Summary of the work of oral communication research

The second phase of our Acer Elementary School on "Developing Chinese Curriculum Resources and Developing Students' Communicative Competence" has been successfully concluded. Under the correct guidance of the leaders of the Education Bureau, through the concerted efforts of our research team and the division of labor, with the active cooperation of relevant class students, we are in the topic of "developing Chinese curriculum resources and cultivating students' oral communication skills". Great progress has been made in the research, and the quality of Chinese teaching has steadily improved. Below, we will report on the results of our research and report to our superiors and colleagues:

First, unify the idea of ​​" learning space for students' oral communication in Chinese teaching ", adopt measures to exert individuality, cooperation and exchange, sum up results, and jointly complete the research on "developing Chinese curriculum resources and cultivating students' oral communication ability". The quality of Chinese teaching in our school has been steadily improved.

Since the study of the topic of "developing Chinese curriculum resources and cultivating students' oral communication skills", our school has attached great importance to it and insisted on spending certain financial and material resources to ensure the smooth progress of oral communication. Especially under the leadership of Vice President Zeng Hongbin and Director Luo Hanxiong, we often look up relevant information from the Internet and insist that each research member has a good public class, using every Thursday to Thursday from 4:30 to 5:30. This hour of research was conducted. In order to better evaluate the teaching effect, each of our team members completed one or two papers at the end of the semester, a classroom recording, a case study, and a related courseware formation database. With the joint efforts of the teachers, we The research work of the subject has made great progress, and further promotes the steady improvement of the quality of Chinese teaching in our school.

Second, in the literacy, reading, and writing language activities, the emphasis is on the combination of knowledge transfer and practical evaluation to achieve language teaching and achieve gratifying results.

In the literacy teaching , by creating scenarios, the students' individual potential is exerted, so that students can communicate in the search for the words, let the students communicate in the vocabulary, let the students communicate in the evaluation, and cultivate the students' ability to literate.

In the process of literacy teaching , we insist that students interact in the search for new words, let students communicate in the vocabulary, let students communicate in the evaluation, and create a situational guidance literacy teaching . We always ask students to say, “Which method do you use to literate?”, and then focus on sharing literacy methods with students. At the same time, the evaluation methods of teacher-student and students' mutual evaluation are used to achieve correct literacy and summarize many methods: For example, when Mr. Chen Yunxing teaches the words “zhe”, according to its structural characteristics, the students are “folded” above, and the following is “mouth”. For example, when Huang Jumei teaches “槐”, the students think of “愧” Words such as "Soul, 魄" are used to identify and literate; for example, when Luo Hanxiong teaches the word "骂", the student utters the idiot of "one immediately two pockets" for literacy. In particular, under the guidance of Vice President Zeng Hongbin, we have adopted a diverse and specific evaluation language and gained more. For example, when Gu Xiuhua taught the teacher and student evaluation in the article "Two Lions", when she heard the students say that they knew the word "sleepy", "he saw the word 'wood' is surrounded by four walls, no way. When she went out, her evaluation was: Children, you observe it carefully, and you will make such a good story. Your imagination is really rich. Another example is when she conducts a live-action interactive evaluation, when she teaches a student to read the word "strong", the classmate has a small voice. When she asked everyone to comment, one student commented, "You read it right, but The sound is a little small, can you read aloud?" How good is it! We are teaching literacy through this form. Now, students' literacy skills have improved, and there is no need to teach them. Students have been able to take their own words.

In the reading teaching , the use of a variety of means to develop language resources, the use of reading aloud exchanges, questioning doubts and doubts exchanges, topic exchanges and other forms of teaching , and achieved good results.

1. Prepare for the course resources before class.

When we complete each text lesson, we always let the students pass the lessons they have learned, the knowledge they have learned in the extracurricular readings, and go online to the library to find relevant materials, which lays a good foundation for the study texts. For example, Huang Jumei teaches the ninth volume of the National Language, "Goodbye, Loved Ones". Because students don't understand the story of the US-Aid Korea, we ask them to ask their families or go online to find information. Practice has proved that students learn about the relevant background. The effect is good.

2, reading aloud exchanges, students' reading level has improved significantly.

We focus on reading and communicating. Each time we teach a text, we always train students to read the text in various forms. For example, in the teaching , Luo Hanxiong teacher tries to read through the students themselves, proposes word communication that does not understand, solves the pronunciation obstacles, and reads the text correctly; then reads the texts fluently through free reading; then performs group and individual performance readings, and then conducts again. The level of sound, the speed of the speed, the pause of the punctuation, etc., read the feelings expressed in the text. After practice, the students’ enthusiasm for reading has increased, and the level of reading has improved.

3. Encourage students to express their opinions in reading teaching , strengthen their oral communication skills in questioning and dispelling doubts, and the level of students' learning is significantly improved.

Old-style classroom teaching is usually what the teacher asks, and the students answer what they are, and they are no longer willing to "albate" a word. In response to these questions, our research team has reached a consensus on the exchanges and made higher demands on students. Through "What do you read, what are the places or problems that you don't understand, after reading, you can also talk about your own opinions. For example, when Teacher Yang Guimei was teaching the first volume of the book "Jingyanggang", the students raised such questions: "Is the tiger not a national animal? Why does Wu Song play the tiger? Is he not afraid of breaking the law? Then, the students were guided to discuss, not only did the students understand the difference between the social background and the current society, but also enhanced their awareness of environmental protection. For example, when Teacher Huang Jumei was teaching the first verse of the Chinese language, "The Rain on the Lake," Some students put forward: "Why is it raining after the first rain? This refers to the weather changes, sunny days, rainy days, or the sunny and rainy scenery of the West Lake at different times? The students also had a heated discussion on this issue, which not only cultivated students' ability to find problems and solve problems, but also cultivate students' ability to express and communicate. Practice proved that students are encouraged to express their opinions in reading teaching . In the solution of doubts, the ability to improve oral communication has been improved, and the level of student learning has been significantly improved.

3, contact life, find out the topic to teach to improve the level of reading teaching , and cultivate students' communicative competence plays a very important role.

In Chinese language teaching , it is often suggested that language teaching should be in contact with the students' actual life, so that students have something to say. How to solve this problem? We are inspired by the current topic essays and have been empirically derived: in reading teaching , the implementation of topic teaching plays an important role in improving students' reading ability and cultivating students' expressive ability. why? Looking for a topic familiar to students, students have something to say, just because of this can be said well, over time, the level of reading can be improved. For example, when Teacher Luo Hanxiong learned the topic of “mother love” in the tenth lesson of the ninth book of the teaching language, “Mother Love”, the students first said their mother’s love for themselves, and then guided the students to experience the mother’s right again. The son's love, the students not only easily resonate, but also cultivated the communicative ability, and the students shared their happiness.

Grasping the guidance, practice, evaluation and communication in the work, and improving students' oral expression ability is an effective way to improve their work.

In the teaching of many years of practice, we found that usually, after the teacher's revised essay is sent back to the students, the students generally only pay attention to the scores, and few students go to see the teacher's revised articles. Some teachers write words that students can't understand in their comments, such as prominent centers, strict structure, and so on. In order to change this situation, our research team decided to: after reviewing the composition, select excellent compositions and some well-written essays, organize students to read other people's articles through projection, and put forward their own opinions after the reading. Learn the strengths of others and help others improve their writing skills. In the implementation of Yang Guimei and Huang Jumei, the students realized that they were not used to it at the beginning. Later, the students raised their understanding. They always said that they were emotionally high, their opinions and their enthusiasm, and the level of composition was constantly improved.

Third, in the oral communication topic of Chinese textbooks and other forms of thematic activities, oral communication in the form of groups, more systematically cultivated students' communicative competence.

In the teaching process, we use oral communication topics and language extracurricular activities in Chinese textbooks, such as "Speech", "How to Have a Happy Holiday", "Small Forum", "How to Protect the Environment", "Where is the One Dollar?" Various forms of activities, such as Multiple, are conducted in small groups. This practice is deeply loved by students, and the enthusiasm is high, which has more effectively and systematically cultivated students' communicative competence. For example, Teacher Yang Guimei found that the classmates Yang Ruizhen and Yang Lizhen had difficulties in their homes. When they were organized by the school, they could not afford the medical examination. In a class meeting, organized a "Love We Do" campaign. First, the squad leader introduced their situation. After listening to the squad leader's introduction, the students actively discussed it. One said: I am out 5 Yuan; one said: my conditions are good, all out of me... There was a warm applause in the hall. The problems of the two students were solved, and the two sisters shed tears of excitement. We think, is this not what everyone wants? Through various forms of activity proof, in the oral communication topic of Chinese textbooks and other forms of thematic activities, oral communication is conducted in the form of groups, and the communication ability of students is systematically cultivated.

The above are some of the practices and experiences in our research on the topic of developing Chinese curriculum resources and cultivating students' oral communication skills. Although some achievements have been made, there are still many shortcomings in the course of work. Due to our limited level and poor student conditions, there are still some difficulties in implementation, and the students' communication skills need to be further strengthened. In the future, we must work harder, give full play to our strengths, improve the teaching level of teachers and the learning ability of our students, and do a good job in researching this subject, so that the quality of Chinese teaching in our school is even better. Ask the leaders and colleagues to give advice and make valuable suggestions.