论文部分内容阅读
当前,中小学口语交际教学存在“边缘化”和“非教学化”的问题。“边缘化”主要体现在:(1)在教材和教学中的地位尚无法与其他语文学习领域相提并论;(2)口语交际内容多与综合学习等混杂,自主、独立的身份尚不明确;(3)在教学实践中往往回避或省略,不受重视。“非教学化”主要体现在:(1)教的层面——由口语交际教材提供的,以及多数教师在课堂中实践的口语交际教学活动,主要是给学生提供一些口语交际的活动
At present, the teaching of oral communication in primary and secondary schools has the problem of “marginalization” and “non-teaching”. “Marginalization ” is mainly reflected in the following aspects: (1) the status in teaching materials and teaching can not be compared with other language learning areas; (2) the confused, autonomous and independent identities of oral communication contents and comprehensive learning are not clear ; (3) Often avoided or omitted in teaching practice, not valued. “Non-teaching ” is mainly reflected in: (1) teaching level - oral communication teaching materials provided by the majority, as well as the practice of most teachers in the classroom oral communication teaching activities, mainly to provide students with some activities of oral communication