本文基于马来西亚华文小学部分学生口语开口度不高，口语表达不够流畅等问题，设计了以产出导向法为指导的口语课教学方案，并在教学班级进行了教学实施。之后采用语料分析法和问卷调查法对教学效果进行评估，以检验教学设计的有效性。

在开始设计之前，笔者通过文献研究法、问卷调査法、访谈法等研究方法对马来西亚的中文教学情况、教学对象的基本情况进行了前期调研。之后在此基础上从教学目标、教学原则、教学材料和内容、教学方法等方面进行了系统性设计。教学选取中国神话故事作为口语课的前期阅读材料，并以此驱动学生进行有效的口语输出。论文在呈现完整的课程大纲之后详细展示了三个教学案例，以直观生动地呈现教学实施过程，并在教学实施过程及之后对教学设计进行反思。

为了评估教学效果，笔者在教学过程中，收集教学对象的口语产出语料，之后使用研究工具对语料进行分析，结合二语能力测量中的流利度指标进行前后比较，以检验基于产出导向法的教学设计是否有利于教学对象口语流利度的提高。同时，笔者还通过满意度调查了解学生们对此次教学的评价。

结果显示，教学对象的口语流利度在教学实践后有了显著提升，他们普遍认为产出导向法有助于他们更流畅地表达中文，并对此次教学表示高度满意。这一研究一定程度上证明此教学设计对口语提高有效，为今后类似的教学实践提供了一定的参考。

This article is based on the issues of low oral proficiency and insufficient fluency in oral expression among some Chinese primary school students in Malaysia. The production-oriented approach (POA) teaching plan for spoken Chinese course is designed and implemented in the teaching class. Subsequently, corpus analysis and questionnaire survey methods were used to evaluate the effectiveness of teaching design.

Before starting the design, the author conducted preliminary research on the Chinese language teaching situation and basic information of teaching objects in Malaysia through research methods such as literature review, questionnaire survey, and interview. On this basis, a systematic design was carried out from the aspects of teaching objectives, teaching principles, teaching materials and content, teaching methods, etc. Teaching selects Chinese mythological stories as the pre reading material for oral classes and uses this to drive students to engage in effective oral output. After presenting the complete curriculum outline, the paper presents three teaching cases in detail to present the teaching implementation process and reflects on the teaching design during and after the teaching implementation process visually and vividly.

To evaluate the teaching effectiveness, the author collected the oral output corpus of the teaching subjects during the teaching process, and then used research tools to analyze the corpus. Combined with the fluency indicators in second language proficiency measurement, a comparison was made before and after to test whether the production-oriented approach teaching design is conducive to improving the oral fluency of the teaching subjects. At the same time, the author also conducted a satisfaction survey to understand the students' evaluation of this teaching.

The results showed that the oral fluency of the teaching subjects had significantly improved after teaching practice, and they generally believed that the production-oriented approach would help them express Chinese more fluently and expressed high satisfaction with this teaching. This study to some extent confirms that this teaching design is effective for oral communication and provides a certain reference for similar teaching practices in the future.