In many aspects of personal growth, everyone has written papers, and you must be familiar with all kinds of papers. Thesis is a means to study some academic problems. How to write a thoughtful and literary paper? The following is my carefully arranged educational paper on the problems and countermeasures in oral communication teaching in our school, hoping to help everyone.

Problems and countermeasures in oral communication teaching in our school

This paper investigates several main problems in oral communication teaching activities from the perspective of classroom effectiveness, and puts forward corresponding teaching strategies, so as to improve the quality of oral teaching in our school and promote the development of teaching reform.

Keywords: oral communication teaching strategies

Speaking ability is the most basic ability for a person to be a man, and it is also the basic skill that a person with a sound society should master. A person who doesn't know how to communicate with others is like a machine that can only run according to procedures, let alone run the country and realize the value of life. So how can teachers train students' oral English? We can make full use of the advantages of Chinese teaching for oral training. Oral training is nothing more than listening and speaking, and the most important thing between them is that it is a breakthrough. If you can speak, you can listen, read and write, and a "speaking" can solve everything, because only by speaking well, fluently and accurately can you turn it into words and rely on a thousand words. Over the years, our school has been making a fuss about the word "speaking" and practicing with various teaching methods, which has achieved remarkable results, but there are also many shortcomings. This paper summarizes the oral communication teaching in recent years in stages to pave the way for future practical activities.

First, the problems in oral communication teaching in our school

1, randomly grouped and combined.

In most cases, for convenience, most teachers allow students to combine freely or group according to the order of seats, which will lead to the following situations: students are only combined out of friendly relations or teachers' designation, their learning level, learning interest, learning characteristics and personality characteristics are easily ignored, and the dependence among team members is low, so this combination will often become a performance stage for a few outstanding students.

2. The teaching effect is not ideal.

In oral communication teaching, although the groups randomly divided by teachers have tasks, they can't stimulate communication and interaction among members. One or two students in each group often express their opinions there, and the rest just watch. According to the author's observation, the lowest audience rate in the class is 2 1%, and the highest is 35%. Our class sometimes becomes very lively, which is not the ideological conflict between team members, but the scenes interpreted by some excellent students. Most students become "supporting actors" and just obey other people's ideas. Invisibly, students with learning difficulties lost the opportunity to think, speak and express, and were deprived of the right to study in disguise to some extent. In the long run, it can only be the survival of the fittest, and the polarization is gradually widening.

3. The tendency of performance in teaching.

The situation created by teachers has no connection or close connection with the post groups that students will engage in in in the future. In this case, oral communication activities give people a tendency to perform, and these activities have little effect on improving students' employability, interpersonal skills and post adaptability.

After the assignment of learning tasks, teachers seldom guide students to understand the significance of this task, nor do they make clear the goal of this task. In this case, students compete to discuss, and as a result, they either enjoy success or blindly follow, unable to really agree or disagree with the different opinions in the group, and unable to absorb effective ingredients and correct their mistakes. Over time, students have lost the ability of autonomous learning and inquiry learning, and cannot adapt to this rapidly developing society. Second, improve the effectiveness of oral communication teaching strategies

1, scientific grouping

Reasonable grouping is the premise of the smooth development of oral communication teaching, and scientific and stable grouping has a positive role in promoting students' personal experience. Therefore, teachers should comprehensively consider students' academic performance, family situation, economic conditions, hobbies and other factors, and make each group consistent in grouping design to ensure fair competition among each group. Groups are generally divided according to the principle of "heterogeneity within groups and homogeneity among groups", and consist of 4-6 people, including students of four grades: excellent, good, medium and weak. After the group is divided, it must be stable and not allowed to change at will. Members should help each other, be honest with each other, be democratic and equal, and embody the spirit of cooperation among members and the spirit of group unity.

2, clear responsibilities of team members, put an end to "wait and see" phenomenon.

After the division of the group, the group leader is responsible for the system and setting up a recorder, timekeeper, inspector and keeper to assist the group leader in carrying out activities, in which the group leader is mainly responsible for carrying out activities and completing the tasks assigned by the teacher, the recorder is responsible for recording the contents of various activities and existing problems, the timekeeper ensures that the members of the group complete the specified tasks within the specified time, the inspector is responsible for checking the learning situation of other groups, and the keeper is responsible for keeping the required learning tools or materials. The role of group members can take the form of rotation to promote the formation of students' sense of responsibility and enthusiasm for learning and enhance their comprehensive ability.

3, clear mission objectives

After the task is assigned, teachers should make clear the goal of this task. Only when the goal is clear can the effectiveness of learning be guaranteed. Group goals should be combined with individual goals, and both must be taken into account, which requires team members not only to work hard for the realization of individual goals, but also to help other team members achieve the expected group goals.

4. Create a situation close to the student employment group.

Analyze the characteristics of students' employment positions, create simulated situations, so that students can play a role and enter the role situation, or to deal with a problem or complete a task or solve a contradiction, or use the existing professional training places for oral communication teaching, such as on-site recruitment, selling goods, explaining machine principles, etc. This process is the full experience of students' harmonious coexistence with others, unity and cooperation, adaptability and social communication ability. The seamless connection between school and enterprise is conducive to improving the visibility of the school, expanding its influence and serving the local area.

To sum up, in the specific oral communication teaching, only by adopting different coping strategies according to different problems can cooperative teaching and role-playing give full play to their advantages, promote the smooth progress of oral communication teaching, and finally realize that the basic culture class serves the theoretical class and the theoretical class serves the professional practice class to meet the training objectives.

Reflections on Oral Communication Teaching

Classroom teaching should focus on situational teaching activities, so that situational activities run through the whole classroom process. In order to meet the requirements of the new curriculum standards, oral English teaching in lower grades should be integrated into life, so that students can get full feelings in real life. Only feeling can stimulate the desire of oral communication and promote the smooth progress of oral teaching. Therefore, oral English teaching should be different from other Chinese teaching, such as writing different words. Our teacher often confuses oral teaching with writing teaching. Therefore, teaching requirements are often put forward, which makes students feel at a loss and unacceptable. As long as students can learn to speak, listen, watch, speak briefly and express their opinions in oral communication in the lower grades, there is no need to write. Therefore, teachers should accurately grasp the scale of teaching.

To grasp the scale, we should start with the following points:

First, the goal should not be too unified.

Too unified goal will ignore the differences in students' oral development. Because of the personality differences and thinking differences of preschool students, the language development is unbalanced. Some students like to talk about vivid and interesting pictures, which are vivid and organized. Some pictures are the same, and students are willing to find a different way to tell them. Some students can say a few words or stories according to their actual situation. Some students can't say a few words clearly. Therefore, we can't ask students to achieve the same goal too uniformly.

Second, oral English teaching should give all teachers and students ample room for development.

The way to improve oral English teaching is practice. The teacher's task is to provide students with enough practical space, independent practical space and communicative situational space. The teacher helps the students to play freely in this space. Teachers can help students create topics. This topic is open to all students. At the same time, we should have something to say and give full play to the potential of each student without being suppressed-that is, the topic of oral communication is open to meet the actual requirements of all students. For example, we can let students talk about pictures, and students can express their thoughts, not just some abstract "scenery …

Third, oral English teaching should focus on learning, lay stress on foundation and development.

In the process of guiding oral communication, our teachers should strongly encourage students to open their minds and express themselves. Students' free expression includes comprehensive observation, complete expression, orderly observation, detailed expression and careful observation. If our teacher sets a single goal for students in advance, it will suppress students' thinking ability, especially their creativity. Therefore, it affects the normal development of students' thinking and hinders the development of students' oral communication ability. Therefore, in addition to guiding students to express themselves openly, teachers themselves should also be open. Let students listen to each other and comment on each other. In this way, in the process of mutual evaluation, we learn from each other, accept rich information, and fully develop and create language rules. Promote the process of oral English teaching.

Fourthly, it is very important to cultivate students' communication and listening habits in oral communication teaching.

Various forms of communication and listening habits are the key to oral English teaching. The above-mentioned openness has broken the previous single contact form from "teacher speaking-students listening" to "student speaking-teacher evaluation". One person speaks-everyone listens-everyone listens-everyone comments. One person, everyone gains something. So as to realize the transformation between oral communication and traditional oral teaching. Due to the richness of information sources and the increase of information. Listening and interaction have become a crucial part. Therefore, teachers should pay special attention to the cultivation of students' listening habits when organizing oral communication teaching.

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