The focus of Chinese education in secondary vocational schools should be to cultivate students' oral communicative competence. However, as far as Chinese teaching in secondary vocational schools is concerned, the cultivation of oral communication ability can be regarded as an important part of cultivating students' Chinese ability, but most of them lack a perfect system and a reasonable training gradient, and the time for oral training is not guaranteed, so they simply intervene in teaching. In this way, it will be difficult for secondary vocational students with poor oral English to meet the requirements of interview and work when they graduate. Therefore, Chinese teachers should pay attention to cultivating students' oral communication ability in specific teaching, so that students can develop good oral communication habits while having basic oral communication ability.

First, the analysis of the current situation of oral Chinese education in secondary vocational schools

(A) students have poor foundation and poor oral communication skills.

With the popularization of education, the admission scores of vocational schools no longer exist, the number of students is decreasing and the quality is declining. In this way, students enrolled in secondary vocational schools generally have problems such as narrow knowledge, poor reading and writing ability, poor understanding and expression ability, etc. Many of these students are not good at language expression. In some strange and formal occasions, some students will be taciturn or incoherent, some students will be dull in expression and blunt in language expression, some students will be incoherent in oral English and vague in meaning expression ... Low understanding and expression ability will restrict students' study of professional knowledge and will also affect their future employment and social interpersonal communication.

(2) Teachers' teaching concepts are backward and teaching methods are improper.

Influenced by China's traditional teaching concept, most teachers attach importance to the cultivation of students' reading and writing ability, ignoring the cultivation of students' listening and speaking ability, failing to provide students with opportunities for oral communication in class and organizing students to carry out corresponding oral training after class, which greatly reduces students' desire to express themselves. In addition, some Chinese teachers' own oral expression ability is not high, so they can't effectively conduct systematic oral training for students, guide and standardize students' oral communication behavior.

(C) Chinese teaching evaluation system is backward

At present, Chinese examinations at various stages focus on examining students' reading and writing ability, but there is no scientific form and system to examine the level of oral expression ability, and there is no reasonable evaluation standard, which leads to Chinese teaching ignoring the cultivation of students' oral communication ability.

Second, strategies to improve students' oral communicative competence in Chinese education in secondary vocational schools

The cultivation of oral communicative competence is a comprehensive system, which needs cyclic and gradual training from easy to difficult, from simple to complex and from simple to comprehensive. By creating an active classroom atmosphere in teaching, students are encouraged to read after class and carry out rich Chinese activities, so that students have the courage to speak, have something to say and have something to say.

(A) active classroom atmosphere and create a relaxed and harmonious communication environment.

To stimulate students' interest in learning, teachers need to build a classroom where teachers and students communicate equally while cultivating students' oral communication ability. For example, in the study of Autumn in the Old Capital, in order to enable students to understand the author's thoughts, master the writing technique of blending scenes and appreciate the artistic conception of autumn in their hometown, teachers can ask students to write an essay about autumn scenery in advance in combination with their own life reality. In oral English class, students read the text repeatedly, then organize group discussions to select representatives, tell the beautiful scenery of their hometown in autumn and their feelings about autumn, and compare different autumn scenery and autumn feelings. In this way, students can truly express their feelings while understanding the text, thus improving their oral expression ability.

(B) contact life, enrich the content of the speech

The cultivation of oral communicative competence should be closely related to life, because the content of communication involves all aspects of life. Usually, careful accumulation and timely training can provide inexhaustible materials for oral communication, and also enable students to stimulate communication motivation and promote oral communication in an interactive communication environment.

1. Dialogue life is the main content of students' dialogue and an important way to cultivate students' oral communication ability. Teachers can choose appropriate dialogue methods to express their views on the phenomena in life, and ask them to express their views fluently and methodically, so as to cultivate students' good speaking habits over time.

2. Often organizing students to participate in extracurricular activities can also enhance students' oral communication ability. After the activity, students will have something to say. Teachers organize students to tell you their most interesting, funny or meaningful plots, which not only enriches the materials but also stimulates the students' interest. At this time, the teacher reminds students in time whether the speech is organized, whether the words are appropriate and whether the expression is smooth, and the students' oral communication ability will be gradually improved.

3. Encourage students to read after class and use extracurricular resources to train their oral English. Students like reading extracurricular books, good TV programs and movies. Teachers can improve students' oral expression ability through various forms of oral training in this respect. For example, Jin Yong's "The Condor Heroes" organizes students to retell the wonderful dialogue in the play and trains students to speak accurately and methodically; Ask students to supplement the blank plots in the play and train their organizational and imaginative abilities. Students can also comment on the characters in the play, so that students will have a strong hierarchy and pertinence, and oral training will also receive good results.

(3) There should be clear requirements for cultivating oral communication ability.

Oral sex and communication are two aspects of oral communication. Oral sex is oral language expression, and communication is communication. Oral English is a means of Chinese education in secondary vocational schools, and communication is the purpose. According to the requirements of the new curriculum standards, we should clarify the requirements of oral communication ability in order to better improve students' oral expression ability. The specific requirements are: first, you should be able to speak standard Mandarin. Speak in a civilized way, speak at a moderate speed, be persuasive and infectious, and be able to express your views clearly and coherently; Secondly, I can talk with people gracefully in the process of communication, and I can constantly adjust the way and content of expression according to the needs of conversation; Finally, I can report what I have learned accurately and prominently, speak independently and extemporaneously, and express my unique views according to the problems.