Topic: Study on Teaching Strategies of Oral Chinese Communication in Rural Primary Schools
Topic category: research on curriculum and teaching reform
Project leaders: Zhang Changlan and Gu Huishan
Research unit: Shuanggang Central Primary School in Xiangshui County.
Organization Appraisal Unit: Yancheng Education Society
Evaluation method: meeting and summarizing problems.
Appraisal date: 2065438+May 2004
I. Overview of the theme
Subject name
Study on Teaching Strategies of Oral Chinese Communication in Rural Primary Schools
Project establishment time
20 1 1.4
City college document number
A-34
Second, members of the research group
applicant
Planning director
Gu Huishan
professional title
Vice principal,
High school teachers
telephone
136 15 158 196
Project host
Zhang changlan
professional title
Senior primary school teacher
telephone
135 1259979 1
Other members of the course theme group
surname
workplace
professional title
professional field
Division of labor
Gu Huishan
Shuang Gang central primary school
Advanced high school
Education and teaching
Overall responsible for project management and design.
Xu Zihong
Shuang Gang central primary school
Primary school advanced
Education and teaching
Project report writing and data arrangement
Zhang Shuxia
Shuang Gang central primary school
Primary school level
Education and teaching
Theoretical Exploration and Teaching Thesis Writing
Chen Chunmei
Shuang Gang central primary school
Primary school advanced
Education and teaching
Investigate students and write teaching papers.
Zhu wengang
Shuang Gang central primary school
Primary school advanced
Education and teaching
Teaching case set
Wang Haiyan
Shuang Gang central primary school
Primary school level
Education and teaching
Classroom practice
Zhang Shudong
Shuang Gang central primary school
Primary school level
Education and teaching
Classroom practice
Wang Fang
Shuang Gang central primary school
Primary school level
Education and teaching
Classroom practice
Yin Zhenhai
Shuang Gang central primary school
Primary school advanced
Education and teaching
Classroom practice
Sun Xiaoli
Shuang Gang central primary school
Primary school level
Education and teaching
Classroom practice
Thirdly, the background of this study.
Human society has entered the era of information explosion, and interpersonal communication is more frequent. Oral communication is the most basic and frequent communication activity, and good oral communication ability is one of the necessary qualities for modern people. Primary school is the best time for students to learn language, and it is also the key time for students to improve their oral expression ability. How to improve students' oral English, cultivate good communicative competence, serve students' lifelong development and make them become real social people is urgent and necessary.
The general requirements of the new curriculum standard for oral communication are: "Have the basic ability of daily oral communication, learn to listen, express and communicate in various communication activities, initially learn to conduct interpersonal and social communication in a civilized way, and develop the spirit of cooperation." This is not only a change in formulation, but a sublimation of understanding. As a primary school Chinese teaching, it carries more Chinese teaching tasks. Training and cultivating their oral communication ability is also an aspect of fully implementing quality education. As front-line teachers of basic education, we must be aware of the seriousness and urgency of this problem and explore strategies and methods to solve it. Based on the above understanding, we put forward this topic, trying to explore a suitable oral communication teaching strategy for students, providing some operable teaching strategies and methods for rural primary school Chinese teachers, and accumulating some experience for oral communication teaching.
Nowadays, many primary school students lack certain oral communication skills, especially rural children. The higher the grade, the less willing students are to talk. In the usual teaching process, most students are unwilling to answer questions and express their ideas. Especially in oral communication class. On the one hand, many students come from family ideological education. Under the influence of family education in rural areas, some children are still very introverted and unwilling to actively communicate with others. At present, students' listening, speaking, reading and writing abilities are the worst. Through attending class and talking after class, it is known that at least one third of the students have vague sentences accompanied by local accent, poor vocabulary, inaccurate words and lack of order and organization in their oral communication. We believe that the development of oral communicative competence is a gradual process. How to improve students' oral communication ability step by step, we think that the teaching strategy of oral communication should be constructed according to the characteristics of children's language communication function development and the actual situation in the region, according to the characteristics of children's thinking development and the characteristics of speech knowledge and skills training. Through research and training, let students master the methods and skills of how to improve their oral English. Finally, let students break through the psychological barrier of not being able to speak and not daring to speak, and change "hard to talk" into "eloquent".
Fourthly, the train of thought and basic content of this study.
The train of thought of subject research:
The first stage: the preparation stage (2065438+065438+0—2065438+065438+01).
(1) The establishment and declaration of the subject, the formation of the research group, the convening of the research group meeting, and the formulation of the subject for research.
(2) Collect information, understand the present situation and effect of oral communication teaching, learn relevant education and teaching theories, and find relevant strategies for oral communication teaching.
(3) Publicize the guiding ideology and related strategies of the project, and organize project team members to actively participate in the research of the project and carry out various activities.
The second stage: implementation stage (20 1 1 year1October-2013 years1October).
(1) Practice oral communication teaching, pay attention to the teaching effect, find problems, give feedback in time, make improvements, and pay attention to the adjustment of classroom structure.
(2) Test the oral communication level once or twice each semester and make a good analysis.
(3) In teaching practice, create various situations, cultivate students' oral communication ability, explore the implementation strategies of oral communication teaching in rural primary schools, and form teaching cases.
(4) Hold seminars, hold observation classes of oral communication teaching, organize teachers of research groups to participate in observation and discussion, and encourage experimental teachers to actively write research findings, research reports or papers, and make periodic summaries.
The third stage: summary and reflection stage (20 13,10-2014, April).
(1) Organize, analyze and summarize the materials accumulated in the research process to form research results.
(2) Write a research report, hold a closing meeting, summarize and sort out successful experiences and typical cases in all aspects, and communicate and promote them through various channels and forms.
(3) Invite the competent department at a higher level and relevant experts to listen to the research report, accept expert evaluation and conduct conclusion appraisal.
The content of the study:
1. Investigate the basic situation and existing problems of local oral communication teaching, and analyze the reasons and countermeasures. Through questionnaire survey, face-to-face communication with students after class and home visits, this paper comprehensively studies and analyzes the present situation of rural primary school students' oral communication.
2. Create daily oral communication situations, stimulate students' interest in oral communication, train students' oral communication ability, and cultivate students' good listening and speaking attitude and language habits.
3. Carry out the design and practice of oral communication classroom teaching, and explore strategies and methods suitable for oral communication teaching in rural primary schools.
4. Collection and research of oral communication classroom teaching cases.
Fifth, the research method and work plan of this topic.
research method
1. literature method: refer to the literature about oral communication through the internet, books and other ways, learn relevant theories, provide theoretical basis for this topic, and draw lessons from theoretical basis to guide practice.
2. Action research method: In the research, we will adjust the research method according to students' oral communication training based on primary school Chinese textbooks, and constantly improve the oral communication teaching method in exploration and research.
3. Investigation: At different stages of the study, through questionnaires, interviews and other means, we can understand the current situation of oral communication teaching in our school, as well as students' oral communication ability and expression wishes.
4. Observation method. Observe and analyze at different stages of learning, compare the oral communication ability of the same group of students at different stages, and adjust the research methods accordingly.
5. Experimental method: Experiment with students in class to see if students dare to think, ask, speak, comment and speak in oral communication.
6. Experience summary method: reflect and discuss the experimental research, make records, summarize and summarize in time, and accumulate rich and vivid experience materials.
(2) Work plan
1. Scientific management makes subject research serve school education and teaching. In our work, we continue to practice scientific research to improve the overall quality of education and teaching in our school. Taking the classroom as the main position of the experiment and taking the topic of "Study on Teaching Strategies of Oral Chinese Communication in Rural Primary Schools" as a breakthrough, we realize the school-running concept of "improving quality by service and seeking development by quality", so that the topic research can serve students and improve the quality of education and teaching in our school.
2. Take classroom teaching as the main channel to comprehensively improve students' oral communication ability.
From the perspective of Chinese teaching, the main channel of oral communication training is still classroom training. Because the classroom is purposeful, planned, scientific and orderly training. Through face-to-face oral communication between teachers and students, students can enrich their knowledge of oral communication, master the methods and skills of oral communication, and improve their listening and speaking communication ability.
3. Take real life as the training ground to improve students' oral communication ability in an all-round way.
Life is the content of oral communication, and oral communication is the tool of life. Colorful life is the stage and source of students' communication. Teachers should create situations in the classroom, teach students communication methods, and make use of extracurricular time to let students practice communication skills in school, family and social life.
4. Regularly carry out colorful activities to promote the development of students' oral communication ability.
The school holds various large-scale activities on major festivals (such as National Day, New Year's Day, March 8th, May 1st, Mid-Autumn Festival, etc.). ), such as: "Hello, motherland!" Composition contest, "Thanksgiving" speech contest, "Full Moon Mid-Autumn Festival" story meeting, etc. The experimental classes often hold various activities in the form of class meetings. In this way, an atmosphere of oral communication is formed in the whole school, and students are willing to communicate, so they are good at communication.
Sixth, the main results of this study.
For more than three years, the members of the research group have devoted themselves to classroom teaching, carefully organized teaching, cultivated students' oral communication ability, adhered to people-oriented, developed students' potential and promoted their personality development. They take classroom teaching as a lever, listening, speaking, reading and writing as the main content, and various forms of activities as the main body, and strive for various training environments, so that students' oral communication ability has been improved in open teaching. Specific performance in the following aspects:
(1) Explore more flexible ways and strategies for oral Chinese communication teaching in primary schools under the new curriculum.
1. Seize 5 minutes before class and activate "mouth and ears". 2. Grasp the reading class and conduct oral communication training. 3. Implement activity classes to show "mouth and ear" kung fu. 4. Conduct speech contest to improve language expression ability. 5. Conduct oral communication training in the evaluation and revision of composition teaching. 6. Create life situations and conduct oral communication guidance training. 7. Come into life and exercise your oral communication skills.
(2) The overall professional quality of teachers has improved, and young teachers have grown rapidly.
After more than three years of research, the teaching theory level and educational and scientific research ability of the members of the research group have been greatly improved, and the teaching and research results are increasingly rich. In the research, the teachers of the research group are diligent in summing up, constantly reflecting, actively writing research papers and essays, and dozens of papers have won prizes or been published in provincial, municipal and county paper competitions. Teachers' classroom practice ability has been further improved, teaching strategies have been continuously optimized, teaching level has been improved, and a large number of teachers have grown up rapidly. In the past three years, many young teachers have won prizes in classroom teaching competitions in cities, counties and townships, and a number of backbone teachers have been created through research.
(3) Students actively and boldly conduct oral communication, and their oral communication ability is obviously improved.
Teachers take the forms of teacher-student interaction, student-student interaction, group interaction, etc., so that students can interact and communicate in questions, speeches, discussions and debates, learn from each other's strong points and promote students' cooperation and communication. In teaching, we encourage students to make oral communication actively and boldly, so that students can say whatever they want. Speak freely, don't stick to any form, and encourage students to communicate confidently.
(4) It has greatly improved the quality of Chinese teaching in our school.
After three years' research, students' interest in oral communication learning and comprehensive quality of oral communication have been greatly improved. The students' oral communication performance in the experimental class is getting higher and higher year by year. In oral communication related competitions, some students performed well, which made teachers and parents sit up and take notice.
(5) Promote the smooth implementation of the new curriculum reform in our school.
Carrying out this research has promoted the members of the research group to master the new curriculum concept as soon as possible, actively reflect on the traditional teaching behavior and earnestly practice the new curriculum standards. It has driven the teachers in the whole school to actively use the requirements of the new curriculum reform, strengthen their study, boldly practice and innovate, and effectively promoted the smooth implementation of the new curriculum reform in our town.
Seven. List of members of the evaluation team
surname
workplace
professional field
professional title
Sign your name.
Eight. Expert group's appraisal opinion
Team leader (signature):
date month year
Nine, the organization appraisal unit opinion
Person in charge (signature): official seal of the unit.
date month year
X. examination and approval opinions
Signature of Municipal Education Association
date month year