1. Teachers should create a relaxed and harmonious atmosphere and create a good "language field" so that students "dare to speak" and "want to say something"
The so-called "language field", It’s a specific speaking environment. There is a very insightful discussion in the famous ancient Chinese education book "Xue Ji": "Therefore, the teaching metaphor of a gentleman is that the Tao is not limited, the strong is not restrained, and the open is not reaching." The meaning of this sentence is that the key to being a teacher is Be good at inspiring and cultivating students' thinking ability, inducing them instead of holding them back, motivating them instead of forcing them, and showing them the key to solving problems instead of feeding them ready-made answers. This principle should also be implemented in oral training. It is necessary to create an appropriate "language field" to stimulate students' desire for expression and make students have the desire to express themselves, rather than forcing them to speak.
First of all, in classroom teaching, teachers should abandon authority, put down their airs, step down from the high podium, go deep into the students, and pour love into the students. Although our students are young and their thinking is relatively naive, they have their own dignity. Students will inevitably make some mistakes in the learning process. At this time, teachers cannot just criticize or accuse, but should use an encouraging and inspiring tone. For example: "What you said makes sense, please continue"; "Think about it again, will the teacher ask you later?" "It would be better if...". Treating students with love and tolerance in this way allows students to experience the approachability and affability of teachers, and allows students to always express their opinions in the teacher's encouraging eyes, even if they are inappropriate or even wrong. This creates a " In an atmosphere of "dare to express", if students want to express, their expression ability will have the opportunity to improve.
Secondly, teachers should work hard to explore and create life situations suitable for teaching, so as to stimulate students' strong curiosity and desire for practice, so that students always maintain a high enthusiasm for "wanting to say". Every time the teacher asks a question, he must carefully design it and clarify the difficulty level of the question. Questions that are easy to answer should be answered by students who are timid, not good at talking, and have learning difficulties, and let them share their answers. Over time, they will be able to answer questions boldly. Therefore, teachers should understand students, respect students, protect students' nascent desire to speak, consciously ask more questions, and encourage and praise their small progress, so that students can develop the courage to speak - dare to speak. good habit. In Teacher Fu Jinlan's "Painting Style" lesson, Teacher Fu did this very well. Through the evaluation and praise of students by students, and the evaluation and praise of students by teachers, students were encouraged to communicate boldly and enthusiastically. , children experience the charm of language in communication, and at the same time, students feel the fun of expression, and the success of expression virtually cultivates students' expressive ability.
2. Pay attention to training so that students are willing to "speak"
Students are sometimes timid to speak because they cannot speak. At this time, the teacher needs to teach the students some speaking methods. Creating a good atmosphere for students and providing them with various opportunities for training is the key to cultivating students' oral expression ability.
1. Train students’ oral expression ability through retelling teaching. Retelling is an effective means to encourage students to turn negative words into positive words. On the one hand, retelling training can enrich students' language and promote students' language standardization. On the other hand, it can cultivate students' generalization ability and creative thinking ability. In teaching, I often choose some texts that students like to read and ask students to change their angles, change persons, or expand the article and retell it with rich imagination, such as "The Painter and the Shepherd Boy", etc. In the retelling, I use "eugenics to lead the way, middle-aged students to lead the way, and middle-aged students to retell them". The method of "keep up with, poor students keep up with" gives students of different levels the opportunity to train.
2. Train students’ oral expression skills in various activities. Primary school students are lively and active, and have a strong competitive spirit. We should seize this characteristic to carry out activities so that students can practice their oral expression skills in a variety of activities and in a relaxed and pleasant atmosphere. For example: in reading class, students are allowed to recite poetry, tell stories, etc.; in each unit of oral communication training, I will use two classes to organize students to come to the front to give speeches, so that everyone can get exercise. Practice has proved that these activities not only provide good opportunities for students' oral expression, but also greatly mobilize the enthusiasm and initiative of students' oral expression.
3. Train students’ oral expression ability through daily word, word and sentence training. Words are the basic unit of language, and sentences are the basic form of language expression. Therefore, in order for students to speak well, they should first focus on the training of words and sentences, starting from the usual training bit by bit. My approach is: (1) Grasp the multi-purpose word, such as the word "pride". Through repeated sentence making exercises, students can master the two different meanings of this word, that is, one is proud, and the other is self-satisfied and looked down upon. (2) Use one sentence and let students repeat it in various forms such as changing persons, changing sentence patterns, changing related words, etc., so that students can understand how sentences with the same meaning are expressed in different situations. For example, in the sentence "Your roses are not planted in vain!", let students read it multiple times with periods, question marks, etc. This trains students' thinking and expression skills.
4. Correct language problems. Students often have speech problems when speaking. For example, some students say "um" and "ah" constantly. On the one hand, these problems indicate that the vocabulary is not rich and the logic is not strong; on the other hand, it is a manifestation of weak oral expression ability and weak thinking ability.
Teachers should actively guide students to overcome these problems. First of all, teachers' oral expression should become a role model for students. Whether talking to students or in class, they must be clear in speech, accurate in expressing their ideas, organized in expression, refined in sentences, and use themselves to infect. student. In addition, students’ language problems should be discovered and corrected in time.
5. Answering the teacher’s questions in class is also a powerful speaking training. For example, when answering the teacher's question "why", students are required to answer with sentences about cause and effect. For example, if you need to explain your own point of view on some controversial issues, you should use "I think", "I feel", "My idea is", etc. to start your point of view, and then explain the reasons. For example, when answering the main content of the article, you should use "The author writes from... these aspects, focusing on..., the advantage of writing this way is...," students have mastered simple speaking methods, and then Coupled with the correct content, what you say will be clear, complete, and organized.
3. Use multiple aspects to solve the problem of students’ “what to say”
“What to say” is the most critical step in speaking training. It is the key to solving the problem of “what to say” when writing and composing. What you can say is a powerful guarantee. In order to solve this problem, teachers must consciously create some opportunities and give them a place to show their performance. When writing, let students speak first and then write. This not only communicates, but also exercises students' language expression ability.
In classroom teaching, I mainly create situations to make students feel that they have something to say and feelings to express, thereby generating a positive desire to speak and being happy to speak.
1. Make full use of text illustrations to observe, imagine and speak.
The vivid Chinese textbooks with pictures and texts are very attractive to students. The use of illustrations for speaking training can cultivate observation and imagination abilities. For example: show an illustration, first let the students describe the content of the picture in their own words, and then look at how the author narrates it, what is the difference between what he said and what is written in the text, and how to describe it well. Mr. Ye Shengtao said: "Pictures are not only illustrative of words, but also can expand children's imagination." Most of the texts in the lower grades are equipped with vivid, lively illustrations, and most of the illustrations contain emotional and emotional storylines. In teaching, I make full use of the illustrations in the text. Let the students look at the picture first, talk about what is drawn in the picture, what kind of story it tells, and then read the text by comparing the picture with the text. For example, when teaching the lesson "Crow Drinking Water", I first guide the students to read the illustrations in the book carefully. After reading the illustration, I will talk about the crow's inability to drink water. How did it find a solution? Did you get any water at the end? Children have pictures to rely on and things to talk about, so they are naturally interested and eager to draw. During the process of students speaking, teachers should promptly guide students to speak fluently and completely. For students with good proficiency, teachers can guide them to speak more specifically. After finishing speaking, let students read the text and compare it with the text: see what they said is the same as in the text to stimulate students' sense of accomplishment; see what is worth learning in the text, clarify their own shortcomings in the comparison, and gradually improve. In this way, while cultivating students' observation ability, they can also conduct speaking training, and gradually improve students' speaking ability through comparison. The illustrations of lower-grade texts not only provide convenience for students to learn the text, but also provide students with a world of association. Through still pictures, they can associate actions, expressions, and language, allowing students to express the associated content and give them An opportunity for students to express their language.
2. Learn to read and chant, and conduct speaking training
The content of the new teaching materials is in line with the times and adapted to the age characteristics of the children. When we open any primary school Chinese text, we will have a deep understanding that it is "beauty", both in terms of sentences and word usage. Every text is a beautiful text, especially in lower-grade texts. This feature is more prominent. Another feature of lower-grade texts is that they are easy to recite. Therefore, when teaching lower grades, I try my best to let the children read every text into chants. Of course, it is best to memorize it. At that time, the children did not make very obvious progress due to the accumulation of language in the text. However, by the third grade, students will unknowingly use the sentences or words learned in the first and second grade into their own compositions or spoken English. middle. This kind of accumulation is a long process and requires constant persistence in Chinese language learning in the first and second grades. There will be a qualitative leap in the third grade.
3. Supplement the omitted parts in the text.
The omitted parts in the text are excellent materials for speaking training. For example: the last paragraph of the lesson "Spring Water" is "Ding Dong, Ding Dong..." which can guide students to imagine where the spring water will flow to? Who did you meet? What will be said? There are abundant teaching resources in the textbooks. As long as the teacher is good at discovering, he can find a lot of oral training materials. All these show the students' rich imagination and improve their language expression ability in the process of imitating the language of the text. Students develop language, learn expressions, and learn to pay attention to the things around them. There are many other parodies like this.
4. Carefully design blackboard writing and conduct speaking training.
Writing on the blackboard exists in every class, and its role in Chinese teaching cannot be ignored. It is a silent language. Transforming this silent language into audible language is another way to train students to speak.
For example: When teaching the lesson "If You Lost Your Way in the Wild", when understanding how to use these natural compasses to identify directions, I designed a very vivid blackboard in the form of a table. The students looked at the table and used parallel sentences to Oral answers also allow students to understand the difficult points of the text.
5. Small pen practice in class and speaking training
Small pen practice in lower grade classes can cultivate students’ ability to use language flexibly and appreciate language. Let students expand a sentence or a paragraph from a word, word, or idiom to strengthen students' continuous speaking and writing. Write down all kinds of things and people you know, see and hear in your own way and words. In other words, students can write whatever they want without any restrictions. The purpose is to achieve continuous language proficiency. improvement and use.
In short, I think that in cultivating students' language expression ability in teaching in lower grades, the first thing is to let students have something to say and not worry about what to say; secondly, it is to let students have examples to follow and not to worry about. How to put it? Finally, we must create the ability to practice language for students, without worrying about how to use it.