Summary of the evaluation of the experimental class of oral communication topics

On June 17th, members of the research group of "Developing the Use of Chinese Course Resources and Training Students' Communicative Competence" held a class exhibition and evaluation activity in the experimental national small school in Huiyang District. The event was a complete success, reflecting the new "spoken communication" proposed by the school in the "Secondary Standards" by the school participating in the research on the development of the use of Chinese curriculum resources to develop students' oral communication skills. The request has a deep understanding and a bold attempt. This class evaluation activity provided an opportunity for the participating schools and teachers to show, exchange, and discuss, so that each team member can learn from each other, learn from each other's strengths, and improve together.

This class review activity reflects the following characteristics:

First, grasp the three elements of oral communication

Oral communication refers to the exchange of information between the two sides of the communication, which is based on oral language. The main elements that constitute this activity are the following three elements: First, the communicative subject, refers to those who participate in the practice of oral communication, including listening and speaking, while listening and speaking are constantly changing; second, the communicative carrier, that is, people say The third is the communicative environment, which includes the preface of the speech, the time, place, occasion of the communication, and the cultural background and natural environment of the participating speakers, referred to as the context. It can be seen from the class evaluation activities that the members of each task group can better grasp the three elements of oral communication and implement them into the teaching process and achieve good results.

Second, the interaction of the communicative subject

"Course Standards" states: "Spoken communication is the interactive process between listening and speaking." Spoken communication must be exercised through a large number of practical exercises to be internalized. It requires teachers to use life and interaction, teacher-student interaction, group interaction and other forms to provide more opportunities for each student to participate in, in the dynamic communication, repeatedly train, experience, improve oral communication skills. From the review of the class, it is not difficult to see that all the exhibitions and examples have formed a situation of interaction between students and teachers, and the situation of each student in the real life is presented, and they are discussed and played. Commenting on the review reflects the interactivity of the communicative subject.

Third, showing the contextuality of oral communication

The "Course Standards" proposes: " Teaching activities should be carried out in specific communication situations." "Try to choose topics that are close to life, and organize teaching in a flexible form, without having to teach oral communication knowledge." Vivid and realistic situations, Very infectious, able to mobilize the students' inner real emotional experience and stimulate their strong desire to express. This class exhibition review highlights this feature. Many teachers in the teaching through the connection of real life, expand time and space, reproduce colorful life, stimulate students' interest, trigger their inspiration, so that they have something to say, so that students can truly experience their oral communication and other aspects in real life.

The main disadvantages are:

I. Ignore the students' response practice

Oral communication should focus on “cultivating students' ability to listen, express and respond”. The cultivation of coping ability is inseparable from the practice. Furthermore, if there is no “response” in oral communication activities, then it is not a “communicative activity” in the true sense. At best, it can only be regarded as “speaking training”. In several cases, the teacher pays more attention to cultivating students' ability to "listen" and "express", but the cultivation of students' "response" ability is neglected. At least, there is a big operation. deviation. In many cases, the teacher failed to guide the students to establish a communicative relationship in a timely manner, which naturally caused the absence of “response”. On this issue, I hope that the teachers can carry out a deep reflection, and the research team plans to arrange another time for special discussion.

Second, ignore the level of language improvement

Oral communication is to communicate, communicate, convey information, contact feelings, and deal with problems by listening and speaking. In the process of oral communication training, a process of ascension should be embodied, that is, from simple to clear, clear, and central, and organized. Rethinking the class evaluation activities, the teachers have neglected in enriching and improving the students' communicative language. The students use inappropriate words, sick sentences, repetitive sentences, and insufficient semantics, which are not standardized and accurate. In places that are not clear enough and not well organized, the teachers failed to give timely and appropriate points, which failed to better reflect the level of student language improvement.

Therefore, in future experiments, we should further clarify that the purpose of oral communication teaching is to guide students to learn language, improve students' oral language level, and cultivate good language habits. In the teaching process, we must especially prevent it from being lively, regardless of the language quality and language habits.