演讲能力是新时代人才必备能力之一，《普通高中语文课程标准（2017年版2020年修订）》（以下简称“新课标”）提出：演讲有利于提高学生在语言、思维、审美、文化多个层次的语文素养，须在日常教学中给以应有的重视和指导，帮助学生提高演讲能力。而主题演讲是演讲的一类，它往往指围绕着特定事由，聚焦着某个观点，针对某种问题，创造性地发表见解，注重学生的逻辑思维和论述能力。本研究希望分析当前高中语文课前演讲存在的问题，探索高中语文课前主题演讲的教学策略，为一线老师提供教学建议。

首先，本研究结合问卷调查分析了当前高中课前主题演讲教学存在的问题。问卷结果显示，从教师角度来看：当前高中语文教师对于课前演讲重视性不够，演讲时间不固定，主题的设置带有随意性，对学生的评价和反馈带有主观性。从学生角度来看：学生对演讲表演和演讲稿撰写的基本要求了解甚少，认为在自己的过往学习经历里未经过系统的演讲理论学习，在上台演讲时总感觉困难重重。同时，大多学生对于演讲有畏难情绪，部分学生缺乏兴趣，也成了教师推进演讲教学的阻力。其次，根据新课标的有关理念、高考的要求、语文核心素养的要求，结合演讲活动具有的独特性，笔者明确了课前演讲的总体目标和分阶段目标以及层级性、直观性、启发性等教学原则。再次，本研究优化了主题演讲教学过程：在主题选择方面，设置学生感兴趣、有助于学生语言能力提高的拓展性、发展性、观点性主题。在学习内容方面，注重把握演讲词的普遍特点，关注演讲文体特征，体会演讲逻辑结构，增加态势表演能力，注重实际表演效果。根据学习内容和学习目标，将学习环节细化为赏析文本、把握特点；观察视频，态势模仿；组织素材，呈现演讲三个阶段。在评价环节方面，注重评价主体和方式的多元化，建立师生评价共同体。最后，基于前后测调查，样本平均值比较和独立样本t检验发现，无论是学生演讲的考核成绩，还是学生的演讲兴趣、信心、构思能力，后测较前测都有所提升，证明本次教学实践是具有一定有效性的。

通过后续对于学生的访谈，笔者仍然知道这次准备不够充分，教学实践进行过程较短，评价方式还有很多片面性。未来，笔者将继续完善课前主题演讲的教学设计。

Speech ability is one of the essential abilities for talents in the new era, and the curriculum standards have attached great importance to speech for many years. The Chinese Language Curriculum Standards for Ordinary High Schools (2017 Edition, 2020 Revision) (hereinafter referred to as the "New Curriculum Standards") propose that public speaking is conducive to improving students' language literacy at multiple levels of language, thinking, aesthetics, and culture. It is necessary to give due attention and guidance in daily teaching to help students improve their speaking ability. A keynote speech is a type of speech that often refers to a specific topic, a particular viewpoint to be focused on, a particular problem to be addressed, a creative expression of certain insights, and emphasizes students' logical thinking and argumentative abilities. This study aims to analyze the existing problems of pre class speeches in high school Chinese language, explore teaching strategies for pre class thematic speeches in high school Chinese language, and provide suggestions for frontline teachers in teaching pre class speeches.

Firstly, this study analyzed the existing problems in the teaching of pre class keynote speeches in high school through a questionnaire survey. A questionnaire survey shows that from the perspective of teachers, current high school Chinese language teachers do not attach enough importance to pre class speeches, the speech time is not fixed, the theme setting is arbitrary, and teachers have subjectivity in their evaluation and feedback on students. From a student's perspective, students themselves have little understanding of the basic requirements for speeches and speech writing. They believe that in their past learning experiences, teachers have not systematically studied speech theory, which has led to them feeling overwhelmed when giving speeches on stage. At the same time, most students have a fear of difficulties in public speaking, and some students have low interest, which has become a resistance for teachers to promote public speaking teaching. Secondly, the requirements of the college entrance examination, and the core literacy of Chinese language, combined with the uniqueness of speech activities, the goal positioning and teaching principles of serialization, intuitiveness, and inspiration for each round of pre class speeches have been clarified. Once again, this study optimizes the teaching process of keynote speeches. In terms of topic selection, set topics that students are interested in and can help improve their language abilities, which are expansionary, developmental, and insightful. In terms of learning objectives, emphasis is placed on grasping the general characteristics of speech lyrics, paying attention to the stylistic features of speech, experiencing the logical structure of speech, imitating situational language, and emphasizing performance effects. Refine the learning process into appreciating texts and grasping characteristics based on learning objectives; Observing videos and imitating situations: Organize materials and present three stages of a speech. In terms of evaluation, emphasis should be placed on the diversification of evaluation subjects and methods, and the establishment of a teacher-student evaluation community. Finally, based on pre - and post test surveys, sample mean comparisons, and independent sample T-tests, it was found that both the assessment scores of students in public speaking, as well as their interest, confidence, and ideation ability in public speaking, were improved in the post test compared to the pre test, demonstrating the effectiveness of this study.

Through subsequent interviews with students, the author still knows that the preparation was not sufficient, the teaching practice process was relatively short, and there were many one-sided evaluation methods. In the future, the author will continue to improve the teaching design of pre class speeches.