第一篇：如何設(shè)計(jì)教學(xué)活動(dòng)提高學(xué)生口語能力

如何設(shè)計(jì)教學(xué)活動(dòng)提高學(xué)生口語能力:Improving Students’ Speaking Ability Through

Good Work Organization 論文作者：留學(xué)生論文論文屬性：thesis登出時(shí)間：2010-12-24編輯：anterran點(diǎn)擊率：1654 論文字?jǐn)?shù)：5178論文編號(hào)：org***590語種：English地區(qū)：China價(jià)格：免費(fèi)論文

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關(guān)鍵詞：Speaking abilityteaching activitiesanalysis method.Project title: Improving Students’ Speaking ability Through Good Work Organization Investigator

Infulfilment of the course Practical Project Design.Prepare for China Central Radio &Television University Anhui Radio and Television University Practical Project Design

Title: Improving Students’ Speaking Ability Through Good Work Organization

Name: Ma-Xiang Number: 011090227 School: AnQing Radio and Tv University Major: Education Tutor: Xuan-Sheng-Li Date: Mar.25, 2005 Student’s Tel :(0556)5374050

Acknowledgement

I am mostly grateful to my tutor Mrs.Xuan Shen Li, without whose support and patience this project would not have been finish.I am also grateful to my classmates Huang Xiaohong, Li Shuyuan and my colleagues for their time spent on panel discussions with me.No amount of thanks will be adequate for my students without whose will participation in the project implementation it would have remained on paper.Last but not least, big thanks go to my family who has shared with me my worries and uneasiness during my work time.Without them, I couldn’t have made it.Abstract The present study presents a detailed report of a project implemented to solve the problems that improve students’ speaking ability through good work organization.It is hypothesized that students’ speaking ability can be improved by creating more opportunities for them to speak.This hypothesis is verified by a four-week practice of well-organized activities.Among the methods of this project I have used analytic method, cause analysis, questionnaire and brainstorming.摘

要

這篇論文是關(guān)于如何精心設(shè)計(jì)教學(xué)活動(dòng)來提高學(xué)生口語能力的項(xiàng)目實(shí)施的詳細(xì)報(bào)告。假設(shè)學(xué)生的英語口語能力是能通過精心組織課堂口語活動(dòng)來創(chuàng)造更多的對(duì)話機(jī)會(huì)而提高的。該假設(shè)通過了四個(gè)星期精心設(shè)計(jì)的活動(dòng)來驗(yàn)證。在這篇論文里，我運(yùn)用了分析法，因果法，問卷法和集體探討法。Key Words: Speaking ability, teaching activities, analysis method.關(guān)鍵詞：

口語能力，教學(xué)活動(dòng)，分析方法。Main headings of the Project Report I.Introduction Ⅱ.Summary of the preliminary research Ⅲ.Project objective Ⅳ.Project Hypothesis Ⅴ.Project rationale Ⅵ.Project implementation Ⅶ.Data Analysis Ⅷ.Project evaluation Ⅸ.Conclusion

Appendix: A

The timetable of the project B The second questionnaire C Teaching diaries D Notes of attending a lesson E Teac hing notes F Oral test paper J Recording tap Ⅰ.Introduction

I have been teaching in a junior middle school.In my teaching I have come cross some problems, which have been troubled me for some time.I’ll have finished my study in Anqing TV University.I hope I can solve the problem through the action research so that I can apply my knowledge and theory into practice.I think if I design the activities well, I could improve the students Speaking ability.Ⅱ.Summary of the Preliminary Research 1.Problem The problem I have in my teaching is that most of my students are weak in speaking English.Every time when I have an oral class and ask them to do a speaking activity, some of them don’t seem interested in it.There are also some students are afraid of speaking in front of the whole class.Only a few students can answer in English when I raise questions during the speaking activities.It is common that students can get high marks in an exam cannot speak a complete and correct English sentence.2.Problem analysis This problem has been troubling me for quite a long time in my teaching, I tried every means to solve this problem.Eventually I worked out 3 main reasons that influence the students’ speaking ability.(1)The students are busy with their heavy lesson and ignored the importance of oral communication.(2)The students pay little attention to the training of speaking skill.(3)In the classroom learning, students lack training in speaking.1)Analytic method.Through careful analysis, my problem makes me think of this: Why a few students have good speaking English, while most of them haven’t? If my colleagues teach the same class, is it the same case? If it not the case, then it seems that the problem is actually caused by myself, not by my students.Probably the oral practice I asked my students to do was poorly designed.2)Cause Analysis I analyzed with a list of factors that may contribute to the causes.From my side: 1.The speaking tasks are poorly designed 2.I talk most of the time and leave very limited time for my students.3.I ignored the importance of oral communication.I placed more emphasis on doing written exercises in or outside the English textbook.4.Some of the tasks are not appropriate for a large class.From the student’s side 1.Some students paid little attention to the training of speak.There is no relevant part about oral English in an exam.They would do more written exercises rather than practise speaks.2.Students have little opportunity to practise their speaking in my English teaching.3.Some students don’t like speaking English.The classroom The room is too small for a large class..3)Questionnaire When I did my cause analysis, I tried to dig out all possible causes.But I think it’s just my own view.It’s does not mean that students also think in the same way.To find out what students think of the problem, I designed a questionnaire just like this : Questionnaire on oral English work Dear student: I’ll thank you for sparing 10 or 15 minutes in your busy study to answer this questionnaire.your opinion or suggestion will be helpful for my teaching of oral English and my better performance in turn help you to improve your speaking.Please tick the box next to the answer that expresses you opinion.1, Do you like oral English? □a.a.very much □ b.a litter □c..so so

□d.dislike 2, Do you want practise you oral English in class? □a.yes □ b.no

□c.don’t know 3, do you have opportunity to practise you oral English in my teaching? □a.No

□b.little □c.not much

□d.often 4, What do you think about the designed activities of oral English by me before? □a.lively □b.stiff □c.ordinary 5, Which designed activity do you like? □a.pair

□b.group.□c.retelling

□d.being plenary □e.the other 6, Can the well-designed activities increase your interest in oral English class”? □1.yes □2.no

□ 3.I don’t know 7, Do you think the well-designed activities can improve your oral English to practise in class? □1.yes □2.no

□ 3.I don’t know

I gave my questionnaires to my students and all of them, sixty students, returned their questionnaires.When all these date come in, I made some statistical evaluation.The results showed that over 70% of the students expressed that they liked oral English and wanted to exercise their oral English in class and that over 85% of them thought they have little opportunity to exercise their oral English in class and they thought my teaching was stiff lack of interest.Therefore I think the problem was caused by my self.I should change my pattern of teaching and getting my students more actively and interestingly involved in oral practice.4)Brainstorming activation When I was engaged in the problem analysis, I often talked to my colleagues about all the problem I met.Quite often they gave me a lot of advice so that I pondered the problem more deeply and carefully.Also I discussed with my students, collected them response and feedback.With the help of them, I realized that there were some problems in my teaching.After a lengthy problem analysis, I began to launch a project to solve the problem.Ⅲ.Project Objective

To improve students’ Speaking ability to a large class by good work organization.Ⅳ.Project Hypothesis.It is hypothesis that students’ speaking ability can be improved by creating more opportunities for them to speak.Ⅴ.Project Rationale: 1.The importance of oral English--Since China entered the WTO people are closely connected with foreigners.Oral communication in English is such a natural part of life.But many of us speak “dumb-English”.The professor Li Qiang who is the expert in researching Americanism said: The dumb-English is no use.I have studied the course of English language Teaching Methodology(1 and 2)and it made me realize the importance of speaking English.Because some of my students thought oral English was not important and not worthy of time-wasting.I thought I could change their mind by their progress in class.2.The role of the teacher-As a teacher.I should know the diverse roles I play, such as a controller, assessor, organizer, participant, and shouldn’t consider myself as the controller all the time when teaching, Besides, I should demonstrate those different roles so that students realize when I take a major instructional role in class and when I take only a minor helping role.In students’ speaking activities, I’d like to play a participant role more than others.During most of the class time, I’d like my students to be accustomed to being responsible for their own leaning.3.Grouping them.Deal with a large class, well-designed pair and group work tasks can be tried out to increase the participation of all the members.And I know the members in each group couldn’t be too many or too few.There are 48 students in my class, I decided to make eight groups.Ⅵ.Project Implementation Based on the rationale, I used four units of the existing junior English text book as the communicative material.New tasks were designed with the aim of providing students with a chance to be creative and express themselves freely.Since it is a large class, I must attention to the following factors while designing the tasks: a)give clear instructions, b)persuade the class to use English, c)control the noise, d)monitor the students’ practice, and e)use various task types to a rouse the students’ interest.Following are the details of the implementation.Week 1, Activity 1, Welcome Back!This activity is based as in Junior English for China, Book 2A, Unit 1, Lesson 2 “Welcome back!”

Purpose: To revise words and practice the pronunciation of the word correctly Instructions: I taught the text and then I organized a game of WORD CHAIN in class.Procedure: After I taught the text, I asked my students to play a game of the “word chain”.They were so excited.I told them the rule of the game and asked them to work in turn of the seat number so that everyone could take part in it.They played the game in pair.I monitored the game and offered help if necessary.For students: Every one must take part in the game and according to the rule of the game: Step 1: The first student gives a word, for example: “bag”

Step 2: The second student must tell a new word whose the beginning letter is the end of the first word, such as “go”

Step 3: The third student works according to the method of the step 3, giving “on” out.The next one continues till the last one, each word can not be repeated.Week 2, Activity 2: What Are We Going To Do? This activity is based at in Junior English for China, Book 2A, unit 2, lesson 5 “What are we going to do?”

Purpose: To practice “using” the sentence of “be going to”

Instructions: I taught some new words, then I explained usages of “be going to” and gave them some more examples.I asked them to make sentences by using the words which I gave on the blackboard to practise the grammar of “be going to” in group.At last they acted out their dialogues in front of the class.Procedure: Before I taught the text to my students, I explained the grammar of “be going to” and gave them some examples to understand well.Then I began my lesson.After that, I asked some of them to make sentences by using “be going to” and wrote on the blackboard and all of us checked it and corrected errors.Then, I provided some new materials which wrote on the blackboard, and then get students to work in pairs by them.The students should exchange roles one time.At last, I asked the volunteers to give their performance in front of the class, the title was “what are you going to be when you growing up?” After the play over, I ordered the students to correct them which were not proper by their judge.For students: The students worked in pairs.They had a list of “what they do”, one asked the partner question with “be going to”.The other one answered the question.Then they chang

Week 3, Activity2: Find The Right Place!This activity is based as in Junior English for China, Book 2A, Unit 6, Lesson 21 “Find the right place!”

Purpose: To practise asking for and giving directions Instructions: At first I taught the text.I explained the function of asking for and giving directions.Then I gave them opportunities to practise expression with each other.At last I showed my students some cards I have made and ask them to work in pairs.Procedure: Before I taught the text, I asked them to tell me some buildings near our school in Chinese if necessary.They were so excited to tell me some building name.Then I began my lesson.After that, I divided my students into pairs and gave out separate worksheet to student A and student B.Each had a map of the city on the book, but they have different places labeled.They had to ask their partner for directions for getting to the different distinctions and label their maps.I monitored the activity and offered help if necessary.For the students: They worked in pairs.They both had maps of the city, some places was labeled and some are not.The partner had the same map which showed different places.They must ask each other for a list of places they wanted to go to, and then labeled them on the map.They could not show their map to their partner.When they had both finished they could compare their maps to make sure they had labeled the places correctly.Week 4: Activity2: The Memory Robot This activity is based as in Junior English for China, Book 2A, Unit 9, Lesson 33 “The memory robot”

Purpose: To practise the grammar of the Simple Past Tense and the method of retelling a text.Instructions: At first I taught the text, and then I got the students to retell the text in groups.After that I asked three groups to give their performance in front of the class.Procedure: I revised the text simply.then I taught them how to retell the text.I led them to find out the main words and the using TENSE of the dialogue.they could express it in their own way and use the new words and new patterns only if they could tell the main idea correctly.I gave them some minutes to prepare for retelling in groups.Then I asked three groups to give their performance in front of the class.For students: They must read the text himself, understanding the tense and the main idea of the text.After that, they could try to tell the text to their partner.Then I would ask someone of each group to retell it to the class.Ⅶ.Data Analysis It took me four weeks to research on the project.Now I want to know if the hypothesis has been proved or not.That is to say I want to assess the effectiveness of the above-designed activities.Data were gathered mainly from three sources: two of questionnaires, two tests oral tests and classroom observations I took in my diary.1.Data from the questionnaires After four weeks’ action research, the first questionnaire was designed for examining the result of these activities.The second questionnaire was nearly the same to the first one in the preliminary research so that comparisons can be made to see the improvement.In both questionnaires, the students were asked to answer questions concerning their interaction in oral English class.Comparing the results of the questionnaires, I found that students’ opportunity to practise their oral English in class has b

een significantly improved after the implementation and the increasing amount is nearing 65%.It is found 25% of students had no opportunity to practise their oral English in class before the implementation of the research.And after it, no one’ questionnaire shows “No”.The amount of the students who “often” practise their oral English rise to 90% while the percentage was only 15% before the implementation.From Graph 1, it proves that my implementation of the project is effectives.Yet there are still 5% of the students choosing “l(fā)ittle” though the number is smaller than it in Questionnaire 1.So I need to do more analysis for the fact and try to solve the problem.Graph 1.Comparison of the opportunity to practise oral English in class.2.Data from the tests I issued two tests to check if the well-designed activity are helpful for the students’ enhancing of speaking abilities, one at the beginning of the project, the other at the finish of the project, with the same format.Comparing with results of two tests, I found students’ oral English has been greatly improved during the action research.It is found that 40 students’ marks are not satisfied before the implementation.After it, the number of students who did oral practice well has distinctly increased from 25 to 45.But I also found that 15 students don’t perform excellently in their practice.This may be caused by students and me.Some of them may be poor in English and while the activities I designed for students didn’t consider the different levels of them.I must try my best to do my work..Graph 2.Comparison of whether students do speak practice well.3.Classroom observations I took in my diary.I found my students became more active than before and they had more opportunities to practise speaking English through my well-designed activities.They made progress and their speaking English has been improved.From the above analysis I think students’ Speaking ability can be improved by my well-designed activities.Ⅷ.Project evaluation.Following the stage 4, I evaluated the project by asking and answering relevant questions on every aspect of my project 1.the problem Is the problem a researchable one? Yes, as I am an English teacher, if I was given the resources, the time plus my expertise, I can launch a project to solve the problem my students having poor speaking English.2.the methods used in problem analysis Are the methods used to analyze the problem acceptable, suitable to it and properly applied? Yes, I used the Analytic method, Cause analysis, Questionnaire and Brainstorming.There are all acceptable methods suitable to my problem.I also used them properly.3.the project objective Is the project objective realistic? Yes, since it is researchable, it is realistic, it can be achieved.4.the project hypothesis Is the project hypothesis provable? Yes, my hypothesis-students’ speaking ability can be improved by good organization is provable.I have found that my students’ oral English have been improved by creating more opportunities for them to speak.5.the project rationale Does the project have a sound basis? Yes, my project was based on the four theoretical assumptions which are valid and sound.6.the crucial questions to be asked in clued: Has the investigator defined his or her project objective? Has the invess? Has the investigator stated his or her project rationale? Has the investigator worked out the details for project implementation? Has the investigator planned the stages and the timetable for the project implementation? I have fulfilled all these requirements.7.the stages and details of the implementation The stages are necessary and complete.The implementation details are properly maintained.8.the methods used in project implementation In what way has the project been implemented? In my case, I first set up control and target groups and used the classroom teaching.9.the methods used to obtain the results I used observations, interview, teaching notes and questionnaires to obtain the project results.They are all acceptable, suitable to the task and properly used.10.the results obtained from the project implementation My hypothesis has been proved to be correct.I have found that student’s improve them Speaking ability after I use the well designed exercises.Ⅸ.Conclusion This paper is based on the project that I conducted from Mar.2005 to May, 2005, which aimed to improve my students’ speaking ability.During this hard-working period, I consistently adjusted my teaching methods, analyzed the problem, adopted different kinds of activities to carry out the teaching plan.The results are very satisfactory.After four-week project implementation I found my students’ speaking English had been improved by my designed activities.After having experienced the research action, I’ve learned that doing more oral practice can enhance learners’ oral English accordingly.Meantime I also find my shortages in my teaching.I lack of enough patience.My oral tasks are ineffective.I give few feedbacks and check on my students’ homework.But, due to this teaching experience, I also strengthen my self-confidence of overcoming any teaching problem.In the future I will find out and solve this kind of problems as early as possible.References: 1.Gu Yueguo, 2003, Practical Project Design, Foreign Language Teaching and Research Press 2.Gu Yueguo, 2002, English Language Teaching Methodology, Foreign Language Teaching and Research Press.3.Junior English for China-Students’ Book 2A, People Education Press.4.Junior English for China-Teachers’ Book 2A, People Education Press.Appendix A: The timetable of the project stage Week Calendar dates tasks I 1 Mar.1-7 Identify a problem II 2-3 Mar.8-20 Analyze the problem using scientific methods of investigation 1.analyzing the teaching situation 2.analyzing the teaching objectives /teacher’s roles/task/types/students’roles etc.3.analyzing the possible causes of the identified problem III 4 Mar.21-Apr.3 Design a problem-solving project 1.formulating the project objective and hypothesis 2.making a lesson plan 3.preparing materials and resources needed 4.proposing data collection method: questionnaire/survey/interview IV 5-9 Apr.4-May.3 Implement the project 1.report of the classroom implementation of the lesson plan 2.report of the data collection V 10 May.4-May.11 Evaluate the project against a checklist 1.critical comment on your own teaching by checking your subjective comments against the tigator defined his or her project hypothesi collected data 2.suggestions for future teaching VI 11-13 May.12-26 Write the project report

Appendix B: The Second Questionnaire Please tick the box next to the answer that expresses you opinion.1.Do you like oral English? □a.a.very much □ b.a litter □c..so so

□d.dislike 2.Do you want practise you oral English in class? □a.yes □ b.no

□c.don’t know 3.In the four-week project implementation, do you have opportunity to practise you oral English in my teaching? □a.no

□b.little □c.not much

□d.often 4.Do you like to work in pair or group in class? □a.yes

□2.no

□ 3.I don’t know 5.Are you volunteer to answer my questions in class? □a.no

□b.little □c.not much

□d.often 6.What do you think about the designed activities of oral English by me now? □a.lively □b.stiff □c.ordinary 7.Do you think your Speaking ability had improved? □a.quite more

□b.some □c.a little

□d.nAppendix C: Teaching diaries Week 1 Date: 20.Apr.2005

I thought this lesson would be the beginning of my new design of teaching because I found that my students show more interests in speaking English in class than before.Students were so excited when I told them we would play a game after I taught the text.But when I told them the rule of the game--“word chain”, some students said it was difficult to them.I told them I would offer help if necessary, then they were not nervous at once.The game was performed smoothly.It seams that most of them enjoy the time though I only offered a little help to them.Every one could take part in the activity.Week 2 Date: 27.Apr.2005 I found that most of students parctise their oral English positively in my designed activities.Because of working in pairs, everyone had the opportunity to express their mind.The classroom atmosphere was quite lively.I was surprised to find that Wang Jie seating in the corner and always keeping silent also practiced the task with his partner actively.Week 3 Date: 9.May.2005 Today the classroom atmosphere was more lively.Especially when I ask them to discuss and work in pair, all of them were glad to finish what I had asked them to do.As a controller, I walked around the class to give them immediate help when needed.Wang Jie made progress with his oral English and today he, as a volunteer, came to the blackboard to act out his dialogue actively.Week 4 Date: 16.May.2005 I was surprised to see the students’ oral English improved.Most of them could retell a complete story by using the main words and the tense.I ’m glad that I can easily teach a large class and each one has opportunities to practise oral English in class.After the class, Wang Jie told me that he began to like oral English class because he was a participant and not a looker just like before.學(xué)校

班級(jí)

科目

授課

老師

課型

時(shí)間

教學(xué)目的 教學(xué)過程 點(diǎn)評(píng)與建議

Appendix E: Teaching notes Week 1 Date: 4.5

class: 3 ◇Today’s objectives: To revise words and practise the pronunciation of the word correctly ◇Teaching methods: Be whole;order of doing things ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure:

After I taught the text, I asked my students to play a game of the “word chain”.They were so excited.I told them the rule of the game.Students worked in turn of the seat number and everyone took part in it.They played the game.I monitored the game and offered help if necessary.◇Closing: Summarizing the lesson Home work Week 2 Date:4.12

class: 3 ◇Today’s objectives: To practice “using” the sentence of “be going to” ◇Teaching methods: Pole—play;pair work ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure: Before I taught the text to my students, I explained the grammar of “be going to” and gave them some examples to understand well.Then I began my lesson.After that, I ask some of them to make sentences by using “be going to” and wrote them on the blackboard and all of us checked it and corrected errors.Then, I provided some new materials which wrote on the blackboard, and then get students to work in pairs by them.The students should exchange roles one time.At last, I asked the volunteers to give their performance in front of the class, the title is “ what are you going to be when you growing up?”.After the play over, I ordered the students to correct them which were not proper by their judge.◇Closing: Summarizing the lesson Home work Week 3: Date: 4.19

class: 3 ◇Today’s objectives: To pratise asking for and giving directions ◇Teaching methods: Pole—play;pair work ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure: Before I taught the text, I asked them to tell me some buildings near our school in Chinese if necessary.They were so excited to tell me some building name.Then I began my lesson.After that, I divided my students into pairs and gave out separate worksheet to student A and student B.Each had a map of the city on the book.But they have different places labeled.They had to ask their partner for directions for getting to the different distinctions and label their maps.I monitored the activity and offered help if necessary.◇Closing: Summarizing the lesson Home work Week 4: Date:4.28

class: 3 ◇Today’s objectives: To practise the grammar of the Simple Past Tense and the method of retelling a text ◇Teaching methods: Pole—play;group ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure: I revised the text simply.then I taught them how to retell the text.I led them to find out the main words and the using TENSE of the dialogue.they could express it in their own way and use the new words and new patterns only if they could tell the main idea correctly.I gave them some minutes to prepare for retelling in groups.Then I asked three groups to give their performance in front of the class.◇Closing: Summarizing the lesson Home work Appendix F: The oral test paper A

Make a dialogue You(A and B)have 10 minutes to prepare for the dialogue.Read the instructions carefully: Topics for dialogue: What you two are going to do next week? Your dialogue must be showed with the topic.A starts the conversation by asking B the first question and B answers it.then B gives the question and A answers it.Your dialogue will take about 2-3minutes.B Free talk You(A and B)have 10 minutes to prepare for the task Read the instructions carefully

第二篇：如何提提高學(xué)生漢語口語能力

中央廣播電視大學(xué)開放教育

新疆廣播電視大學(xué)畢業(yè)論文

如何提高少數(shù)民族學(xué)生的漢語口語能力

作者： 木汗別克 學(xué)校： 昭蘇電大 專業(yè)： 漢語言本科 年級(jí)： 09春漢語言 學(xué)號(hào)：965001206144 指導(dǎo)教師：迪麗努爾.吾買爾

二0一 一 年 六 月

234567-

第三篇：淺談如何提高學(xué)生的口語交際能力

淺談如何提高學(xué)生的口語交際能力

安仁中心校 陳鳳英

時(shí)下，“課改”兩個(gè)字眾所周知，但是我個(gè)人認(rèn)為，對(duì)有的老師來說還只是空泛之談，根本沒有課改的意識(shí)，只是應(yīng)試教育，滿堂灌，教師講得多，學(xué)生講得少，更不用說提高學(xué)生的口語交際水平了。新大綱將“聽話”與“說話”合稱為“口語交際”這不僅是提法的改變，更是一種發(fā)展和提高，其重點(diǎn)在于交際?！墩Z文課程標(biāo)準(zhǔn)》明確指出：“使學(xué)生具有口語交際的基本能力，在各種交際活動(dòng)中，學(xué)會(huì)傾聽，表達(dá)與交流，初步學(xué)會(huì)文明地進(jìn)行人際溝通和社會(huì)交往發(fā)展合作精神?！边@一精辟的闡述，是我們當(dāng)前進(jìn)行課改的行動(dòng)準(zhǔn)則。從教十年，我認(rèn)為在語文教學(xué)中重視對(duì)學(xué)生口語交際能力的培養(yǎng)，是學(xué)生語文素養(yǎng)形式與發(fā)展之必需。對(duì)學(xué)生口語交際能力的培養(yǎng)應(yīng)從一年級(jí)開始。那么，怎樣從小學(xué)生實(shí)際出發(fā)，有效地進(jìn)行口語交際訓(xùn)練呢？蘇霍姆林斯基說過：兒童是用 形象、色彩、聲音來思維的?？谡Z交際教學(xué)要選擇直觀、形象的內(nèi)容，生動(dòng)活潑的教法，使學(xué)生饒有興趣地、主動(dòng)地投入到口語交際訓(xùn)練中去，積極地觀察、思考、想象，這樣他們的語言才會(huì)如涓涓細(xì)流，流出心田。

一、內(nèi)容入手，開拓思路

加強(qiáng)與學(xué)生生活實(shí)踐的聯(lián)系，生活是作文的源泉，也是提高學(xué)生口語交際的源泉。首先要選擇好話題，并創(chuàng)設(shè)交際情境，使學(xué)生喜歡聽，聽后有話可說，樂意說，激發(fā)興趣和愿望。對(duì)訓(xùn)練內(nèi)容的選擇一般要做到如下三點(diǎn)：

1、趣味性，富有情趣。興趣是學(xué)習(xí)的先導(dǎo)，又是最好的老師。俄國教育家烏申斯基曾說：“沒有任何興趣，被迫地學(xué)習(xí)，會(huì)扼殺學(xué)生掌握知識(shí)的意向。”教師應(yīng)緊密聯(lián)系生活實(shí)際，拓展時(shí)空，再現(xiàn)生活一時(shí)、一事、一物??讓孩子們觸發(fā)靈感，激發(fā)興趣。我在上《打電話》口語交際一課時(shí)，設(shè)置了這樣幾個(gè)情節(jié)：① 放學(xué)時(shí)，要下大雨了，我回不了家?? ② 放學(xué)了，老師找我到辦公室商討班干部成員名單?? ③ 爺爺病了，一大早我們都趕到爺爺家，而我還沒來及請(qǐng)假?? ④下午排練節(jié)目去了，我不知道今天的作業(yè)是什么??

遇到這些情況該怎么辦呢？我讓學(xué)生扮演角色“打電話?！痹谶@個(gè)基礎(chǔ)上，再稍作引導(dǎo)：如果對(duì)方不在家呢？給家長(zhǎng)和老師打電話與同學(xué)打電話有什么不同？這樣借肋生活，引發(fā)話題，循序漸進(jìn)，點(diǎn)撥引導(dǎo)，不僅培養(yǎng)了學(xué)生口語交際的文明行為和習(xí)慣，而且提高了實(shí)際交際能力。

2、現(xiàn)實(shí)性。力求反映小學(xué)生日常生活和學(xué)習(xí)的具體事實(shí)，既切合他們的生活實(shí)際，又能產(chǎn)生一種親切感。如教學(xué)口語交際《客人來訪，如何做主人》時(shí)，可創(chuàng)設(shè)“家”的環(huán)境：讓學(xué)生從家中帶來生活用品，如窗簾、桌布、小椅子等，并與孩子們一起動(dòng)手搬搬擺擺，貼貼畫畫，把課堂布置成一個(gè)溫馨可愛的“家”。這樣，把口語交際的環(huán)境遷移到學(xué)生們熟悉的生活中去，使課堂與生活一下子變成“零距離”，學(xué)生的約束心理也完全消失了，喚醒了日常的生活積累，平時(shí)與家長(zhǎng)探親訪友的感性體驗(yàn)被眼前的情境激活，從而激發(fā)起交流的興趣和愿望。

3、教育性。結(jié)合進(jìn)行思想品德和其他知識(shí)的教育，讓他們得到教益和啟迪，增長(zhǎng)知識(shí)，開拓眼界，受到潛移默化的教育，陶冶情操，如我在上口語交際《媽媽笑了》時(shí)，先讓學(xué)生聽懂“媽媽笑了”這句話，并能指出“這句話主要說誰，誰怎么樣，”再要求學(xué)生在這句話的前面補(bǔ)上原因，說明“媽媽為什么笑了。”有的學(xué)生說：“我認(rèn)真完成作業(yè)，媽媽笑了?！庇械膶W(xué)生說：“我考了100分，老師表揚(yáng)了我，并打電話與媽媽講，媽媽高興地笑了?！蔽也灰源藶闈M足，繼續(xù)啟發(fā)引導(dǎo)：“除了學(xué)校的事外，還有什么事也會(huì)使媽媽笑了？”學(xué)生打開了思路，說得更熱烈。許多學(xué)生繼續(xù)說：“我會(huì)洗碗，媽媽笑了，”“爸爸當(dāng)上勞模，媽媽笑了。”??學(xué)生對(duì)自己熟悉的話題感興趣，都爭(zhēng)著向大家說自己的媽媽為什么笑了。

二、講究方法，嚴(yán)格訓(xùn)練

首先，要加強(qiáng)自我監(jiān)聽的訓(xùn)練。人在說話時(shí)，言語運(yùn)動(dòng)分析器和言語聽覺分析器都參與活動(dòng)。說話者的語言需要被他自己聽到，以便讓聽覺在言語活動(dòng)中執(zhí)行監(jiān)督作用。如鼓勵(lì)學(xué)生自己評(píng)議，在說話、朗讀之后，不要急于提意見，先讓學(xué)生自我評(píng)析，想一想剛才自己說得怎樣，允許修正、補(bǔ)充甚至重說、重讀。又如，加強(qiáng)練習(xí)后的講評(píng)環(huán)節(jié)，指出學(xué)生本人沒有覺察到的問題，幫助學(xué)生提高自我校正的能力。

其次，教給方法，為學(xué)生指引路徑。口頭語言是交際的工具，要引導(dǎo)學(xué)生在交際活動(dòng)中去掌握，教師的“講”無法代替學(xué)生的練，學(xué)習(xí)書面語言是這樣，學(xué)習(xí)口頭語言更是這樣。因此，創(chuàng)設(shè)情境，引導(dǎo)學(xué)生多練是口語交際教學(xué)最基本的方法。如我在上《請(qǐng)到我家來》口語交際時(shí)，利用自己畫好的一幅具有濃厚鄉(xiāng)村氣息的家園圖展示給同學(xué)們看，并配以兒童歌曲《我的家》：“看那邊綠水青山風(fēng)景美如畫，彎彎流水，幾支野花，圍著竹籬笆??”稚氣的童聲感動(dòng)了孩子們的心靈，激活了孩子們的思維，在輕快悠揚(yáng)的音樂聲中，孩子們活蹦亂跳地找到了自己的好友，興致勃勃地打開了話題??

三、分項(xiàng)訓(xùn)練，循序漸進(jìn)

首先，掌握《九年義務(wù)教育全日制小學(xué)語文教學(xué)大綱》所規(guī)定的各項(xiàng)訓(xùn)練要求之間的內(nèi)在聯(lián)系，有步驟地訓(xùn)練小學(xué)生口語交際的技能。

其次，把握每一項(xiàng)訓(xùn)練的具體要求，抓住重點(diǎn)，一練一得，強(qiáng)化訓(xùn)練的效果，落實(shí)訓(xùn)練的要求，口語交際的方式靈活多樣，但是，同一類型的題目既有相同點(diǎn)，又有不同點(diǎn)，反映了不同的訓(xùn)練要求。如小學(xué)語文第一冊(cè)《語文園地五》和《語文園地六》的“看圖說話”都編排了三幅圖，都描繪他們的活動(dòng)，初步訓(xùn)練學(xué)生能說幾句意思完整連貫的話，但是，它們的具體訓(xùn)練要求卻各有側(cè)重?！墩Z文園地五》是說：這三幅圖講了一件什么事？互相說說小明同學(xué)該怎么辦？引導(dǎo)學(xué)生按照從畫面背景到畫面人物心理的順序進(jìn)行觀察，側(cè)重訓(xùn)練學(xué)生初步能講一段完整連貫的話。而《語文園地六》是說說小白兔可以用哪些辦法把南瓜運(yùn)回家？然后讓學(xué)生討論：哪種運(yùn)南瓜的辦法好？為什么？要求學(xué)生通過想象把第二幅圖畫好來，側(cè)重訓(xùn)練學(xué)生初步懂得分析比較畫面，能用完整連貫的語言表述內(nèi)容。

四、相互配合，整體把握

首先，口語交際訓(xùn)練的配合方式，主要有以下三種：① 先聽后說，如轉(zhuǎn)述。② 先說后聽，如看圖說話。③邊說邊聽，如對(duì)話練習(xí)、討論、辯論和平時(shí)交談等。

其次，口語交際和讀寫的配合方式主要有以下兩種：

① 先口頭語言后書面語言。② 先書面語言后口頭語言，如演講。演講是口語表達(dá)的高級(jí)形式，它不光要運(yùn)用有聲語言，還必須運(yùn)用態(tài)勢(shì)語言來幫助表述，難度較大。訓(xùn)練時(shí)，可先讓學(xué)生觀看優(yōu)秀演講的電視錄象，給學(xué)生提供范例，結(jié)合鏡頭的畫面，講一些簡(jiǎn)單易懂的演講特點(diǎn)和要求，再讓學(xué)生模仿演講。我在上一次題為《假如我會(huì)飛》的演講訓(xùn)練中，學(xué)生在觀看一段演講錄象后，教師再進(jìn)行點(diǎn)撥指導(dǎo)。即興演講時(shí)，小朋友個(gè)個(gè)手舞足蹈，內(nèi)容生動(dòng)，語言也優(yōu)美動(dòng)聽。他們有的說：“假如我會(huì)飛，我要飛過崇山峻嶺，飛過一望無際的田野，飛到美麗的北京，看看雄偉壯觀的天安門。”

總之，口語交際是一種綜合素質(zhì)，它是知情意行的統(tǒng)一體，對(duì)學(xué)生口語交際能力的培養(yǎng)，是我們當(dāng)前進(jìn)行課改的一項(xiàng)重要內(nèi)容。因此，在教學(xué)中，應(yīng)通過各種渠道，采取不同方式，遵循《語文課程標(biāo)準(zhǔn)》的要求，全面對(duì)學(xué)生口語交際能力進(jìn)行培養(yǎng)。

陳鳳英 將樂縣安仁中心校

聯(lián)系電話：*** 九月

第四篇：如何提高學(xué)生的口語交際能力

如何提高學(xué)生的口語交際能力

對(duì)于農(nóng)村學(xué)生來說，他們往往認(rèn)識(shí)不到口語交際對(duì)一個(gè)人生活的重大影響。因此，要提高他們的口語交際能力，首先要讓他們認(rèn)識(shí)的練好口語的重要和必要。

學(xué)生們都學(xué)習(xí)過《將相和》這篇課文，也學(xué)習(xí)過晏子的故事，再結(jié)合歷史上的著名演講家的事跡，讓學(xué)生談?wù)勛约旱母惺?，討論口語在現(xiàn)實(shí)生活中的一些極端的例子，讓學(xué)生切實(shí)感受：惡語一句三春寒，良言一句三冬暖。

其次，結(jié)合學(xué)生學(xué)習(xí)生活實(shí)際，給他們提供課前5分鐘的自由演說：可以是一則小笑話，可以是自家寵物的趣事，也可以是聽來的新聞，還可以展示自己的心愛之物，說出你的喜歡……表達(dá)要求可因人而異，只要大家能開口說，就算合格。

再次，閱讀相關(guān)的書籍，從理論上充實(shí)自己，并指導(dǎo)自己的實(shí)踐。最后，就是一定要持之以恒的鍛煉，抓住一切機(jī)會(huì)展示自己。

第五篇：如何提高提高學(xué)生的口語交際能力

如何提高提高學(xué)生的口語交際能力

語文教學(xué)的培養(yǎng)目標(biāo)，無外乎兩種能力，即閱讀能力和寫作能力。閱讀能力是吸收，寫作能力是釋放。就其目的而言，閱讀最終是為了釋放，也是語文教學(xué)的終極目標(biāo)。而寫作又分兩個(gè)方面，即書面表達(dá)和口語表達(dá)。從交際的實(shí)效性看，口語交際的頻率遠(yuǎn)遠(yuǎn)高于書面表達(dá)，是人與人交流的主要手段。

要提高學(xué)生的口語交際能力必須經(jīng)過長(zhǎng)期的努力，應(yīng)該由易到難地讓學(xué)生敢說、想說、善說、多說，循序漸進(jìn)地訓(xùn)練。

第一步，讓學(xué)生敢說。

學(xué)生進(jìn)入中學(xué)后，課程難度大，學(xué)生有畏難情緒，再者學(xué)生有面子觀點(diǎn)，怕答不好被同學(xué)笑話。針對(duì)這種情況，教師應(yīng)采取鼓勵(lì)為主的辦法，讓學(xué)生開口，敢于說話，不管說什么，只要能說一兩句都給予鼓勵(lì)。以消除學(xué)生的畏難情緒。對(duì)敢于開口說話的同學(xué)，則大力表揚(yáng)，營造一個(gè)敢于開口說、積極發(fā)言光榮的氛圍。在學(xué)生初步養(yǎng)成敢于開口說話的習(xí)慣后，再對(duì)口語訓(xùn)練的要求，一步步提高：從把句子說完整，到把意思說清楚，到把感情說出來。在實(shí)施過程中，口語訓(xùn)練的面盡可能大一些，以調(diào)動(dòng)每個(gè)學(xué)生的積極性。學(xué)生消除了畏難情緒，也就敢于開口說話了。第二步，讓學(xué)生想說。

要激發(fā)學(xué)生說的興趣，讓學(xué)生想說，主動(dòng)說，學(xué)生的口語能力才能得到提高。怎樣激發(fā)學(xué)生的興趣呢？一是讓學(xué)生說自己熟悉的內(nèi)容，對(duì)于學(xué)生熟悉的內(nèi)容，容易說得清。二是開展多種形式的說話活動(dòng)。例如利用早自習(xí)的部分時(shí)間，讓每個(gè)學(xué)生說一個(gè)成語故事；或讓學(xué)生根據(jù)自己的見聞，用簡(jiǎn)潔而生動(dòng)的語言，講一個(gè)有趣的故事；或者看圖說話，啟發(fā)學(xué)生沖分發(fā)揮自己的想象力，運(yùn)用自己學(xué)到的知識(shí)，對(duì)圖畫的內(nèi)容、主題、結(jié)構(gòu)、層次進(jìn)行生動(dòng)的說明；或自己動(dòng)手制作一個(gè)小玩具，向同學(xué)說明制作過程；或讓學(xué)生根據(jù)課文內(nèi)容，進(jìn)行創(chuàng)造性的對(duì)話表演。老師對(duì)這些活動(dòng)，及時(shí)進(jìn)行講評(píng)，評(píng)出優(yōu)勝者，給予鼓勵(lì)。三是教師應(yīng)巧妙設(shè)計(jì)所提的問題，讓學(xué)生想說，精心設(shè)置語言環(huán)境，令學(xué)生愿說。我在教《傷仲永》一課時(shí)，曾問學(xué)生：方仲永有天賦,是個(gè)奇才,但“泯然眾人矣”,原因在誰身上?學(xué)生一聽,紛紛舉手發(fā)言,闡述自己的看法：有說在其父，有說在其鄰，有說在其母，有說在自己，并都說明了理由，氣氛異?；钴S，因?yàn)檫@個(gè)問題刺激了學(xué)生非說不可的興奮點(diǎn)。

第三步，讓學(xué)生善說。

教師應(yīng)根據(jù)學(xué)生個(gè)人實(shí)情，個(gè)別指導(dǎo)，力爭(zhēng)讓每個(gè)學(xué)生都做到言之無物，言之有理，言之有序，言之有情。要讓學(xué)生會(huì)說，善于說，需要老師對(duì)學(xué)生有目的、有計(jì)劃地訓(xùn)練，由淺入深，從簡(jiǎn)單到復(fù)雜，循序漸進(jìn)。首先要引導(dǎo)學(xué)生會(huì)聽話，聽是說的基礎(chǔ)。老師在上課時(shí)，要張弛有致，不急不徐，快慢結(jié)合，隨時(shí)注意自己的語速、語氣、重音等，有意識(shí)地訓(xùn)練學(xué)生的聽和記的能力。會(huì)聽才能說，一個(gè)人只有思路清晰，思維敏捷，才能運(yùn)用恰當(dāng)?shù)恼Z言有條理、有層次、明確而生動(dòng)地表達(dá)思維。其次要引導(dǎo)學(xué)生從易到難，逐步提高要求，系列訓(xùn)練口語能力?？梢詮臄U(kuò)詞造句開始，逐步擴(kuò)展，從簡(jiǎn)單的句子，到復(fù)雜的句子；從一段話到一個(gè)完整的故事；從復(fù)述課文內(nèi)容到根據(jù)課文進(jìn)行辯論、討論；從課內(nèi)的教材到課外的閱讀賞析，逐步擴(kuò)充內(nèi)容，加大容量。對(duì)于學(xué)生在說話中出現(xiàn)的錯(cuò)誤，要求迅速改正，重新組織。

第四步，讓學(xué)生多說。拳不離手，曲不離口，教師應(yīng)創(chuàng)造條件，為學(xué)生創(chuàng)造說的機(jī)會(huì)，增加說的信心，滿足說的欲望，提高說的能力。

總之，我們應(yīng)該重視學(xué)生口語交際能力的培養(yǎng)，采取有效的訓(xùn)練方法和途徑，讓口語交際的學(xué)習(xí)過程，成為全面提高學(xué)生語文素養(yǎng)的過程。

山東省淄博市淄川區(qū)王慶文