Reflections on oral communication teaching 1
This activity is mainly to help children get familiar with the lyrics, learn to sing and
Reflections on oral communication teaching 1
This activity is mainly to help children get familiar with the lyrics, learn to sing and sing songs in front of everyone with a brisk voice through situational performances. In the activity part, I showed my toy mobile phone to stimulate children's interest, and borrowed a puppet teaching aid to introduce teaching, so the children's interest was attracted. Next, I play music and operate two hand puppets with my left and right hands, which helps children to be familiar with the melody and understand the lyrics, and also paves the way for the next performance. Because it was performed in a scene, and the lyrics of the song were simple and the melody was catchy, the children quickly grasped the information of the song. The whole activity was completed in one go, the links were connected smoothly, and the activity atmosphere was very active, which achieved the teachers' preset goals. Although the children's understanding is beyond my expectation, there are still some inevitable shortcomings in the process of activities:
1. When using puppets to help children understand the lyrics, children's attention is attracted by the performance of puppets, but the lyrics themselves are ignored.
2. When consolidating songs, teachers always take children's chorus as the main way, which is too simple. If we can sing in groups properly, the effect of male and female chorus should be better, and children will be more interested in learning by playing games.
3. Invite individual children to perform and sing live. Although all the invited children have done a good job, it is quite limited. It is impossible for every child to participate in the activity. So after class, I think maybe we can let the children sing with their heads on freely, so as not to cause the children above to perform and the children below to have nothing to do.
Reflections on the second classroom teaching of oral communication
"Chinese Curriculum Standard" points out that "to evaluate students' oral communication ability, we should pay attention to examining students' participation consciousness and emotional attitude." Evaluation must be carried out in specific communication situations, so that students can undertake practical communication tasks to reflect their real oral communication level. "
The process of oral communication teaching is a paperless process, so it is particularly important for teachers to evaluate classroom language. Educational experts advocate the use of multiple evaluations in oral communication classes. The evaluation angle includes listening, speaking and communication, and we should pay attention to both linguistic and non-linguistic factors. In terms of language factors, we should not only inherit the consistent practice of obedient oral class, activate students' language reserves and standardize oral English with the help of evaluation, but also cultivate students' language adaptability and appropriateness with the help of evaluation. In the aspect of non-linguistic factors, we should also put communicative attitude, habits, methods, communicative ability and handling ability in the perspective of evaluation, and fully complete the task of oral communication teaching.
Of course, evaluation is not a teacher's patent, because oral communication class focuses on teacher-student interaction, so teachers should delegate the right of evaluation, let students participate in our evaluation together, and let students become the main body of evaluation. Let students appreciate each other, accept each other, promote each other and improve together in self-evaluation and mutual evaluation. At the same time, cultivate students' language application ability and cooperation ability.
1, cooperation evaluation
Cooperative evaluation takes teachers, students and parents as the main body, and combines teacher evaluation, student self-evaluation and mutual evaluation with classmates, so that parents can actively participate in evaluation activities. Teachers, parents and classmates jointly evaluate students' language expression, objectively describe the advantages and disadvantages of students' expression, and put forward pertinent suggestions.
In the classroom, teachers can directly make targeted and specific evaluations for students, or divide students into several reading cooperation groups, so that students can evaluate themselves in the groups, or each group and its members can make interactive evaluations according to their own learning goals.
Outside the classroom, parents can be included in the evaluation subject. Ask the students to make an evaluation form, and let parents communicate and discuss with their children when they get home. Parents should affirm their children's advantages, point out their problems at the same time, give them better suggestions, and then write down the evaluation in the evaluation form and give it back to the teacher.
This multi-agent cooperative evaluation atmosphere formed inside and outside the classroom enables students to listen to more opinions from different angles more widely, thus better promoting their progress.
2. Difference assessment
Difference evaluation focuses on students' individual differences. Teachers should avoid using popular words such as "very good" and "great" when evaluating differences, but should correctly judge and evaluate their development potential and direction according to the different needs of students, and put forward specific and targeted guidance suggestions and evaluation standards suitable for their development for each student.
In the process of evaluation, teachers should pay special attention to the specificity of evaluation and give different evaluations according to the characteristics of the evaluation object, so that students at different levels can get suggestions suitable for their own development. Let students know their own advantages and carry them forward, and guide students to realize their own shortcomings and improve them.
Of course, we should also pay attention to each student's different hobbies and interests when using difference evaluation, so as to evaluate according to the development needs of students. At this time, teachers should pay attention to students' interests, follow students' interests and hobbies, and promote students' development, instead of imposing their own ideas on students, which will lead to students' exclusion.
3. Encouraging evaluation
? Chinese curriculum standard points out: "To evaluate students' oral communication ability, we should pay attention to students' participation consciousness and emotional attitude." Teachers' appreciative and inspiring evaluation language is the premise to stimulate students to actively participate in learning and be willing to express.
In oral communication, due to the differences in students' life experience, personality characteristics and psychological quality, students' expressive ability is different, and some students speak eloquently and methodically. For these students with strong expressive ability and desire, teachers should congratulate them on their speeches in time, so that they can experience the happiness of success. When successful people are appreciated by classmates, they will have a sense of accomplishment and see their own value; Some students speak incoherently. For these students, we should be good at finding the bright spots in them, giving them affirmation and praise in time, so that students can have a successful experience and stimulate their strong desire to talk and be happy. Different students should be treated differently when evaluating.
Therefore, in teaching, teachers should learn to pay attention to individuals and learn to treat them differently. Learn more tolerance and encouragement, and less criticism and criticism, so that our students can express themselves boldly in encouragement and lay a solid foundation for their lifelong development.
Reflections on the teaching of three courses of oral communication
? Talking on the phone is a cross talk, which is the first time that students come into contact with Chinese books. Before I studied, many classmates suggested me to study, and some even told me in advance that I was going to school, which was particularly interesting. In teaching, I downloaded the video of this cross talk from the Internet, so that students can enjoy it first and then study independently, and the effect is quite good.
First, cooperation awareness and ability have been better cultivated. "Making a phone call" is not only a typical oral communication activity in daily life, but also an excellent example of interpersonal relationship. I create situations in close connection with the reality of life, actively create an atmosphere of learning, exploration and research, and make full use of cooperative learning modes such as dialogue and interaction, so that students can learn to respect, communicate and help each other in individual and group exchanges full of cooperation opportunities. For example, "students' free group practice" and "students' performance" are all good practices to cultivate students' cooperative consciousness and ability.
Second, pay attention to innovative learning. After the students are familiar with the most basic methods of making a phone call, I designed four different situations that may occur when making a phone call. The purpose is to set up dialogue barriers, increase the difficulty of oral communication, further cultivate students' multi-channel problem-solving ability, and cultivate students' innovative thinking and flexibility in oral communication.
Third, give full play to students' main role. This is an independent reading text. I always regard students as the master of oral communication and the main body of training, and actively arrange time for students to study independently, set up a stage and provide opportunities for performances. For example, in the lead-in session, "recalling the scene of calling", and in the hierarchical training session, "student performance" and "teacher-student evaluation" all strive to participate in and implement the requirements of "facing all".
Reflection on Oral Communication Teaching (IV)
In the oral communication class of this unit, when I asked for introducing scenery, the students who raised their hands in the classroom did not raise their hands as I expected, but remained silent. Seeing that students have difficulties, I also suggest that students can outline the specific scenery of the scenic spots they want to introduce. The students have been thinking about the outline for a long time. More than half of a class is spent in boredom and students' thinking. After that, they hurried to communicate in groups, sent representatives to introduce them, and ended in a hurry.
One of the reasons why teachers fail to reflect after class and in groups is that they pay too much attention to the connection with composition and ignore the classroom characteristics of oral communication. Ignore the difference between students' oral expression and written expression. Second, it puts forward five requirements for writing in one breath, ignoring the age characteristics of students, requiring students to speak clearly and putting forward requirements for oral communication. The teacher is greedy for perfection, but it blocks the students' desire to communicate. Students are discouraged because they cannot meet all kinds of requirements at the same time. Paragraph teaching is the main method in grade three, and this idea is also used in oral communication teaching. It is great that students can say a paragraph and reflect one of the five requirements in a paragraph.
This failed oral communication class reminds me that teachers should always keep in mind the age characteristics of students and put forward requirements that meet the age characteristics of students. Think of specific ways to implement the requirements in the teaching materials in the teaching process, and don't rigidly express the requirements for students. In oral communication class, while creating a relaxed communication atmosphere, teachers should also provide students with specific oral materials, that is, let students have specific oral content, know in what order and use specific words and methods (such as personification, metaphor, digital explanation, etc.). ) can be used to clarify what they want to express. Step by step, build a loose and free communication platform for students, have something to say and know how to say it. Gradually improve oral expression ability in solid training.
Reflections on the teaching of the fifth class of oral communication
The purpose of oral communication training is to cultivate and improve students' oral communication ability. How to cultivate students' oral communicative competence in life-oriented classroom teaching? Practice has proved that as long as we give students more opportunities in the usual teaching process, stimulate their desire to express, seize the opportunity and guide step by step, students' oral expression ability will be greatly improved. More importantly, in the process of communication, they have cultivated their psychological quality and language adaptability, formed good oral expression habits, and laid a good foundation for the formation and development of students' Chinese literacy in the future.
When I first came into contact with oral communication, I thought it was oral communication. After many times of teaching, I found that it is not just oral communication. If you want to have a good oral communication class, you need to use your head.
First, enrich knowledge and stimulate emotional experience.
Students' imagination is very rich. In the process of oral communication, students should have something to say, stimulate their imagination and think freely, which can enrich the communication content. For example, in the class of "Learning to Comfort", we can see that Chen's mother is ill in hospital, and she is very uncomfortable and often cries secretly. At this time, how should you comfort her?
The child will definitely say, Xiao Min, don't be sad, your mother will be fine soon ... but what kind of words can impress Xiao Min? This requires teachers to guide, comfort others, put themselves in others' shoes and make suggestions for others. The language is sincere and euphemistic. Only in this way can it play a comforting role.
Second, two-way interactive communication
Interactive activities of listening and speaking in oral communication. In oral communication, this skill, like any skill, must be acquired through study and practice. Therefore, in teaching, the requirement of students' "listening" is emphasized. First of all, in the game of "undistorted copy" before class, let students realize that "when listening to others, pay attention to listen carefully and listen clearly." Then, in the communication of after-school life, when a classmate came on stage to introduce and show his favorite extracurricular activities, I asked other students to listen carefully. If you don't know anything or want to know more, you can ask questions after listening. Listening is a very important skill. Only by listening carefully to others can we calmly deal with it and communicate successfully.
Third, take various forms of activities.
The training of oral communication can be combined with classroom teaching and life practice, and special training activities can be organized as needed. Its training methods are rich and colorful, and the training time and space are unlimited.
In oral communication teaching, as long as we accurately grasp the teaching materials, use the teaching materials reasonably and create a relaxed and pleasant communication environment, we can stimulate students' desire to express themselves, thus actively participating in oral communication practice, constantly improving students' oral communication level and laying a solid foundation for comprehensively improving students' Chinese literacy.
Reflection on Oral Communication Teaching (VI)
At the beginning of the activity, the teacher showed his mobile phone to attract the children's attention through the ringtone, and the children's interest in learning was immediately mobilized. Let the children guess who is on the phone, which not only stimulates the children's thinking, but also spreads the children's thinking and provides them with an opportunity to speak. At this time, children began to imitate the tone of their parents' phone calls at home in combination with their life experiences. At this time, the children are more excited.
At this time, I put out the picture of the bear prepared in advance, and talked to the children with the thick and stupid voice of the bear, and the children's attention was concentrated again. When inspiring children to call other small animals, after one of them said kitten, many children followed suit and imitated others' words. Some children may not understand the meaning and will agree. At this time, if I draw out some pictures of animals or puppets, I will concentrate the children's attention again, thus distracting their thinking, and the effect will be better.
After the activity, the children had a good time playing telephone games with them. Let's talk and laugh together. Later, I thought, in fact, collective teaching activities provide children with an opportunity to experience the group consciousness. Children in kindergarten begin to pay attention to others, become interested in others, and have a sense of community. Collective teaching activities provide children with opportunities to understand the concepts of "everyone", "everyone * * *" and "together". Therefore, the significance of kindergarten collective teaching activities is not to let children learn something through one activity, but to give them the opportunity to experience the same thing together.
Reflection on Oral Communication Teaching (VII)
An oral communication class should be cleverly conceived, interlocking and in-depth at different levels, and fully mobilize students' active participation. The application of autonomous cooperative learning mode can not only make students get effective training in communication attitude and impromptu speech, but also be very beneficial to give play to their creative thinking, cultivate their listening, expressing and coping abilities in specific oral communication situations, and make them meet the requirements of oral training for civilized and harmonious interpersonal communication.
(A) the topic of life, to create a three-dimensional harmonious communication space
Oral communication is different from writing and needs the psychological adaptation of the communicator. This requires that oral English teaching should come into students' lives, arouse their emotional memories, and combine their own life experiences, thus generating the desire to express. Therefore, the topic of communication comes from life and is close to students' life. Students are only willing to talk if they are interested in the topic itself, and they can only speak well if they have something to say.
(2) Diversification of forms and mobilization of interaction and participation of all people.
In order to let students actively communicate and participate, it must be carried out through various communication scenarios.
1, teacher-student interaction. Teachers are not only organizers of classroom teaching, but also participants in oral communication. In oral communication class, teachers should kneel down and talk to children on an equal footing, appreciate their bright spots, and actively evaluate and encourage them. This will help to create a harmonious atmosphere and help guide students to learn to express themselves and actively participate.
2. Life-life interaction. This is a broader way of interaction, which is convenient for all students to participate together. Specifically, there are: group introduction in turn, co-editing and discussing teaching materials and dramas, and other intra-group exchanges; On the basis of group communication, you can choose your favorite person to represent the group for further group communication; There is also talk about what kind of new glass your family needs most, and more is free class communication. This kind of interaction between students has aroused the enthusiasm of all students to participate in communication and formed a gratifying state of being able to say, want to say and love to say. Especially the competition between groups, is conducive to the interaction and cooperation between groups, and cultivate the sense and spirit of cooperation. For the sake of collective honor, every member of the group will put forward higher requirements for himself and others and actively participate in activities, hoping that everyone can rely on their own wisdom and efforts to win the competition.
3. Interaction between teachers and students and the environment. Make full use of the environment, extend the classroom to extracurricular, so that the environment of oral communication continues to expand and extend. For example, the problem design of "communicate with parents after going home, and then discuss" suggests that students tell their parents about the topics discussed in class, listen to their opinions, and then return to class to communicate. This expands the classroom, which can be described as natural, smooth and full.
(C) evaluation of standardization, improve relaxed and unique communication skills
The evaluation of oral communication class aims at feeding back information and promoting the development of language expression. Language is a special art and cannot be simply described as "good" or "bad". Pay special attention to children's fault-finding characteristics when evaluating. When designing evaluation methods, we should first consider guiding children to look at classmates with approval, and establish students' self-confidence and respect for others. Therefore, whether it is fuzzy evaluation or positive evaluation, whether it is teacher evaluation or student evaluation, it should be positive. For example, applause and encouragement should appreciate students' little progress with a developmental eye. Only in this way can children who speak feel positive comments, protect their self-esteem and improve their courage in language expression. In communication, we can communicate easily, express our unique views, feelings and experiences, create personalized language, and really improve students' listening, expressing and coping abilities.
Reflections on the teaching of the eighth class of oral communication
Oral communication is a kind of language practice activity in which listening and speaking interact. Good atmosphere is the premise of stimulating students' enthusiasm for communication. The topic of "learning to entertain guests" is close to students' life, and many students have experienced it personally. For this reason, I try to be close to children's life and reality in design, and prepare daily necessities such as cups, water bottles, fruits and toys before class to create a real life situation. In the teaching process, some situational performances are skillfully created, such as teacher-student interactive situational performances and student-student interactive role performances, to create a relaxed and pleasant classroom atmosphere, so that children are willing to think and dare to express themselves in specific situations, thus learning the basic hospitality, and at the same time cultivating students' oral communication ability in daily life and improving their life skills.
Especially in the interaction between students, middle school students can move. Speaking of it, the whole classroom can form an atmosphere of group interaction. Students are most relaxed and natural in front of good friends, and they are more brave and willing to express themselves, thus achieving the purpose of training. Secondly, in the whole class, I attach great importance to students' listening and speaking ability and give timely evaluation. For example, after the performance of teachers and students, let other students fully tell the advantages and disadvantages of the performance, which once again cultivates the children's listening and speaking ability. In the whole class, I always put students in the main position and return time to students. Let the students observe, think, communicate, express and perform by themselves. I always mingle with my students with relaxed words, expectant eyes and cordial attitude. Originally, I was worried that I didn't perform with my children before class, for fear of silence in the class. I didn't expect the children to be very excited and behave well, which was beyond my expectation.