现代社会越来越频繁的人际交往活动中,口语作为基础的交流手段,其重要作用也日益突显。越来越多的企事业单位利用面试谈话代替书面考察,作为评价个人能力,以听说为主的口语交际能力,已经成为现代人“综合素质”中不可缺少的重要一环。口语交际虽然越来越受到教育工作者的肯定与重视,但小学口语交际教学现状却不容乐观。如口语交际内容远离学生生活,缺乏真实性和实用性;口语交际处于单向活动,缺乏交互性等原因,致使学生的交际水平存在很多不足。学生尽管掌握了一定的语言知识和技能,但一旦要求他们将这些运用到现实语境中,他们往往表述含糊,无法交流。口语交际的关键是创设情境,激发学生想说的兴趣和欲望。口语交际还要在双向互动上下功夫,师与生,生与生双向互动,才能体现“交际”。课堂上要营造一种平等和谐的氛围,鼓励学生,发表自己的见解,培养创新精神。一次我在关注中央各频道的节目时突然发现很多电视节目的理念很符合我们的口语交际教学。之后在具体实施中我把此理念渗透在课堂中,把教材看作例子,根据实际情况大胆地、创造性地处理教材,使教学过程能体现交际性。 In the increasingly frequent interpersonal communication activities in modern society, the important role of spoken language as a basic means of communication has become increasingly prominent. More and more enterprises and institutions use interview interviews instead of written inspection as an important part of modern people “comprehensive quality ” as an oral communicative ability to evaluate individual ability and listen mainly. Although oral communication is more and more affirmed and valued by educators, the status quo of oral communication in primary schools is not optimistic. Such as oral communication content away from student life, the lack of authenticity and practicality; oral communication in the one-way activities, the lack of interaction and other reasons, resulting in a lot of lack of communication level students. Although students have acquired a certain degree of language knowledge and skills, they are often vague and unable to communicate once they are required to apply them to the context of reality. The key to colloquial communication is creating situations that inspire students’ interests and desires. Oral communication should also work hard in two-way interaction, teachers and students, students and students two-way interaction, to reflect “Communication ”. In the classroom, we should create an atmosphere of equality and harmony, encourage students to express their own opinions and cultivate innovative spirit. Once I focused on the programs on all channels of the Central Government, I suddenly found that the concept of many television shows was very much in line with our oral communication teaching. Later in the specific implementation of this concept I infiltrated in the classroom, the textbook as an example, according to the actual situation boldly and creatively deal with teaching materials, teaching process can reflect the communicative.