小學(xué)語(yǔ)文口語(yǔ)交際教學(xué)的問(wèn)題及對(duì)策研究.pdf

1、分類號(hào)UDC埸叫太譬V矧QZ聯(lián)0UUN|、繯l婚l’IY碩士學(xué)位論文(金日制專業(yè)學(xué)位)學(xué)號(hào)、堅(jiān)蘭；鯉星Q生密級(jí)∑：小學(xué)語(yǔ)文口語(yǔ)交際教學(xué)的問(wèn)題及對(duì)策研究別)雅倩申請(qǐng)學(xué)位級(jí)別：亟鱟論文提交日期：2Q]墾；芏生丑一2Q旦論文答辯日期：2Q】晝生量月至墨旦學(xué)位授予單位：塹型j太堂學(xué)位授予El，期：至Q!晝圭；壘丑21旦2018年05月㈣8●I腳7嵋j●■_洲3川4川3ⅢYll揚(yáng)州大學(xué)碩士學(xué)位論文AbstractOralcommunication

2、teachingistheteacher’Sguidance，withthecreationofcommunicationenvirolunent，andsocialactivities，studentswithprocess，consciouslyanalysisoflanguagematerials，integratedallkindsofinformation，therecombinantexpressioncontent，cha

3、racterlanguageoutputandeffectivelycopewith，isaprocessofconstantlyimprovetheoralcommunicationability”Colloquialism””interactivity”and”presence”arethethreemostprominentfeaturesoforalcommunicationItssignificanceliesintraini

4、ngthestudentsaccordingtocertainruledailyoralcommunicationabilityandcultivatethestudentsshouldgetintothe，andindailycommunicationcontextisdifficulttonaturalacquisitionabilitystrengthenthecontrolof”communicationfield”abilit

5、ypromotetheimprovementoforalcommunicationTheauthorexaminesthenecessityoforalcommunicationteaching，realizetheteacherwantstoarrangecurriculumteachingtaskofimplementingtheeducationteachingprocess，thusfurtherhighlightthehier

6、archyoforalcommunicationteaching，situationalandinteractive，practical，qualityrequirementsofthefivecomprehensivecharacteristicsTheauthoralsealizedthatinthepresentstageofprimaryschoolChineseteaching，oralcommunicationteachin

7、ghasobviouslyattractedtheattentionofmanyeducators，andgraduallychangedfromatool—liketasktoahumanisticcreationThisphenomenonpromptsthewritertothink：whatarethemanifestationsofthesehumanisticcreationsinthespecificteachingpra

8、cticeBymeansofquestionnairesurvey，individualinterviewandclassroomobservation，theauthorrandomlyselectedstudentsandteachersfromSprimaryschoolinYcitytoconductthesurveyAccordingtothesurveythepresentstageofprimaryoralcommunic

9、ationteaching，theteachersontheteachingoforalcommunicationmilestoneshaveaccuratecognitionandlanguageuse，canfocusoncreationoforalcommunicationsituation，butfromtheoralcommunicationteachingstatus，typeofcurriculum，teachingmat

10、erial，teachingdesign，teachingeffectoffivedimensionsontheactualinvestigation，alsofoundsomeobviousproblems：first，thelackofspecificoralcommunicationteachinggoal；Second，thereisnosystematicoralcommunicationtraining；Thirdlythe

11、topicoforalcommunicationtrainingislimitedtotextbooksFourth，moststudentsdonotgetactivethinkingexercise；Fifth，theflexibilityoforalcommunicationteachingsequenceispoor；Sixth，thecontent，subjectandstrategyoforalcommunicationte