口语交际教学交际性的缺失及对策--以菏泽农村小学为例

摘要

Significant changes in the "language curriculum standards"that "listening and speaking train-ing"was renamed"oral communication"were not well reflected in interactive teaching of rural primary schools in Heze, such communication factors as oral communication, adaptability, nature of life, intercourse rituals, the si-lent language are missing .In order to change this situation and let oral communication teaching in the rural pri-mary schools to meet the needs of quality education , we must take some appropriate measures as highlighting the communicative theme , creating communicative situation in classroom , strengthening improvisatory practice in oral communication, to improve existing oral communication teaching and make the students really provided with com-municative competence in oral communication , on the basis of re-examining existing educational evaluation sys-tem, improving teaching conditions and teachers’ treatments in rural primary schools in Heze .%《语文课程标准》把“听话、说话训练”更名为“口语交际”的重大改变，在菏泽农村小学口语交际教学中并未很好地得以体现，口语交际教学中互动、应变能力、生活性、交际礼仪、无声语言等交际因素缺失。要改变这种现状，使农村小学口语交际教学适应素质教育的需求，必须在重新审视现有教育评价制度、改善菏泽农村小学办学条件和教师待遇等的基础上，采取凸显教材交际性主题、创设课堂教学交际情境、强化临场发挥的口语交际等相应措施以完善现有口语交际教学，使学生真正具备口语交际中的交际能力。