独白类口语交际侧重于发展学生当众口语表达的能力，独白类口语交际教学能够让学生在独白语言活动中锻炼思维能力和语言表达能力。教学内容承载着教学目标，确定合宜的教学内容是教学实施的前提，是实现教学目标的保障。明晰小学语文教科书中的独白类口语交际教学内容体系和特点，能够理清教学的要点和序列；了解教学实践中教师选择和组织的教学内容，能够为后续的独白类口语交际教学提供经验和启示。

本研究首先在相关理论的基础上构建了口语交际教学内容的分析框架，然后运用内容分析的方法对17个教科书中的独白类话题、17个教学设计以及4段课堂教学视频进行描述和分析，探究规定的和现实的小学语文独白类口语交际教学内容，最后为教学实践中该如何确定教学内容提出了几点建议。回顾整个研究，主要得出以下几点结论：

教科书独白类口语交际教学内容的分布模式比较符合学生独白言语发展规律。教科书中的17个独白类口语交际话题中，表达领域的教学内容占主导，但也出现了少部分有关倾听和交流的内容；由低段到高段，教学内容逐渐增多，表达教学内容所占比重逐段提升。各个训练形式的独白话题明确了学生独白表达能力的发展序列并提供了基本的交际知识与方法，对教与学具有重要的指导意义。但是，从培养学生口语交际能力的角度看，教科书中的口语交际教学内容缺少了相应的倾听知识和倾听方法。相较于教学设计与实施中的教学内容，教科书也缺少了具体的、可操作的口语交际知识和方法。

以教科书为基准来看，教学设计与课堂教学中的独白类口语交际教学内容比较完整和细致。教学设计和课堂中的教学内容比教科书中的内容涉及更多的三级类目，尤其是词汇知识和语句知识；而且出现了更多、更详细的语篇知识，将教科书中原本抽象概括的方法与策略具体化了。但是，部分教师在设计和实施独白类口语交际教学时忽视对交际方法的提炼、不注重培养学生的交际意识。

总体来说，教科书中的独白类口语交际教学内容比较合理但并非完美，教师设计与实施口语交际教学要充分把握教科书的重点教学内容，也需要根据学情进行增删、替换等重构，既要在教科书内容的基础上细化补充，也要引导学生学习交际方法、培养学生的交际意识。

Monologue-based oral communication focuses on developing students' ability to express themselves in public. Monologue-based oral communication teaching enables students to exercise their thinking and language skills in monologue-based language activities. The teaching content carries the teaching objectives, and determining the appropriate teaching content is a prerequisite for teaching implementation and a guarantee for achieving the teaching objectives. This study will clarify the content system and characteristics of monologue-based oral communication in elementary school textbooks to clarify the main points and sequences of teaching, and to understand the teaching contents selected and organized by teachers in teaching practice, which can provide experience and inspiration for subsequent monologue-based oral communication teaching.

This study first constructs a framework for analyzing the content of oral communication on the basis of relevant theories, then uses content analysis to describe and analyze the content of monologue-based oral communication in textbooks, instructional designs, and classrooms, to explore the prescribed and realistic content of monologue-based oral communication in elementary school language, and finally puts forward several suggestions for how to determine the content in teaching practice. Reviewing the whole study, the following main conclusions were drawn.

The distribution pattern of the textbooks’ monologue-based oral communication teaching content is more in line with the law of students’ monologue verbal development. Among the 17 monologue-based oral communication topics in the textbook, the teaching contents in the area of expression dominate, but a small number of contents about listening and communication also appear; the teaching contents gradually increase from lower to higher levels, and the proportion of the teaching contents of expression increase from phase to phase. The monologue topics in each training form clarify the development sequence of students’ monologue expression ability and provide basic communicative knowledge and methods, which have important guiding significance for teaching and learning. However, from the perspective of developing students’ communicative competence, the monologue-based oral communication teaching content in textbooks lacks appropriate listening knowledge and listening methods. The textbooks also lack specific, actionable oral communication knowledge and methods compared to the content in instructional design and implementation.

The content of the monologue-based oral communication instruction in the instructional designs and classrooms is more complete and detailed when viewed against the textbooks. The content in the instructional designs and classrooms involved more tertiary categories, especially vocabulary knowledge and utterance knowledge, than the content in the textbook; and more and more detailed discourse knowledge appeared, which concretized the methods and strategies originally abstracted and generalized in the textbook. However, some teachers ignored the refinement of communicative methods and do not focus on developing students' communicative awareness when designing and implementing monologue-based oral communication.

In general, the content of monologue-based oral communication in textbooks is reasonable but not perfect. Teachers need to fully grasp the key contents of textbooks in designing and implementing oral communication teaching, and they also need to add, delete, replace, and reconstruct them according to students' situations, not only to concretize and supplement the contents of textbooks, but also to guide students to learn communicative methods and develop their communicative awareness.