimental programs of the main subjects at the district level, organized the study of modern education teaching theory, courseware production technology, educational analysis statistical theory and subject education. The theory laid the foundation for the smooth development of the subject research.

Second, the implementation phase

This phase lasts for a long time, we are divided into the following three levels:

The first level: train the basic skills of teachers, organize teachers to learn information technology for 2 hours a week, and participate in the exchange of experience in the research and study of brother schools every semester. In the teaching practice, the focus is on exploring ways to create oral communication situations in the classroom, which changes the tendency of students to be afraid of speaking and disgusting, and makes students dare to express.

The second layer: organize experimental teachers to conduct courseware production competitions and go out to the brothers and towns to study with the research group. In the teaching, explore how to cultivate the ability of oral communication at every appropriate time in Chinese classroom teaching, strengthen the horizontal connection of various disciplines, and let other disciplines infiltrate the ability of oral communication, so that students can be happy to express, express correctly, and let oral communication The class is full of life. The experimental teachers gave special lectures in the language section and introduced their practical experiences to other language teachers. The school evaluated the oral communication ability of the experimental class students, and timely reported the evaluation results to the teachers and students, adjusted the experimental methods and methods, and improved the experimental results.

The third level: the development of extracurricular curriculum resources, to achieve the combination of large Chinese classrooms and small classrooms, to explore ways to effectively lead students to oral practice in teaching, so that students can repeatedly train in the practice of dynamic oral communication, and constantly experience the joy of success. , gradually formed a good language habits and communicative attitudes.

Third, consolidate the summary stage

Comprehensively summarize the research situation of oral communication teaching, organize picture materials, study materials, collect relevant teaching designs, cases, and papers into a book, analyze experimental results, form a teaching model, and write a final report.

Seven, the main results of the research

Constructing the teaching mode of oral communication class

1. Development Resources: We have established the concept of a large language, making full use of the Internet, the library, and accessing various reference books to explore all available materials in the text and in life, in literacy, writing, reading, and writing. Flexible use in teaching work such as special topics, optimizing classroom teaching and cultivating students' oral communication skills.

2. Creating a situation: In this link, we follow the theory that the primary school students express their desires are generally strong, and follow the theory that psychology “the thinking is usually caused by the problem situation and the problem is solved”. Language descriptions, multimedia, role performances, and simulated social activities create oral communication situations. Such as: "How to protect the environment" taught by Teacher Yang Guimei; the oral communication class of "Safe Travel" taught by Gu Xiuhua; the teachings of "The Grass Boat Borrowing Arrow" taught by Luo Hanxiong can fully reflect the creative situation and stimulate students. The effectiveness of oral communication.

3. Multi-party interaction:

Be prepared to let the students have something to say.

Let students have something to say, before the "interaction" must do two aspects of preparation: one is to let students clear the teaching objectives; the second is to help students reasonably combine study groups, easy to communicate.

The teaching requirements are clear, the students have clear ideas and orderly statements. Teachers make different requests for students in various situations. For example, for children who have poor verbal ability and do not like to express themselves, we can pre-prompt them in which aspects to prepare, and lay down the drafts before class; for children who express their verbal ability and love to express themselves, we are not only in class. Ask them to make clear the meaning of the expression, and also guide them to make the meaning to be expressed more fascinating. For the children who say "speak", we ask them to speak boldly and make it clear. For the children who "listen", we ask them to listen quietly and listen carefully.

Teamwork in the classroom, students speak freely and communicate deeply. The interaction of oral communication is often carried out in the form of group cooperation, in order to allow each student to fully participate in the activity. When teachers are grouping, it is reasonable to match the students with good, medium and bad students, and to set up the moderators, which is conducive to mutual complementarity, mutual evaluation, mutual inspiration and mutual promotion.

4 in the difference of thinking

Finding differences is different from traditional or general answers or methods, often with different ideas and conclusions. Grasping the differences, letting students start discussions, boldly imagine, is conducive to the improvement of students' ability to think. For example, "Zhuhehe", "Tianji Racing", "Grass Boat Borrowing Arrow" and other texts have many flashing characters. Teachers can guide students to combine their texts and their own understandings to talk about the characters they appreciate and the reasons for their appreciation. Putting the national interest in the first place, like the right, the wrong way to change the integrity, the intelligent Tian Ji, the daring to admit defeat, the Zhuge Liang, the enthusiastic Lu Su... because of the student’s personality, experience and text The difference in understanding will inevitably lead to a one-size-fits-all answer, so teachers should actively encourage them to speak up personally. Once students' thinking is activated, they can ignite their spark of innovation, produce colorful answers, and appear more exciting. In the process of communication between teachers and students, students' oral communication skills are improved.

Opportunity 2: Let students have language practice opportunities in other classes.

As long as teachers are careful, they can also find opportunities to develop students' oral communication skills in classes such as writing classes and literacy writing classes. For example, the students can teach the words “Qing”, “Qing” and “Eye”. Teachers can use inspiring language to ask: “Children, everyone sees these words like baby. Do you have any way to recognize them?” The students are very active. Observing and thinking, and then the whole class exchanged together. Some said: "The clear water is related to water, so the word's radical is 'three waters'." Some said: "The sun can also be said to be the day. When the day came out, it was a big sunny day, so the sunny 'clear' is next to the Japanese word." Some said: "The eyes are the eyes, the word next to the word reads the 'eyes' of the eyes, the eyes have a pair, so everyone Don't forget that there are two horizontals in the radicals.” Through the rich associations of students, these words and the vivid and distinct language environment are unified, thus stimulating students to explore this world of words with infinite mystery and fun.

Provide students with oral communication practice opportunities in daily life

The cultivation of oral communicative competence, classroom teaching is the main channel, but this is not enough. The practice of language also requires a lot of extracurricular practice, learning in practice and improving in practice. Specifically, it can be carried out in four aspects: 1 party activities: such as the "June 1" Children's Day, the big party, the selection of the host, and the selection of the supporting role in the small pieces, all require the students' efforts and self-presentation; 2 Competition activities: If you organize students to participate in various stages of speech contests and storytelling competitions, lead the children to a larger stage. Whenever there is a competition, the school will tell the students at the first time to let the students challenge life and challenge themselves. . These activities can not only improve students' oral communication ability, but also cultivate students' good coping ability and psychological quality. 3 class team activities: make full use of the Young Pioneers' active positions, carry out various theme classes, let students have something to say, see In the process of listening to the accumulation of language, purify the soul, cultivate the sentiment; 4 various evaluations: make full use of the weekly moral education quantitative evaluation level and the end of the semester of civilized teenagers, outstanding cadres and other evaluations, to guide students to practice.

Improve students' oral communication skills

1. The students' ability to "listen, express, and cope" is enhanced.

The study of oral communication teaching optimizes the structure of classroom teaching. Students understand how to listen carefully and listen to others and understand what others are saying; they can express their meanings loudly and clearly; they prefer to communicate their opinions with others. And the idea to promote the realization of teaching objectives, further improving classroom efficiency.

2. Students' special tests and competitions have achieved gratifying results.

In the end-of-sentence quality test of each semester, we found that the grades of the students who participated in the oral communication study were more prominent, and were higher than the average score of the parallel class or the same grade in the past. In the reading test, about publishing their own When the opinions and opinions, or the topic of their own experience, are discussed, the students are particularly profound and comprehensive. Among the results of various oral communication tests such as retelling, retelling, speech, storytelling, and experience exchange, the excellent rate of students is over 85%. The special students we sent participated in the competitions of the provinces, cities, districts and towns, and 12 people were rewarded. In the experimental class held in the school and the oral communication competition in the regular class, 40 people received the best performance reward.

Promote the improvement of teachers' professional quality

The research of the subject activates the potential scientific research consciousness of teachers, from passive to active, from simple imitation to pioneering and innovation, from confusion to gradual clarity. We stand on the front line of education reform, experience the happiness of success, and feel the fullness and prosperity. real. In the past three years, with the joint efforts of all the staff, we have achieved fruitful scientific research results, collecting 33 papers, 31 teaching designs, 27 classroom recordings, 18 student activity cases, 12 case studies, and 13 teacher teachers. Received various awards at the district level and above, mainly:

1. In the special lectures, Vice President Zeng Hongbin’s “Space for Students in Speaking Teaching in Literacy Teaching” was promoted at the town education and research conference, and was praised by the leaders and teachers. The lecture was awarded the best in Huizhou in XX. The third prize of the thesis.

2, quality class, in the town Chinese classroom teaching experience exchange activities, Luo Hanxiong teacher "speaking in reading teaching" lesson "Jingbo Lake Wonders"; Chen Yunxing teacher's oral communication topic "how to protect the surrounding "Environment"; Gu Xiuhua's "spoken communication in literacy teaching" "category literacy 6" is highly praised by the lecture teacher; in the high-quality class competition, XX year old show teacher teaching "比比比", won the second prize in Huiyang District; "Xu Xiao" taught by Teacher Liang Xiaoyan in XX won the second prize of Huiyang District and the second prize of Huizhou City respectively.

3. In terms of essays, in XX, Luo Hanxiong’s “Study Listening”, which speaks oral communication, won the third prize of Huizhou City. In XX, Luo Hanxiong’s teacher wrote, “A red flower lets students speak. "The third prize of Huiyang District; the training of oral communication ability written by Yang Guimei" won the first prize of Huiyang District; the paper "Small Discussion on Oral Communication Classroom" written by Teacher Chen Yunxing won the third prize of Huiyang District; The essay written by the teacher, "Developing the use of Chinese curriculum resources, and cultivating students' oral communication skills" won the third prize of Huiyang District.

4. In terms of teaching design, in XX, the teaching design of “How to Protect the Surrounding Environment” written by Teacher Chen Yunxing and the “One Yuan Money in the End” written by Teacher Gu Xiuhua won the third prize of national teaching design.

5. In terms of courseware production, more than ten excellent coursewares were collected. Among them, Gu Xiuhua’s courseware “Beyond One” won the third prize of Huizhou City in XX.

Eight, the extension of the research

1. Reflections:

Through three years of experimentation and research, we deeply understand the hardships of the process, realize the significance of the reform, experience the joy of success, and leave us with many delusions:

Reflection 1: The study promotes development. Without research, no innovation, no good teaching methods, there will be no brilliant achievements in education. Scientific research is an inevitable trend of social development and the only way for school education to achieve better development. Because, while we are studying, we can change the traditional teaching mode of teachers, improve students' interest in learning, and further enhance the students' subjectivity in the classroom, and further improve their enthusiasm for learning. It can enrich teachers' teaching methods and teaching methods, which is conducive to students learning to learn, learning to create, and playing a very good role in promoting quality education activities.

Reflection 2: Learning to find the gap. First, the study of cultivating students' oral communicative competence is not simply a question of Chinese teaching. It also involves other disciplines. At present, the research of this subject only stays at the stage of experience and operation of Chinese teaching, and it is still unable to form a complete research system; Second, the depth of the essays, case studies, and education essays is not enough to make them more typical and instructive. Third, our test of students' ability to "spoken communication" at each stage is limited to "written test." , lack of complete and specific test standards, such as how to introduce "oral test" into the test mechanism? If so, what kind of quantitative scoring rules should be developed?

Reflection 3: Funds must be secured. Although the economic income of each school is very limited now, the school must take some funds to do a good job in scientific research in the face of economic difficulties. Because we want to carry out good research work, equipment addition and maintenance in modern education means, collection and sorting of various materials, appearance and learning, and lectures by teachers, teachers' rewards, etc., all need certain funds. Otherwise, everything will become Empty talk.

2. Future work ideas

Based on the successful experience of the existing work, we will continue to work hard in the future work from the following four aspects to strive for better results.

Continue to explore the typical examples of the teaching mode of "developing resources, creating scenarios, multi-party interaction, and practical application" in oral communication teaching, and enrich and apply them so that the successful experience of the subject experiment can be widely applied to teaching practice.

Further strengthen the construction of school software and hardware, and provide a solid material foundation for the research of the subject.

Further strengthen teacher training and improve the level of modern education theory of experimental teachers. In particular, teachers who participate in this experiment are encouraged to start from their own teaching practice and find valuable problems and solve problems through research methods.

Introducing successful experiences to other disciplines. Since this research is the first case of our school, we would like to use this shareholder style to further expand the research work of our school and improve the education and teaching of our school.

"Xiongguan Man Road is really like iron, but now it is moving from the beginning." In the research project of the past three years, we have troubles, loss, and feelings, but more are still thinking, harvesting, and growing... Teaching research is forever Endless, we have reason to believe that as long as we persist, we will be able to make even better achievements on the road of study!