Oral communication and village head dialogue how to get rid of feudal superstition activities

Q: The newly promulgated Chinese Curriculum Standard for Full-time Compulsory Education (experimental draft) changed "obedient speaking" to "oral communication". What's the difference between the two?

A: That's a good question. It caught the essence of the problem at once.

The new curriculum standard changes "obedient speaking" to "oral communication", which is not only the replacement of nouns and terms, but also the product of the repositioning of curriculum functions.

In the past, "obedient speaking" was influenced by the concept of "curriculum is knowledge", and it paid attention to the construction of knowledge system and the acquisition of knowledge results. Therefore, the teaching content of "listening and speaking" should be quantified, and listening and speaking should be artificially decomposed, or simply "listening" (such as "listening to the radio" practice) or simply "speaking" (that is, the practice of "speaking a paragraph"). Most of the teaching materials are presented by looking at pictures and talking. In classroom teaching, how to say a single picture, how to say two pictures and many pictures, all have knowledge to teach; There are certain sentence restrictions on who is doing it, what to say first and what to say later. How to describe a person, how to explain a thing first and then divide it, there is a general order. This kind of "obedient speech" is not carried out in real communication situations, and it lacks both communication objects and specific communication purposes. It can be that you ask me and answer, you say and I listen; It can also be "talking to yourself" and "listening to yourself". This kind of obedient speech is actually a one-way self-directed linear language practice.

"Oral communication" focuses on "communication" and on cultivating students' communicative competence, which is regarded as the essential quality of modern citizens. It is emphasized that the course should mobilize students' life experience, learn to communicate in communicative activities with certain practical significance, and learn to communicate with people. Such courses are designed and implemented under the background of "whole person". Therefore, "oral communication" in textbooks often only provides a topic, so let's start from this topic and set up corresponding communication situations, so as to carry out real communication behavior. As for the picture that appears in the textbook, it is often just a freeze frame or a hint in the virtual scene. There is no need to guide students how to look at pictures, let alone teach them how to look at pictures and speak. For example, on the topic of "guiding the way", the textbook shows a young pioneer guiding an uncle of the People's Liberation Army. Our task is to set the scene accordingly, so that students can dress up as PLA and Young Pioneers respectively and practice in different roles. Children in rural areas can also design directions for guests coming to the village Committee in the city; You can also design a scene to guide foreigners on the main roads of the city. Our tone, intonation, volume and paralanguage movements are all different, because we meet different situations and people. Therefore, "oral communication" is a situational language and a face-to-face information exchange activity. For specific communication purposes, both parties should constantly send and receive information, and the status of listeners and speakers should constantly change with the needs of communication. They are both listeners and speakers. The speaker should adjust his tone and language materials in time according to the listener's emotional feedback, and the listener should respond in time according to the speaker's statement. At this time, the information channels of both sides are smooth, and the expressions of both sides complement each other. Compared with obedient speech, oral communication is a round language practice with two-way interaction.

Q: After what you said, we have a deeper understanding of the basic connotation of "oral communication". Now, would you please describe the basic characteristics of oral communication classroom teaching to us in the simplest language?

A: Six words-truth, harmony and equality. That is, the real scene, harmonious atmosphere and equal dialogue.

Q: Can you be more specific?

A: The so-called real situation refers to the creation of real communication situations in teaching. This is the key to oral communication teaching. Because the motivation of speech comes from specific situations, only in specific situations can students undertake practical communication tasks, otherwise, there can be no two-way interactive practice process. For example, around the topic of "learning to congratulate", we can design a scene of greeting each other during the Spring Festival, stick couplets on the podium in the classroom, and set off firecrackers during the Spring Festival on the tape recorder. In this way, students can enter specific roles in specific occasions as soon as possible. For another example, some students may not be interested in the topic of "buying stationery" We can decorate the classroom as a stationery mall, where students put their stationery on the price tag and then have an actual exchange activity of buying and selling each other. In this way, students will be full of interest.

The so-called harmonious atmosphere is to create a harmonious interpersonal atmosphere in teaching. Because people live in social relations, people's communication is also the communication of various relations. Harmonious interpersonal atmosphere can help students get rid of timidity, want to speak, dare to speak and dare to communicate, otherwise it will suppress students' desire for expression. For example, after showing the topic "I will be …… when I grow up", some students often think: What kind of person I will be when I grow up is my personal secret, and I don't want to tell you. At this time, we might as well combine like-minded people and set up a "small chat room"; Otherwise, an "honest interview" will do. In a relaxed and pleasant atmosphere, students will open their hearts, talk, express and respond freely, and even feel the joy of communication. For another example, when teaching "self-introduction", we can provide three scenarios: "self-introduction at freshmen's party", "self-introduction of friends at home's birthday party" and "self-introduction among friends during the trip", so that students can register freely and actively participate.

The so-called equal dialogue is to advocate equal communication and dialogue in teaching. Specifically, in the process of oral communication, we should pay special attention to the civilized attitude and language cultivation in interpersonal communication, and always respect others and understand each other. Otherwise, the communication will fail. Therefore, in teaching, we may sometimes provide positive and negative communication cases under the same topic for students' reference. For example, on the topic of "learning to entertain guests", you can use audio-visual materials to show an example of being unpopular when visiting people because you don't pay attention to manners, so you can discuss it. Then, show a positive example and let the students imitate the performance. In addition, equal dialogue also refers to the role orientation of teachers in oral English class. Teachers should be participants, organizers and promoters of oral communication classes. For example, in the "telephone" oral communication activities, teachers can not only communicate with students as teachers, but also play the role of relatives and friends of students or public figures to complete the communication task with students. However, teachers can not only play a role in oral communication activities. It is also necessary to organize teaching, grasp the direction in time, improve thinking and promote the development of students' oral communication ability.

Q: To sum up, the process of oral communication teaching seems to be a dynamic process. How to design a teaching plan for such a class?

A: The traditional teaching design attaches great importance to pre-class presupposition. Generally, there is a fixed teaching process, carefully set questions, predetermined standard answers, the transition of different teaching links, and the approximate distribution of teaching time before class. In classroom teaching, teachers and students basically follow the established teaching process. This mechanized and stylized operation mode is actually an arrogant teaching behavior. However, we don't agree with the "follow your feelings" teaching without a preset plan. Teaching is a targeted and planned activity, which requires a preset scheme, but it cannot be limited to the traditional teaching design mode. Teaching plans for oral communication should be designed between presupposition and non-presupposition. This is because the opening of oral communication topic brings the opening of classroom teaching structure. For example, the topic of "comment advertisement" requires students to go through the process of collecting information after class, sorting out information in class and releasing information. The complete communication inside and outside the class brings many uncertain factors to the class. In addition, oral communication activities should be integrated into students' personal experiences and experiences. Due to the differences in living background, cognition of living standard and knowledge accumulation, unexpected differences will inevitably occur in specific situations. It is these uncertain factors and differences that reflect the vitality of classroom teaching.

The teaching plan of oral communication teaching can adopt plate-like or frame-like structural methods, which should be coarse but not fine, leaving enough time and space for teaching. The following are the design ideas of three oral communication classes for discussion:

Teacher Liu Jun's oral communication "Learn to congratulate" in Nanjing Changjiang Road Primary School in Jiangsu Province has designed three sections: greeting cards, telephone greetings and birthday congratulations. The relationship between the three plates is parallel, and each plate has a typical example for students to imitate. At the same time, there are also changes in each section: "send greeting cards to congratulate", full of the joy of role performance; "Telephone congratulations" designed different communication situations for students; "Birthday Congratulations" uses a real life story to let students experience the human beauty of oral communication in daily life.

The oral communication of teacher Li Li from Tongcheng Experimental Primary School in Hubei Province, Love Fruit, has designed a progressive plate structure: love fruit-how to eat it, love fruit-reason, love fruit-nutrition. The first part is the dialogue between teachers and students, and the dialogue between students; The second section is a group activity. Children wear headdresses to play the role of fruit and introduce each other the reasons why they like this kind of fruit. The third section is to invite a nutritionist to talk to you, so as to push this oral communication class directly to the society.

Teacher Ji Lin's Oral Communication in Lianyuan Street Primary School, Wuxi, Jiangsu, designed a framed teaching plan: the first symbol, the introduction symbol, the communication symbol, and the communication symbol from home to home. Before class, the teacher shows the word "quiet", and students are naturally quiet without ringing the bell, thus introducing the usage of this sign to students; Then let the students organize the collected signs into a "sign exhibition" and communicate in groups at the same time; Then, break the group boundaries and introduce freely; Finally, take the harvest home and communicate with your family. The whole classroom is between default and non-default, the structure is like running water, and the teaching is full of vitality.

Q: Finally, we would like to ask, are there any other problems that need special attention in oral communication teaching?

A: There is one issue that deserves special attention, and that is classroom teaching evaluation. The process of oral communication teaching is a paperless process, so it is particularly important for teachers to evaluate classroom language. We advocate the use of enlightening language in oral communication class, because people are eager to be appreciated by others, especially primary and secondary school students. They need teachers to protect their self-esteem and stimulate their self-motivation with affirmation and praise. This does not mean that teachers should praise them blindly. At present, many teachers like to say "You are great!" "You are so smart!" "You are really good!" This single language evaluation praises students' personality, not their behavior. Over time, these praises of personality will make students think that their value must be attached to the praise given by others. If you put "you are great!" "You are so smart!" "You are really good!" I think it would be better to change it to something more specific and targeted, such as "I think your voice is much louder than before", "I appreciate your active participation" and "your views are inspiring to all of us", which can better reflect the spirit of the new curriculum standard "three dimensions".