In daily life, people express their thoughts, exchange feelings and transmit information all the time, which shows the importance of oral communication. The newly promulgated "Chinese Teaching Syllabus for Primary Schools" includes "oral communication" in the teaching content for the first time, and clearly stipulates that students should be trained in this aspect from the lower grades of primary schools. This is a major reform of Chinese education, which embodies a comprehensive understanding of the functions of Chinese education, a comprehensive concern for Chinese quality and an understanding of the concept of life-oriented Chinese education. Nowadays, the life content of primary school students in lower grades is much richer than that of children in the past, and there are more channels to receive information. When communicating with people, I basically have something to say, but I lack good communication attitude and listening and speaking habits. It can be seen that cultivating children's oral communication ability from an early age is an important task of modern primary school Chinese teaching, so that children can better adapt to the needs and development of the future society. First, don't turn oral communication class into oral communication class, and talk about communication. "Speaking" is often one-way. One person speaks and everyone listens. Language information is in a one-way transmission state, with less exchange and collision of ideas, while oral communication emphasizes two-way interaction, which is interactive. In actual teaching, we will see that some teachers will turn the oral communication class into a class of "looking at pictures and talking", pointing to the illustrations in the book and asking the students sentence by sentence who is in the picture and what they are doing. This kind of teaching is far from learning oral communication, and of course it is contrary to the writing intention of the textbook. Some teachers have created a good situation at first, but they will have a speech class if they are not careful. For example, in the oral communication class "Spring is coming", when the students are ready, a student will speak on the stage. In order to make the narrative smoother, the teacher said to him, "Please turn around and look at the big screen and say". As soon as he turned around, the classmate "communicated" with his back to his classmates. This is a typical "monologue" or "talk". Turning oral communication class into "speaking" class undoubtedly weakens the "communication" that oral communication should have. Oral communicative competence should be cultivated from the lower grades. Second, carefully select communication materials, create actual situations and stimulate students' interest. There are two sources of materials for primary school students' oral communication training: one is the speech support provided by Chinese textbooks; The second is the extracurricular oral materials selected by the teacher. The new textbook for Senior One and Senior Two is American, which provides materials and specific situations for language norms and language practice. We should make good use of the textbook as an example. Comparing the two sources of materials, the latter has more advantages. Because the lecture content provided in the textbook, although systematic and scientific, still has certain limitations for students in different regions and under different conditions. The latter is closer to students' real life, kind and sensible, and gives students something to say. We should adhere to the "six characteristics" in choosing the content of extracurricular speeches, that is, story, interest, image, knowledge, thinking and practicality. In oral communication, the conversation content directly affects the conversation interest of both parties. Therefore, teachers should choose their favorite things as the content of oral communication training according to the age characteristics of lower grade children, and children will transfer their love for things to their love for communication. Psychological research shows that children are often attracted by some new external phenomena and have direct interest. Therefore, teachers should be conscientious and keep an eye on students. When students are excited or excited by external influences, teachers should strike while the iron is hot and seize the opportunity to conduct communication training. Because of the opportunity, students' enthusiasm is mobilized, so they will speak the words completely and fluently without any difficulty, from the teacher's "want me to talk" to "want me to talk". Third, optimize the training process and teaching method of oral communication 1, and the teaching method of oral communication. Students are interested to say that they can often make the content of the story meaningful, but they still need teachers' specific guidance methods to make it orderly. For junior students, teachers should teach them to start with a complete sentence and gradually transition to several coherent sentences or short paragraphs. In the middle and senior grades, teachers should guide them to say a paragraph around a meaning according to the six elements of narrative. Once students master these methods, oral communication is not difficult. It is worth emphasizing that oral communication has the characteristics of immediacy. In real life, students should "speak from the mouth", "think quickly and speak appropriately", which requires students to make timely adjustments according to communication objects and communication occasions. Some students in the oral communication "make a phone call" class, give birthday students a blessing of "happiness is like the East China Sea, longevity is better than the South Mountain", which is inappropriate. As a teacher, such questions should be guided in time. Postures and attitudes in oral communication are natural, polite and generous, and children in lower grades move more, which depends on teachers' timely reminding and appropriate guidance, changing forms, providing exercise opportunities again and again, and promoting students to experience and correct in practice until they develop good habits. 2. Teach the method of listening. Oral communication emphasizes two-way interaction. People who participate in communication should not only listen carefully, but also answer the words at the right time and talk about their own views and ideas. Most junior children dare to talk and love to talk, but if they are allowed to calm down and listen to others first, their attention will be easily distracted. If they don't fully listen, they will take it out of context and even don't understand it. How do they communicate with others? What's more, I didn't even listen. Therefore, it is very necessary for teachers to teach children specific methods: pay attention, be able to repeat the original words or main meaning of others, follow the meaning of others, and answer other people's questions correctly and timely. 3. Teach evaluation methods. Junior children also have the need to be evaluated and evaluated by others. Teachers should attach importance to encouraging teaching evaluation. However, no matter what students say, teachers always say yes, which can't arouse their enthusiasm. They must give different and appropriate evaluations according to the degree and level of students' speech. Of course, we must affirm the good, point out the bad, analyze the reasons and make targeted corrections. In this process, teachers can not replace others, but should guide students to participate together, forming a situation in which teachers evaluate students, students evaluate students and students evaluate themselves, and guide students to evaluate language and manners. Teachers can take students to evaluate the order and thinking of what they say.