Dissertation
Dissertation > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Chinese Language

The Research on Oral Chinese Teaching in Class of Middle School

Author LvFang
Tutor LiuJieMin
School Guangzhou University
Course Subject Teaching
Keywords Middle school Oral Chinese Communication teaching in class strategies
CLC G633.3
Type Master's thesis
Year 2011
Downloads 52
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In Chinese middle school, because of the diversity teaching methods, and the closely relationship with reading and writing teaching, the course of Oral Chinese Communication lost its independent course status. After the new curriculum, Oral Chinese Communication teaching has been paid seriously attention in theory, but has little effect in practice. In modern society, it is so important for students to have the excellent ability of oral communication after their graduation, therefore, we should reflect on the unfavorable reality of Oral Chinese Communication teaching and make some improvements.When we emphasize the teaching process and content of Oral Chinese Communication should be relatively independent, we should also take into account the status of Chinese teaching today. Nowadays, we can not set up oral training and instruction to an independent course, it is also unnecessary; but we could say that the Oral Chinese Communication teaching in middle school can be more effective in the course system currently.This article focuses on Oral Chinese Communication teaching in class of middle school, faced on the practical disadvantages, through materials analysis, theoretical research, case presentations and other methods, analysis various problems which exist in class Oral Chinese Communication teaching. Study on what should be taught, and how to teach in Oral Chinese Communication class disquistively, and look for the teaching strategies in our Oral Chinese Communication class in middle school. In Oral Chinese Communication class, teachers should follow the physiologic development of middle school students, to maximize the positive role of guidable materials, design effective oral teaching topics sub-gradient and step by step. In the teaching process, use pragmatics knowledge, maximize the most important function of teaching scenarios. After the oral course, use scientific, appropriate and various evaluation criteria and evaluation methods to detect and strengthen what the students have learned in class. This is the only way for students to improve their oral communication ability in class effectively.

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