提高小学生口语交际能力的教学策略研究

发布时间：2018-09-03 06:58

【摘要】：口语交际对学生一生的发展有着重要意义。笔者通过对已有文献资料的研究和对口语交际教学的现状分析,发现目前我国口语交际教学并不如人愿。受到当前应试教育占主导的教育背景的影响,口语交际教学并不受重视,教学方法单一粗略,教学评价体系不明确。作为一名刚走上教学工作岗位的老师而言,难以找到合适的实施指南。本研究从教学实践出发,提出较为全面的口语交际的教学方法。将涉及到口语交际的相关形式,包括听讲、诵读、复述及即席发言共八种教学类别,结合教学实践进行阐述,并结合诊断性评价、终结性评价以及形成性评价三种评价方式,建立系统的、符合口语交际教学特点的评价体系,落实到以评价促发展。本文从以下三个部分进行阐述:第一部分重点在于对口语交际教学进行认识,包括口语教学设计的概念和基本特点,以及在新课标下对口语交际的认识。第二部分在阐明研究方法的基础上,从理论和实践两个角度对口语交际现状进行说明。第三个部分分别从教学方法、教学评价以及提高教师自身的口语交际能力出发来阐释提升口语交际能力的策略。其中第三部分是本文的研究重点,是作者一线工作四年的工作小结。该部分将口语交际的八个活动分门别类,并一一举例说明。口语交际教学评价最重要的是落实到过程之中,而不是最后呈现的结果。评价不仅是为了检测学生的能力,最重要的是促进口语交际的能力发展。最后小节从教师示范角度关注教师口语交际能力,从而带动学生口语交际能力的进步。
[Abstract]:Oral communication plays an important role in the development of students' life. Based on the study of the literature and the analysis of the present situation of oral communication teaching, the author finds that the present oral communication teaching in China is not as desired. Under the influence of the educational background dominated by examination-oriented education, oral communication teaching is ignored, teaching method is simple and rough, teaching evaluation system is not clear. As a new teaching teacher, it is difficult to find a suitable implementation guide. Based on the teaching practice, this study puts forward a more comprehensive teaching method of oral communication. It will involve the related forms of oral communication, including listening, reciting, retelling and impromptu speaking. It will be expounded in combination with teaching practice, and three evaluation methods, diagnostic evaluation, summative evaluation and formative evaluation, will be combined. Establish a systematic evaluation system in line with the characteristics of oral communication teaching, and implement evaluation to promote development. The first part focuses on the understanding of oral communication teaching, including the concept and basic characteristics of oral teaching design, as well as the understanding of oral communication under the new curriculum standard. The second part, on the basis of expounding the research methods, explains the present situation of oral communication from two angles: theory and practice. The third part explains the strategies of improving oral communicative competence from teaching methods, teaching evaluation and improving teachers' oral communicative competence. The third part is the focus of this paper, which is the summary of the author's four-year work. This part classifies the eight activities of oral communication and illustrates them one by one. The evaluation of oral communication teaching is most important in the process, not in the final presentation. Evaluation is not only to test students' ability, but also to promote the development of oral communication ability. The last section focuses on the teachers' oral communicative competence from the perspective of teachers' demonstration, so as to promote the progress of students' oral communicative competence.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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