摘要

2013年新颁布的《小学语文新课程标准》要求，学生应于小学阶段的学习过程中，“具有口语交际的基本能力，在各种交际活动中，学会倾听，表达与交流，初步学会文明地进行交际沟通和社会交往、发展合作精神。”可见，在教学中进行口语交际训练是小学阶段语文教学的一项重要内容。目前，小学语文教学处于教学改革进程中，多数教师重视学生书写能力，阅读能力的培养，而对于无法在短时间内收到显著教学效果的口语交际能力却往往被忽视。因此，学生的口语交际能力存在较大的差异，很多学生到了高年级，在口语交际中仍然存在词不达意、概念不清问题。这一问题如果不被重视，会严重影响学生与他人的沟通交流能力，影响学生语文综合能力的提高，表现在对阅读文段意义理解不清，书面表达词汇量少，无法清楚描述事件关键信息。更有甚者会波及其他学科的学习，有的孩子因无法正确理解数学题意而影响数学的学习。

本文的研究主要应用了问卷调查法、文献研究法、个案研究法、比较分析法、实证研究法。

本研究，对学生口语交际教学现状进行了深入的观察与研究。在研究中对国内外口语交际教学进行了比较和研究，并结合长春市实验学校、东北实验学校和洮南市实验学校等三所小学口语交际教学的实践进行实际分析。

本文由三部分组成：首先是导论部分，阐述了本研究的背景、研究内容、研究方法与研究意义，梳理了国内外口语交际理论相关文献。第二部分通过调查长春市实验学校、东北实验学校和洮南市实验学校等三所小学低年级口语交际能力现状，总结小学低年级学生口语交际特征，分析当前存在的口语交际问题及其成因，得出结论，进而从上述研究结果可知口语交际能力培养的内容以及口语交际能力评价方法和效果等方面都是影响学生口语交际能力的因素。第三部分是研究的重点部分，探究建构并实施提升小学低年级儿童口语交际能力的教学策略。设计运用情境策略、交际策略培养小学生口语交际能力的实施方案，探讨在语文常规教学中，培养低年级学生口语交际能培养的途径。

关键词：小学语文；口语交际；教学策略

Abstract

As the primary school students only experienced some basic language teaching, resulting in their cognitive ability there are some problems, the main problem is manifested in the lack of cognitive ability. Students do not have any cognitive problems in the process of learning with teachers, but they encounter difficulties in primary school oral communication or need to use comprehensive thinking to understand and apply them. , There will be a lack of cognitive ability can not complete the normal oral communication situation.

In 2013, the newly promulgated “New Curriculum Standard for Primary School Chinese Language” requires that students should learn the basic ability of oral communication in the learning process of primary school. They learn to listen, express and communicate in various communication activities. Communication and social interaction, the development of cooperation spirit. “Visible, in the teaching of oral communication training is a primary school language teaching an important part. At present, the teaching of primary school language is in the process of teaching reform. Most teachers attach importance to students’ writing ability and reading ability, and are often neglected for oral communication ability which can not receive significant teaching effect in a short time. In the regular classroom teaching in the language, most teachers have changed the traditional teaching mode of the teaching, become the instructor and participant of the teaching activities, and can also use the modern teaching resources such as multimedia and network resources to prepare lessons and teach, but the students speak Communicative competence in this respect, the lack of systematic, continuous training content, training programs and assessment methods. Therefore, the students’ oral communication ability there is a big difference, many students to the senior, in the oral communication still exist in the word does not reach the concept of unclear. If this problem is not taken seriously, it will seriously affect the ability of students to communicate with others, affect the comprehensive ability of students to improve the language, the performance of the reading section is unclear, the written expression of vocabulary is small, can not clearly describe the event key information The What is more will be affected by other disciplines of learning, some children can not correctly understand the mathematical problems and affect the study of mathematics.

The research of this paper mainly uses the questionnaire survey method, literature research method, case study method, comparative analysis method and empirical research method.

This study has carried on the thorough observation and the research to the students’ oral communication teaching present situation. In the study, the author compares and studies the oral communication teaching at home and abroad, and combines the practice of oral English teaching in three primary schools, such as Changchun Experimental School, Northeast Experimental School and Taonan Experimental School. The case can not use the real name. Behind all deal with it.

Carry out this study. This paper is composed of three parts: the first part is the introduction, the background, the research content, the research method and the research significance of this research, and the related literature of oral communication theory at home and abroad. The second part summarizes the characteristics of oral communication between Changchun City Experimental School, Northeast Experimental School and Taonan Experimental School, and summarizes the characteristics of spoken language communication of junior students in low grade, analyzes the existing oral communication problems and their causes, And then from the above results can be seen that the content of oral communication ability and oral communication ability evaluation methods and effects are the factors that affect students’ oral communication ability. The third part is the key part of the study, and explores the teaching strategies of constructing and implementing the ability to improve the oral communication ability of the children in the lower grades. This paper explores the ways to cultivate the oral communication of the junior students in the regular teaching of the language by using the scenario strategy and the communicative strategy to cultivate the oral communication ability of the pupils.

Key words: Primary school language; oral communication; teaching strategies