- 无标题文档
查看论文信息

中文题名:

 中学生口语交际能力提升研究——以贵阳市第一中学为例    

姓名:

 蒋代玉    

保密级别:

 公开    

论文语种:

 中文    

学科代码:

 045103    

学科专业:

 学科教学(语文)    

学生类型:

 硕士    

学位:

 教育硕士    

学位类型:

 专业学位    

学位年度:

 2022    

校区:

 北京校区培养    

学院:

 文学院    

研究方向:

 教育教学    

第一导师姓名:

 任翔    

第一导师单位:

 北京师范大学文学院    

提交日期:

 2021-12-16    

答辩日期:

 2021-12-01    

外文题名:

 RESEARCHON THE IMPROVEMENT OF MIDDLE SCHOOL STUDENTS' ORAL COMMUNICATIONABILITY ——TAKING GUIYANG NO. 1 MIDDLE SCHOOL AS AN EXAMPLE    

中文关键词:

 口语实训 ; 阅读教学 ; 作文教学 ; 能力提升    

外文关键词:

 Training of oral training ; Reading teaching ; Writing teaching ; Ability to asce    

中文摘要:

每一个人,都生活在语言环境中。人们用语言传递信息、发表见解、交流思想、抒发情感。汉语是承载中华文明的土壤,是我们文化得以源远流长的根基,更是我们生存和发展的灵魂栖息地。口语交际能力于个人发展、社会发展、语文学科都有极其重要的意义。

本论文以贵阳市第一中学为例,开展中学生口语交际能力提升的实践研究。笔者采用提出问题、分析问题、解决问题的研究思路,运用文献研究法、调查研究法、案例研究法、比较研究法对中学生口语交际能力提升进行系统分析并提出解决对策。

通过对口语交际相关文献研读可知:当前一线教学还缺少专门的口语课程和较为成熟的口语训练教材;口语交际训练需要在教学实践中不断规范,形成较为完善的训练系统;要将口语训练与书面阅读结合,丰富口语训练方式;关注口语实训的情境性,教师要创设合理的情境激发学生表达的兴趣;要循序渐进的安排训练内容;口语实训要多样化,使听、说、读、写四种能力相互促进、相辅相成。

口语交际能力的培养对促进个人成长和适应社会发展具有重要意义,但由于多方面的原因,目前学校对学生口语交际能力的培养还不够重视。笔者从事一线中学语文教学工作,通过教学体验和问卷调查,知晓了贵阳市第一中学学生口语交际能力的真实情况:发展意愿强烈,课堂参与度不够;词汇积累不够,语言材料匮乏;表达能力欠缺,语言系统性不强;思维结构不够清晰,表达缺乏逻辑性。

针对这些问题,笔者根据口语交际教学目标,从口语实训、阅读教学、写作教学三个方面对学生进行口语交际能力提升的系统设计。专设口语实训课程内容,在口语实训中强化口语交际能力培养;贯穿日常读写训练的全过程,将其系统落实到教学活动中。使听、说、读、写教学一体化。

首先是口语实训与实践活动相结合。通过演讲,增强语言材料的积累;通过朗诵,提升语言表达技巧;通过辩论,使表述更有逻辑性。其次是口语实训与阅读教学相结合。通过阅读活动,调动学生口语表达的积极性;通过创设情境,培养学生的口语交际意识;通过准确复述,使学生的口语表达简明清晰。最后是口语实训与写作教学相结合。通过口头作文,提高学生的语言组织能力;通过锤炼标题,提高学生的语言概括能力;通过论点提炼,提高学生的语言逻辑能力。

通过口语实训、阅读教学、写作教学这三个方面有序有效的训练,使听、说、读、写融为一体,形成较为全面而系统的口语交际能力提升体系,切实提升了学生的口语交际能力。

外文摘要:

Everyone lives in a language environment. People use language to convey information, express opinions, exchange ideas and express emotions. Chinese is the soil that carries Chinese civilization, the foundation of our culture with a long history, and the soul habitat for our survival and development. Oral communicative competence is of great significance to personal development, social development and Chinese discipline.

This thesis takes Guiyang No. 1 Middle School as an example to carry out practical research on the improvement of middle school students’ oral communication ability. The author adopts the research ideas of raising problems, analyzing problems and solving problems.using literature research methods, survey research methods, case study methods, and comparative research methods to study the improvement of middle school students' oral communication skills.

Through the study of the related literature of "oral communication", it can be known that the current front-line teaching still lacks specialized oral courses and more mature oral training materials; oral communication needs to be continuously standardized in teaching practice to form a relatively stable and complete training system; we must combine training practice and written reading to enrich the ways of oral training; we must focus on the situational nature of oral training, and teachers should create reasonable situations to stimulate students’ interest in expression; the training content should be arranged step by step and from easy to difficult; oral training should be also diversified enable to make the four abilities of listening, speaking, reading, and writing promote and complement each other.

The cultivation of oral communicative skills is of great significance for promoting personal growth and adapting to social development. However, due to various reasons, the school does not pay enough attention to the cultivation of students’ oral communication skills. The author is engaged in front-line Chinese teaching in Guiyang No. 1 Middle School Chinese teaching. Through teaching experience and questionnaires, I have knew the real situation of the students’ oral communicative ability in Guiyang No. 1 Middle School. The results are: strong development intentions, insufficient classroom participation; insufficient vocabulary accumulation, lack of language materials; lack of expressive skills, language system weakness; lack of clear thinking structure and lack of logic in expression.

In response to these problems, the author carries out a systematic design to improve students' oral communication skills from three aspects: oral training, reading teaching, and writing teaching according to the goals of oral communication teaching. The content of oral training courses is specially set to strengthen the training of oral communication skills in oral training; throughout the whole process of daily reading and writing training, it is systematically implemented into teaching activities. Integrate the teaching of listening, speaking, reading and writing.

The first is the combination of oral training and practical activities. Through speeches, the accumulation of language materials is enhanced; through recitations, language expression skills are improved; through debates, expressions are made more logical. The second is the combination of oral training and reading teaching: Through reading activities, the enthusiasm of students' oral expression is aroused; through the creation of situations, the students' oral communication awareness is cultivated; through accurate retelling, the students' oral expression is concise and clear. Finally, it is the combination of oral training and writing teaching: through  oral composition to improve students language organization ability; Improve the students' language generalization ability by tempering the title; improve the students' language logic ability by refining the argument.

Through the ordered and effective training of oral, reading teaching, and writing teaching, listening, speaking, reading, and writing are integrated to form a more comprehensive and systematic oral communication ability improvement system.Students' oral communicative competence has been effectively improved in training.

参考文献总数:

 85    

作者简介:

 任教于贵阳市第一中学,从事语文教育教学工作,立足于教学实践开展口语交际教学实践研究。    

馆藏号:

 硕045103/22002    

开放日期:

 2022-12-16    

无标题文档

   建议浏览器: 谷歌 360请用极速模式,双核浏览器请用极速模式