Reflection on the Teaching of Oral Chinese Communication in Primary Schools

As an excellent teacher, one of our jobs is classroom teaching. We can record the new teaching methods we have learned in the teaching reflection , so what kind of teaching reflection is good? The following is my carefully compiled reflection on oral communication teaching in primary schools. I hope it can help everyone.

Reflection on the Teaching of Oral Chinese Communication in Primary Schools 1

Teaching objectives:

1. Be able to clearly explain your own activity arrangements around the theme of strong nostalgia. Cultivate a love for your hometown through oral communication and homework activities.

2. Be able to discuss the theme of the activity with classmates, enhance students’ ability to express, listen, communicate with others, and collaborate independently awareness of participation.

3. In the process of oral communication and practice, further improve oral and written expression skills, be able to boldly use imagination, use the language accumulated in daily life, write about changes in hometown, and express love for hometown. Affection. Practice revising your own work.

Teaching focus:

Through activities, further stimulate students’ love for their hometown.

Teaching difficulties:

Plan activities according to the theme, list the program, and carry out practical activities in groups. Activities in listening and cooperation, performing activity plans, cultivate students' planning ability, Performance ability and rich imagination further enhance the efficiency of communication and practice.

Teaching preparation:

⒈Collect poems, songs, stories, etc. related to strong nostalgia.

⒉ Understand the strengths of classmates in order to plan activities.

⒊Learn how to plan a successful event through books, TV, the Internet and other media, and you can refer to some good experiences in advance.

Class schedule:

3 classes

Teaching process:

First class

(Oral communication)

1. Introducing passion and stimulating interest

⒈ As the saying goes: A place where water and soil nourish a person. Everyone has deep feelings for their hometown. The great poet Li Bai used verses Raise your head to look at the bright moon and lower your head to think about your hometown to express your longing for your hometown. The dew is white tonight, and the moon is the brightness of your hometown. Hometown is a name that makes people feel warm whenever they think of it. Nostalgia, homesickness, homesickness, hometown accent, hometown is always a place that makes people dream about it. The leaves fall back to their roots and they return to their hometown. The local pronunciation remains unchanged and the hair on the temples fades. Throughout the ages, people have used various forms and actions to express the same emotions - attachment and love for their hometown. What poems or songs have you collected that express your love for your hometown?

［Teachers should use full emotions to elicit the strong nostalgia of the theme of this activity and stimulate students’ desire to participate in expressions. ]

⒉Students exchange relevant information collected before class.

2. Speak freely and express emotions

1. Students, please tell me about your love for your hometown.

2. Now that everyone loves their hometown so much, we will plan an event with a strong nostalgia theme. Since it is an event, the form should be rich and colorful, and the love for hometown should be expressed through rich content and exciting programs.

　⒊Group communication and discussion

　⑴Clear the content of the group discussion: which programs will be performed; which students will perform; how to perform to make the program more exciting.

⑵ Focus on discussing how to make the program more exciting, and list the program schedule based on the discussion. Teachers participate in some group exchanges and provide guidance. They can prompt activities in the form of reciting poems, singing songs, hometown painting exhibitions, being a small tour guide in my hometown, textbook (poetry) plays, and writing tabloids.

［The form of activities should preferably be in line with the actual situation of students and the local situation, and be conducive to students’ active participation. ]

⑶ Based on the information collected before class, choose an activity plan, select partners for group learning, and rehearse the activity content.

⑷The group discusses the content, division of labor and other matters in detail, and presents the activity plan as a group.

Reflection on Oral Chinese Communication Teaching in Primary Schools 2

The class bell rang, and the students sat in silence in their seats. I walked into the classroom with half a steamed bun and said sincerely: "'Civility and etiquette will accompany me' blew like a spring breeze throughout every corner of the campus, and the students' behavior habits and mental outlook were completely new. However, I was in the classroom just now I found this half steamed bun at the door," I raised the steamed bun in my hand and said seriously, "Whoever threw it, please stand up!"

The students' reactions were very strong: disgust, disgust, surprise, and anger. ...The classroom became quieter after a moment of commotion. Everyone held their breath and stared at me blankly, and no one stood up.

I continued: "We must be honest and trustworthy people. If it is really not you who threw the steamed buns, please use words to express your feelings and use words to make the teacher and classmates believe you."

< p>The classroom suddenly became lively. The students raised their hands high one after another. Even the introverted students who usually don’t like to talk can’t wait to speak.

This half steamed bun was indeed not thrown by the students, but a trick I deliberately played in class. This textbook teaches students to "treat others with sincerity", but as a teacher, he adopts this "not sincere" teaching method. It is really a conspiracy. There are three main reasons.

First, use "Steamed Buns" to introduce the topic. By persuading the fictitious "steamed bun thrower" to take the initiative to admit it, the subject "sincerity" is introduced, and students are guided to talk about what kind of people we should be. For example, from the lesson "Dignity", I learned to be a dignified person, create value with my own labor, and win the respect of others; from "The Day I Won the Lottery", I learned to be an honest and trustworthy person; from "Comparing Hearts to Hearts" Understand that we need to be more tolerant and understanding in life... This guides students to understand the meaning of "treating others with sincerity" from this group of texts.

Second, use "steamed buns" to stimulate the desire to speak. Allowing students to speak boldly and freely in class is a difficulty in oral communication classes, and the setting of the "Steamed Buns" incident just breaks through this difficulty. When the notoriety of throwing steamed buns is about to fall on oneself, no one will stand idly by and watch, lest their language is not specific, clear, and sincere enough. "Did you throw the steamed buns?" This question stimulated the students' desire to express themselves. And when students dare to open up their chat boxes, the class will naturally come alive, paving the way for the smooth progress of subsequent teaching.

Third, use "steamed buns" to create scenes. When the students expressed their feelings and swore to prove that they did not throw away the steamed buns, I no longer pursued them. Instead, I fully affirmed the students and expressed my belief that the classmates did not throw away the steamed buns. From this perspective, I said, "If you are a student on duty, "What would you say and do when you see your classmates throwing steamed buns?" Then guide students to create situations from this perspective and achieve "treating others with sincerity." For such a "real" event, the students' performance was absolutely real and sincere. Once this scenario is created, students can completely discuss, communicate and perform on their own with several scenarios or more examples listed in the textbook.

Yes, in life, we must "treat others with sincerity"; at work, we should educate students to know how to be a good person from an early age. "Treat others with sincerity" not only means being honest, sincere, candid and trustworthy, but also means being down-to-earth, responsible and dignified in dealing with others. In order to teach this class well, the fabrication of the "Steamed Buns" incident was really a conspiracy. If this class can leave a deep mark on the students' hearts of "treating people with sincerity", this conspiracy should also be beautiful! Reflection on Oral Chinese Communication Teaching in Primary Schools 3

1. Teaching Objectives

1. Through debate activities, students are guided to view scientific and technological progress issues from different perspectives and cultivate students' critical thinking ability. Use the factual materials prepared by yourself to refute the other party's opinions with reason and evidence, and cultivate students' ability to listen carefully and express themselves.

2. Stimulate students' desire to express their true feelings, guide students to write specific content, make sentences fluently, express their meaning clearly, and develop students' personality in their exercises.

3. Edit your own exercises to cultivate students' comprehensive abilities in design, organization, creation and editing.

2. Preparation before class

1. Present the debate topic and form the pros and cons camps based on the students’ chosen topic and stance.

2. Search for information and accumulate factual materials based on your chosen defense topic to fully prepare to refute the opponent.

3. Read your diary or survey your classmates, teachers, and parents to review your experiences and fill out the questionnaire.

Investigation content: People of interest

Things of interest

Scenes of interest

Interesting...

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3. Class schedule: 3 classes

The first class (oral communication)

1. Introduction to conversation and debate topic

Students , do you know how people in ancient times transmitted information? (Homing pigeons, wolf smoke...) With the development of science and technology, people's lives have undergone fundamental changes. Nowadays, a phone call or a click on the Internet can make "the world is as close as our neighbor" become a reality. Dolly the cloned sheep is born, a super computer defeats the international chess king, and Shenzhou V and Shenzhou VI successfully return. There is nothing that does not amaze the world. The development of science and technology has brought us convenience, but some new problems have also arisen. So, does the development of science and technology bring great benefits or harms? This is what we are debating today.

2. Select your own viewpoints and prepare in groups

1. Regarding the two completely different views put forward in the debate, "the development of science and technology has great benefits" and "the development of science and technology has great harms" determine the pros and cons. The party that believes that "the development of science and technology has great benefits" is the pros, and the party that believes that "the development of science and technology has great harms" is the pros. The opposing side is divided into two groups and a moderator is elected.

2. Students in each group discuss together and look for reasons from various aspects around the basic points selected by the group. Communicate specific examples and materials you have found to choose the most convincing arguments. Each group selects four main defenders and arranges the order of speeches: the first main defender, the second main defender, the third main defender, and the fourth main defender.

(This link should give students enough time to prepare both sides. Teachers should pay attention to understand the situation and provide guidance as appropriate.

Zhengfang students should benefit from the aspect of "big benefits" If you think about it, you may come up with the following reasons:

(1) The invention of cars and other means of transportation has made people travel more convenient, saving time and effort.

(2) Telephones. , The invention of mobile phones has made people's communication more convenient.

(3) Computers and faxes have freed people from heavy labor, and the emergence of the Internet has broadened people's horizons...

Thinking from the perspective of "big harm", the opposing students may come up with the following reasons:

(1) Vehicle exhaust emissions cause environmental pollution and seriously affect people's health.

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(2) The emergence of television and other entertainment facilities has caused less and less communication between people, and the relationship between people has become less and less.

(3) The emergence of the Internet has made some people have less and less people. This opportunity has disrupted people's production and life...)

3. Start a debate and speak freely

1. The moderator announces the start of the debate; announces the topic of the debate and the basic views of the pros and cons; introduces the main defenders of the pros and cons and the order of speeches; adopts the relevant rules of the debate. During the debate, pay attention to expressing your own opinions first, and then giving reasons. Have a debate.

2. First, the first main defenders of the pro and negative sides state their basic views and arguments. Then, the main defenders of each side speak in a certain order to defend their own views, or to supplement their own reasons for supporting, or to find out the loopholes and loopholes in the other side's speech. Refute mistakes, or point out the one-sided understanding of the other party, and use your own point of view to correct them...

(When the main defender is unable to respond and responds slowly, members of the team can intervene to support and try to make all students understand Participate actively and express your opinions freely. After several rounds of debates, both sides' statements are relatively sufficient. The fourth main defender can summarize his own reasons and reiterate the correctness of his views. During the debate, things may happen. Empty venue. In order to make the atmosphere of the debate lively, the moderator can use the camera to interject during the debate, or comment, encourage, or guide, and push the debate to a climax)

　3. Teacher summary evaluation: Both sides were able to state their views in brief language and pay attention to polite language, which was a good start for our debate. Let's conduct a free debate on the views of both sides.

4． Both sides asked each other questions and debated freely.

⑴ Both the pro and con parties use a large number of facts to make arguments, and make strong counterattacks on the loopholes discovered by each other. Debate friends on both sides can add supplements at any time.

⑵ Teachers give timely guidance: The development of science and technology has brought certain disadvantages, so will we stagnate the pace of science and technology?

⑶ Both sides debate and expand the topic.

5． Both parties summarized their views:

The language is required to be concise and the explanation is clear (reasonable and well-founded).

IV. Summary of comments and awareness raising

1. After the debate between the two parties is over, the moderator should summarize the entire debate process, absorb the reasonable opinions of both parties, state his own views on the issue, and ask the teacher to comment.

2． The teacher provides more comprehensive evaluation guidance based on the host's summary.

First, help students comprehensively and correctly analyze the issues being debated and the reasons for both sides, and point out the correct understanding methods and conclusions. Teachers can also suggest students to continue research and discussion and recommend reading materials.

Second, evaluate the performance of each group of students during the debate. Point out which students have the most positive attitude, which students put forward the most convincing arguments, which students respond the fastest, which students use the most rigorous language and express the most clearly, and which students can best detect the other party's problems and refute the most powerfully.

Third, point out the problems existing in the debate process, and tell students some methods of organizing debates and common sense in conducting debates.

3． Selection of the "Best Debator"

4. Teacher summary:

Whether the development of science and technology has more benefits or more harms is a difficult topic to debate. Engels said: "We should not be overly intoxicated. for the most natural victory, for every such victory naturally rewards us. "Yes, "technological progress is a double-edged sword." Students can boldly argue based on facts and look at problems from different angles during the debate. The key to the negative impact of technological development depends on how we people View. What purpose do we humans have and what methods do we use to develop and utilize technology? Since we have the ability to develop advanced technology, we will surely achieve it by controlling and controlling it. We believe that technology will always serve us better. That day will definitely come. Reflection on Oral Communication Teaching in Primary Schools 4

In the current oral communication teaching, teachers often put emphasis on oral training and neglect communication guidance. According to the Chinese curriculum standards, the goals of oral communication training are proposed. "Initially learn to conduct interpersonal communication and social interactions in a civilized manner, and develop a spirit of cooperation." In the teaching of oral communication classes, we cannot ignore the guidance and training of communicative skills such as emotions, attitudes, and civilized language during oral communication.

In oral communication, students are required to try their best to do the following:

(1) When talking, both parties should have natural and relaxed expressions, and should not look around, stick out their tongues, or do other things. Make a face and maintain a focused expression and a focused posture.

(2) Nod and smile appropriately to express acceptance, agreement and appreciation.

(3) Speak appropriate and appropriate words according to different objects, different occasions and different conversation contents.

(4) Use polite language correctly and use sign language appropriately according to the needs of expression. To enhance the effect of expression.

The requirements in the above aspects require teachers to use the camera to effectively and accurately remind relevant methods and requirements when students need it most, and to guide language during oral communication in which students are interested. Deviations in habits, communication methods and attitudes require correct training to effectively improve oral communication skills. For example, when teaching "Guessing Game", the teacher asks a student to come to the podium to tell a riddle and asks him to speak openly. Then he asked his classmates to guess the riddle.

After the classmate finished guessing, he asked him to use "Congratulations, you guessed it right" and "Sorry, you guessed wrong." "Who can help him?" and so on. If a student does not provide sufficient information on the basis for guessing the riddle, other students will supplement it and ask them to thank that student. Throughout the game, the teacher asks the students Maintain eye contact with the speaker. Reflection on Oral Communication Teaching in Primary Schools 5

Oral Communication·Exercises The topic of this oral communication is "My Ideal", which is designed to allow students to understand during the oral communication process. to the importance of establishing ideals and to inspire students to work hard for their ideals in study and life.

Teaching suggestions:

1. Create a natural and relaxed environment for students to talk about their ideals. For example, arrange the tables in the classroom into a large circle, and the teacher will take the lead in talking about their ideals.

2. Find ways to mobilize students' accumulation and clarify what "ideal" is. The process is as follows:

(1) Recall the ideals of the characters in this group of textbooks.

(2) Share the childhood ideals of “celebrities” in various fields and periods that you know, and briefly talk about your own feelings.

(3) Use specific examples to clarify what an "ideal" is: something that you hope to achieve and that is beneficial to others.

3. Do not position this oral communication as a test of students' impromptu speaking ability. Before speaking, students should be prepared, help students clarify the direction of preparation, and ensure preparation time.

4． In order to ensure that every student can participate in the communication, before collective communication, you can first speak in the group, and then speak to the class if the speech is good (recommended students can also appropriately introduce the ideals of the students in their own group) .

5． When communicating, remind students to listen and encourage them to evaluate each other. Teachers should not evaluate too much on the teaching skills, but should communicate with students more on the content. At the same time, more affirmation should be given so that students can have a successful experience and mobilize their enthusiasm for communication.

6. After collectively communicating their ideals, students can be prompted to find classmates who have the same ideals as their own and continue to discuss how to work hard to realize their ideals. Finally, the group selects a representative to present the results of their group’s discussion to the class.

This exercise is a natural extension of oral communication, and the title is "My Ideal". This exercise should not only highlight the educational value of the exercise theme itself, but also consciously improve students' awareness and ability to express themselves in an organized manner.

Teaching suggestions

1. Before the exercises, students can be asked to collect some famous quotes about "ideals" and share them in class.

2. Since this exercise is closely integrated with oral communication, there is no need to re-create the situation. The main focus should be on guiding students to outline the outline of the exercise and provide comments after the exercise.

3. Before doing the homework, the teacher can list some students’ ideals, such as, “My ideal is to be a boss”, “My ideal is to be an excellent chef”, “My ideal is to become a scientist”, “My ideal is to be a "Teacher", etc., guide students to discuss and analyze. During the discussion, let students realize that although ideals are not good or bad, right or wrong, if a person's purpose of establishing this ideal is to "serve the people" and is beneficial to others, then his life will be very good. significance.

4． Instruct students to write clearly three aspects in their exercises: (1) Write clearly what their ideals are? (2) Why do you have such an ideal? (3) How are you going to realize your ideals? In order to allow students to express themselves in an organized manner, students can be asked to make a simple outline: 5. The main teaching process suggestions after listing the exercise outline are as follows:

(1) Communicate the outline, focusing on "Why do I have such an ideal" and "How am I going to realize my ideal".

(2) Drafting. Students work according to their own outline.

(3) Communication. The teacher selects representative exercises and the whole class communicates and comments. Point out critical issues and put forward specific suggestions for revision.

(4) Modification. Students make modifications according to the teacher's requirements and compare their own exercises.

(5) Clear copy.

Teaching objectives

1. By talking to each other about their ideals, students will continue to develop their communicative skills of listening, responding and expressing, while also cultivating students' self-confidence in expression and establishing a good outlook on ideals.

2. Conduct exercises on the basis of oral communication to express your inner true experience, and be able to revise, comment and appreciate your own exercises, and feel the joy of doing exercises.

3. Try writing in a backwards and forwards style.

Class schedule: 3 hours

Pre-class preparation

Organize students to collect famous sayings and aphorisms with the theme of "ideal" to help students accumulate cultural heritage.

Teaching process:

First lesson: Oral communication

1. Creating communication situations

1. Story Infection and Inspiration

We are all familiar with the story of Deputy Battalion Commander Hao. "If we win tomorrow, we can also use electric lights and let the children study under such bright lights. How great it would be!" It is such a beautiful vision, such a simple ideal fire that ignites Hao Deputy Ying Have the courage to move forward. We have no reason not to say that Deputy Battalion Commander Hao’s ideals are lofty.

2. Stimulate the desire to communicate

a Communicate quotes about ideals.

b Everyone has their own long-cherished ideals. What ideals do you have?

2. Improve communication skills

1. Talk to yourself and organize language. (Focus on cultivating students’ orderliness and agility in thinking)

Tell me, what is your ideal? Why do you have such an ideal? The ideal seed has taken root in your heart. What are you going to do to make it sprout, grow leaves, bloom, and bear fruit?

2. Communicate by name and understand the situation. (Focus on the confidence in expression)

3. Teacher-student communication, learning skills. (Focus on guidance on expression skills)

a The teacher tells the students about his childhood ideals in an emotional and emotional manner, subtly letting the students understand how he speaks in a centered and organized manner.

b Students listen to and evaluate the teacher’s speech:

Listening: Pay full attention and respond with attitude.

Think: Think and understand from the other person’s perspective.

Say: Respond actively and communicate with teachers on the basis of understanding and respecting each other.

4． Student-student communication, application of skills

a Students communicate within the group, and teachers participate. For individual students who have difficulty communicating in the group, we use individual tutoring or mutual help at the same table to encourage them to speak actively.

b Listen to each other, evaluate each other, correct each other, and jointly improve the level of oral communication.

When evaluating, pay attention to whether the expression is confident, whether the attitude is natural and generous, whether the content of the expression is organized, and whether it can express one's own unique feelings and experiences.

c Recommend representatives and prepare to participate in whole-class exchanges.

3. Interactive communication with the whole class

1. Talk about your ideals by name.

2. Teachers and students listen and evaluate

Summary: Today, we talked about our ideals. Let us work together to turn this ideal fire into the spiritual wings of our life growth, and let it fly with us every day of life. ;