Provide opportunities to connect with real life.

Situational teaching can unify students' mastery of oral knowledge and the improvement of oral communication ability. Teachers don't need to impart too much oral knowledge, but the key is to cultivate students' ability to solve problems in real situations by using oral theoretical knowledge. In situational teaching, we should respect the differences and individual characteristics of students' understanding ability, and design performance tests, such as five-minute speech before class, textbook compilation, small debate, etc., to tap students' communication and language potential and promote the all-round development of students' Chinese ability.

To cultivate students' oral communication ability, we can take the following basic links: establishing the theme of oral communication training and constructing the specific subject framework of learning; Enter the problem situation, let the students be at a certain node of the framework and help them climb along the framework; Independent exploration; Assist the research group to discuss and design problems to promote migration; Effect evaluation. In oral communication teaching, this model has strong applicability.

2

Creating the Teaching Situation of Oral Communication

In oral communication teaching, it is especially necessary to emphasize the situation and create an atmosphere of "presence". Situations can be divided into simulated situations and real situations. Classroom is a place to create simulated situations, and teachers should have the ability to create simulated situations, so that the situations are diverse, open and in line with students' learning reality. Among them, the learning center model is an effective development and utilization of the theory of multiple intelligences, and it is also an effective model of oral communication teaching.

A learning center is also called a learning station. Every learning center needs some necessities and materials for students to complete activities and small projects. Students can usually work in groups of 2-3 people or even independently. The main purpose of adopting the multi-intelligence learning center model is to provide students with opportunities to learn and move, and to acquire knowledge and develop skills in a series of unique and creative ways. Provide students with an environment with oral communicative competence as the core competence, promote the "real understanding and application" of oral communicative knowledge, develop intellectual advantages and improve intellectual disadvantages.

three

Actively promote students' extensive participation.

Promoting students' extensive participation in oral communication training is one of the effective strategies for teachers to carry out oral communication teaching. Its basic characteristics are subjectivity, consciousness and selectivity. Students' active participation in oral communication activities can promote the generation and development of equality consciousness, learn to communicate and cooperate, and develop their communication skills rapidly in learning by doing and learning by doing. To cultivate students' oral communicative competence, the following methods can be adopted:

1. Group cooperative learning mode

Because oral communication is dynamic, complex and on-the-spot, it is appropriate to cultivate oral communication ability through group cooperative learning, which will help students to participate more and better. Generally speaking, students can study in groups or in cooperative groups. The former is heterogeneous grouping and the latter is homogeneous grouping. There are usually 4-6 members in the group. It is necessary to comprehensively consider the gender, oral expression ability, personality and other factors of students and reasonably group them so that they can play different roles.

2. Intellectual motivation

Using the method of intellectual motivation can improve students' oral communication ability, especially their coping ability. Suitable for oral training such as discussion and debate. First of all, the teacher should divide the students into groups with about 4 members, or even divide the students into groups of 2-4, so that the students can whisper to each other for a few minutes like bees flapping their wings. Grouping can be done at random, and it can also be divided into homogeneous group or heterogeneous group according to the difference of oral ability. Generally, it is necessary to give the group a name and divide the roles of convener and recorder. Secondly, the teacher should give a topic for discussion. In the process of developing topics, teachers should be highly sensitive and ask questions to arouse students' heated and meaningful discussions. Third, the implementation of intellectual incentives, so that students can speak freely. Students are required to express their views concisely and directly, to have "bright spots", to quickly find "language points" and to use keywords or phrases.

four

Constructing the connection between multi-domain learning contents

Oral communication, literacy, writing, reading, writing and comprehensive learning are listed as five areas of new curriculum learning, and there are differences and connections between these five areas. It is necessary and possible to combine oral communication teaching with teaching content in other fields. For example, in the practice of multi-tone word combination, students can talk about their characteristics and types from multiple angles, which will not only help students master and understand words, but also help students develop their language expression and thinking ability. You can also practice oral communication by combining students' reading, speaking and discussion in class. You can also carry out oral communication training in writing, such as writing an oral composition first, and then writing down the main points. This will not only make students' oral expression more standardized, rigorous and profound, but also allow students to brainstorm, exchange writing experiences and share good writing materials in class. Cooperative learning, inquiry learning and extracurricular comprehensive learning can directly reflect the cultivation intention of communicative competence.