Students are young, inexperienced, lacking in knowledge and experience, and have nothing to say when writing a composition, so they have to make it up by themselves.
Our children live under the protection of parents, teachers and all walks of life. The narrow circle of life makes them unable to contact the rich social life and lack self-experience of life. Difficulties around you don't need to be solved by heart, and there is no habit of paying attention to things around you. What you see, such as the clouds in the past, disappears, so it is difficult to reserve enough composition materials to deal with the composition questions assigned by the teacher.
Teachers' evaluation has a negative impact on the orientation of homework. Many teachers evaluate students' compositions too casually, and mark them as "poor" when they see that their compositions are not ideal. The purpose of teacher evaluation is to develop students' ability. No matter how well students write their compositions, teachers should find the bright spots in their personalities and give them encouragement. On this basis, it is necessary to guide students to make appropriate corrections without losing their self-confidence and self-esteem, rather than simply making a "difference" and killing children's nature. Maybe the students will have real feelings in their next composition, but we should consider how the teacher will evaluate it. If it doesn't meet the teacher's wishes, they will have to rack their brains to revise it again, and finally get a composition with gorgeous words and far-reaching thoughts, but not what they see, think and understand. This practice makes lies naturally flow into students' compositions.
It is our teacher's misleading. Many of our teachers don't really realize that composition is a platform for students to develop their lives, feel their lives and show their personalities. It is a life activity.
Teachers are often eager for quick success and instant benefit in teaching. In order to get high marks in students' compositions, students are forced to recite and set model essays, thus forming a bad writing style and producing a "lying composition" to solve this problem.
Provide a relaxed and natural writing atmosphere-students are willing to write.
According to the characteristics of primary school students' life, it is better to keep a diary and a weekly diary, that is, to write at will. Students may be required to write a weekly diary during their school days; During the winter and summer vacations, students can be arranged to keep diaries. Students can write whatever they want, even a few words, and what they write is more real. After all kinds of school activities, students are arranged to write, which truly reflects the scene at that time and can truly reflect the inner world of students in time. I believe that after such a series of exercises, students will have something to write and immerse themselves in happy exercises.
Highlight the classics accumulated in reading and lay a rich cultural foundation for students. It embodies the universality of reading accumulation, and enables students to learn from others and enrich their cultural knowledge. There are so many books and online information in modern society that we should guide students to read books, newspapers and magazines and watch some good movies and TV programs through various channels. Reading accumulation should not only accumulate words and knowledge, but also accumulate ideas.
In a word, as long as students are given a relaxed and pleasant learning atmosphere, so that they can speak freely and write freely, without the psychological burden of homework, the bright spots in their homework will often be affirmed and appreciated, and students will also like to write their own things, and will actively participate in the free space of homework, and will not cheat to cater to the teacher's ideas.
The integration of information technology and oral communication teaching has revolutionary advantages and significance for updating teaching concepts, optimizing teaching process and realizing curriculum objectives.
Improve students' interest in communication and let them dare to express themselves.
The application of information technology in teaching can transform abstract and boring knowledge content into intuitive graphics and images, stimulate the senses and stimulate interest. ① Successful examples can be used to stimulate indirect interest, such as reading aloud with music, video of speeches, video of debates, and drama performances. Successful and pleasant examples can effectively stimulate students' curiosity and interest in communicative practice. Choosing information resources close to life can arouse students' psychological sense of identity and closeness, stimulate them to rearrange and understand things and life around them, and thus guide their desire for communication. ③ Materialize abstract topics in the visual form of audio-visual combination. So as to dilute the learning obstacles and improve the interest in communication.
Create a good communicative situation and provide students with a communicative foundation.
Chinese Curriculum Standard points out that oral communication teaching activities should be carried out in specific communication situations. Specific communicative situations can be understood as direct situations and indirect situations. Direct situation is a situation composed of direct images provided in real life. For example, introducing myself to teachers and classmates is a ready-made situation, and I can feel it directly without deliberately creating it. Indirect situation refers to the virtual situation created according to the needs of teaching content. Information technology promotes the emergence of indirect virtual situations. With the help of graphics, video, sound and other media, we can not only concentrate students' attention and stimulate their interest, but also provide the possibility for students to communicate. Expand students' knowledge and enrich knowledge reserves.
The huge information capacity of information resources provides rich and high-quality teaching resources for oral communication training. Up and down for 5,000 years, Wan Li, just a click of the mouse, all kinds of famous American sentences, everything. As the content of oral communication training, information resources usually take the following forms: ① information resource pool integrated by teachers according to communication content; ② Original information resources collected by students independently. Although the former has been integrated into a theme of communication, it is too unified. Although the latter is miscellaneous, it is the embodiment of different students' unique personalities, and both of them are indispensable in teaching. Teachers should strive to be rich and diverse when filling the resource database, so that students have more choices. Students should learn to store and select learning resources while collecting them independently, so as to obtain effective resources. With the knowledge warehouse becoming more and more full, we can gradually get rid of the dilemma of "a clever woman can't cook without rice" and reach the realm of "easy access and easy export".
4. Use technical means to give timely feedback so that students can communicate in time.
In teaching, we can record students' communication and training process (including reading aloud, speaking, role-playing, debating, etc. ) by means of audio or video recording. Let students listen repeatedly to understand their oral communication level, form feedback through mutual evaluation, self-evaluation and teacher evaluation, or find out the gap through comparison with role models and classmates, so as to promote the continuous improvement of oral communication ability. Teachers can also understand the development level of students and adjust teaching strategies in time.
The application of information technology in oral communication teaching is only a means and tool, not an end. While information technology provides convenience for our teaching, it will also bring some unfavorable factors, such as the defects of man-machine dialogue, the proliferation of network language, the high content of teaching, the abuse of moral education and so on. This requires teachers to put their own auxiliary position in the development and utilization, use it without relying on it, use it without superstitious belief, and make information technology integrate into oral communication teaching classroom healthily.
Practice-My favorite animal practice preparation guides students to read the practice requirements by themselves first, and clarify three points prompted by the practice requirements: in content, you can write about the characteristics of an animal, such as its appearance and temper, its habits of hunting, playing and resting, and what happened to it; In writing, it is required to write in a certain order, write your true feelings and express your love for animals; Pay attention to revision after writing. After clarifying the requirements of exercise tips, guide students to choose an angle to focus on observing an animal they like, collect articles describing this animal, and learn other people's writing methods. Teacher: Students, we have learned four texts in this unit: sparrow, cat, snow monkey and bird love. What kind of animal impressed you the most? Who wants to talk about it? Health: (Tell me about the animal that impressed me the most. Why do these animals leave such a deep impression on you? Student: (Combined with the specific content of the text. ) Yes, the reason why they left such a deep impression on us is because the author has carefully observed them in his life and even developed deep feelings with them. It seems that if you want to write these animals well, you can't do without careful observation and close contact. Before class, the teacher has asked you to pay attention to your favorite animals. Today, let's learn to write a composition about my favorite animals. Teacher: Who is your favorite animal friend? Can you tell everyone? Health 1: My favorite animal is a puppy. Health 2: My favorite animal is myna. Health 3: My favorite animal is rabbit. Teacher: Just now, when students talked about their favorite animal friends, their feelings were beyond words. Then, can you introduce your favorite animals to others so that others will like them? Health: Yes. Teacher: OK, now please introduce the animal friends in your group. If you want to introduce clearly and understand clearly, the teacher has some suggestions here. Teacher: Just now, the students communicated well in the group, but only the students in your group got to know your animal friends. Let the students come to the front and tell you your favorite animal, so that the whole class can know. Health: My favorite animal is rabbit. Today, I brought my rabbit. Let me tell you something about the appearance of my little rabbit. (Holding out the rabbit he brought) Look, it has long ears, three mouths and red eyes. The rabbit is white all over and has a short tail. It's cute when it walks. Teacher: Just now this classmate introduced his rabbit to everyone. What do you think of what he said? Who will comment? Health: I don't think he said it in a certain order. It should be said that its whole body is white first, then its ears, eyes and mouth, and finally its way of walking. Teacher: The rabbit's whole body, ears, eyes, mouth and so on are all animal shapes. Teacher: (to the introducer) This classmate's advice to you is that you should be organized when introducing animal shapes, and say what first, and then what. Do you accept it? Health: accept. Health: I think if his introduction can be more specific and vivid, we will understand it better. Teacher: Can you give an example? Health: For example, the rabbit's eyes are red, like a pair of rubies, which can be more vivid. Teacher: This student uses metaphors. Yes, when we speak or write, we can use metaphors, personification and other rhetorical devices to make the language more concrete and vivid. (Is it appropriate? ) health: since you like rabbits so much, you must know how they eat and sleep. Can you tell us something? Teacher: You are talking about the living habits of animals, including eating, resting and playing. (blackboard: eat, rest, play ...) teacher: what he said is very reasonable. When we introduce our animal friend to others, if we only introduce its appearance, then others will only understand it. If we introduce its living habits, people will know more. Teacher: You see, the students gave you so many good suggestions just now. According to these suggestions, can you introduce your animal friends again? Health: Yes. My favorite animal is rabbit. Today, I brought my little rabbit. You see, my little rabbit's hair is all white, without any other color, so our family calls it Xiaobai. Xiao Bai has a pair of long ears, which enables him to hear far away. Its red eyes are like a pair of rubies, which are beautiful. Look carefully, Xiao Bai's mouth is three-lobed, and it will move when eating. It was fun. Xiaobai's tail is also very short. There is another two-part allegorical saying about the rabbit's tail, that is, "the rabbit's tail-it can't grow." My rabbit has a great feature, that is, it loves cleanliness. You may have heard that kittens wash their faces, and so does my little rabbit. Once, it was idle. Maybe it thinks its face is a little dirty, so it gently washes its little face with its front paws, left and right. As a result, its paws were not clean, and its face became dirtier and dirtier, which made our whole family laugh. Teacher: With the help of your classmates, you not only speak methodically, but also vividly. You have made great progress, and everyone listened with relish. Well, thank you for your introduction, which gives us a comprehensive understanding of your little white rabbit. Please go back. Teacher: Who can introduce your animal friend to the front again? Health: I want to talk about when my mystarling flew away and came back. Teacher: You want to tell a story between you, don't you? Health: Yes. Teacher: Introduce your animal friend, not only his appearance and living habits, but also the story between you and him. Health: I like myna very much, so my father bought me one and put it in a birdcage on the balcony. Every day before going to school, I have to say goodbye to myna. When I got home, I quickly put down my schoolbag and greeted myna. One Sunday morning, I told my mother that myna was too bored to stay in the cage, so let it fly out, so I let myna go out. However, it's noon and myna hasn't come back yet. I was lying on the balcony, shouting "myna is back" and "myna is back" over and over again, but I couldn't see it coming back. I was so anxious that I began to cry. The whole family went downstairs and looked everywhere, but it had wings. Where can we find it? Just when we didn't know what to do, it flew back. I suddenly held myna in my arms and said, "Where have you been, little villain?" You worried me to death. Don't do this again. " Starling also seems to understand my words and stay in my hands honestly. Teacher: You told us a story, which made us understand the naughty of your little myna. Who has anything to say about her introduction? Health: From your story, I feel that you like your little myna very much. Health: It would be better if you could introduce your "myna" first and then tell the story between you and it. Health: If you tell the story slowly, the students can listen more clearly and clearly. Teacher: Through the above communication, I found that students are really not simple. They can not only express themselves clearly, but also listen carefully to others' speeches and politely give reasonable suggestions to others. Let's try to write down your animal friends and finish your homework according to the aspects just mentioned. (Play light music, students begin to write)