How to effectively improve Chinese ability

-Talking about the training and testing of oral English.

Speaking is a main form of people's exchange of ideas, and speaking ability is an important part of Chinese ability. The Chinese Syllabus for Middle Schools clearly points out that junior high school students should "continue to cultivate good habits of listening, speaking, reading and writing" and "speak and speak in Putonghua"; Senior high schools should "further improve the reading ability, writing ability and oral ability of modern Chinese". The Chinese Teaching Syllabus of Nine-year Compulsory Education Full-time Junior Middle School also points out that "listening and speaking ability is increasingly needed in modern life, and training should also be strengthened". Both sets of syllabuses have made clear requirements for oral English. Today, how to improve and test oral English ability is a new topic in front of us when we break through the shackles of traditional exam-oriented education and vigorously advocate quality education. This paper attempts to discuss some problems related to oral English training in order to help the development of oral English training in middle schools.

First, the purpose and task of oral training

Oral training can promote the development of thinking and improve Chinese ability. From the perspective of the ability structure of modern Chinese, the four abilities of listening, speaking, reading and writing are interrelated and promote each other, and cannot be neglected. Mr. Ye Shengtao said: "There are two skills to learn in spoken and written language. On the one hand, it is the ability to accept, listen to what others say and see what others write; On the other hand, it is the skill of expression, telling others and writing to others. "

Chinese ability system consists of four elements: listening, speaking, reading and writing. These four elements are not randomly piled up or pieced together like toy building blocks, but can be "integrated" because there is a key factor-thinking at work. Thinking ability plays a fundamental role in the training of listening, speaking, reading and writing ability. If listening, reading and watching are input information, and speaking and writing are output information, then thinking is the center to control their entry. Psychological experiments show that "saying" has the highest thinking efficiency. Linguistics tells us: "The difference between the language in which an actor speaks loudly and the language in which he only announces his actions without mentioning his origins. The former language is called external speech, and the latter language is called internal speech ... There is still a long way to go from internal speech to external speech. The process of transforming internal speech into external speech is also a process of sorting out thoughts. " In this process, because I have spoken my thoughts, not only my thoughts are more organized and clearer than before, but also my language expression ability is bound to be enhanced. Therefore, oral training is a kind of thinking training and language training with great intellectual value, which is very conducive to improving thinking ability and language ability. In Chinese teaching, students can learn good thinking patterns and cultivate good language habits through oral training. The development of listening, speaking, reading and writing is an organic whole that restricts and promotes each other. Strengthening oral training can not only develop students' thinking ability and language ability, but also promote students' listening, reading and writing ability and improve their Chinese ability.

Speaking and speaking training is an important task of Chinese education in the 2 1 century. As the most basic and important quality of human beings, "speaking" is particularly important in modern society, and the communication between social members mainly depends on "speaking". Therefore, attaching importance to and strengthening speech training is not only the need of quality education, but also the need of cultivating cross-century talents. Mr. Zhang Zhigong said: "Reading and writing are very important in Chinese teaching, and listening and speaking are also very important. We can't just pay attention to reading and writing and ignore listening and speaking. Oral communication is unprecedented in modern society. " Facing the Chinese quality education in 2 1 century, students' oral ability must be developed vigorously, because the development of sound transmission technology in 2 1 century will advance by leaps and bounds, and the intelligent computer engineering of language input and automatic text output will have greater development. Audio language will use high-tech voice control technology to transmit information, serve production and guide work. The requirements of the times for people's speaking ability are obvious. Therefore, it will be an important task of Chinese quality education in the 2 1 century to train students to use standardized and logical standard spoken English, learn how to express spoken English properly in different language environments, conduct man-machine dialogue with clear pronunciation, appropriate volume, concise words and complete meaning, and make the transmission of spoken information enter the practical stage of artificial intelligence.

Second, the current main problems in oral English teaching

For a long time, college entrance examination and senior high school entrance examination only paid attention to reading and writing, but ignored listening and speaking. Selecting talents is basically a test paper of life. Scores are the lifeblood of students. It is also the lifeblood of teachers and schools. Scores are not only the only criterion to measure students, but also the only criterion to measure teachers and schools. Therefore, although the syllabus clearly points out that oral expression and written expression are equally important in modern life, we should pay attention to cultivating students' oral ability. As a knowledge point, the textbook also introduces the content and requirements of listening and speaking training. However, in actual teaching, because we are used to paying attention to exam-oriented education and ignoring quality education, it is often "what to test and what to teach;" What to test and what to learn. " Because listening and speaking ability is not tested in senior high school entrance examination and college entrance examination, both teachers and students have neglected the teaching and training of oral English intentionally or unintentionally. Even if some teachers realize the importance of oral English training and can practice it, they will stop talking because it is not climate. At present, the cultivation of oral ability in middle school Chinese education is in a disorderly state of no goal, no constancy and randomness.

Of course, this year's senior high school entrance examination and college entrance examination also reflect the examination of listening and speaking ability, such as the stress of some words in sentences, the choice of synonyms, the pause of sentences, the consistency of tone, the appropriateness of pronunciation, the clarity of expression and so on. However, the oral ability in the senior high school entrance examination and college entrance examination is still greatly limited by the test form of written expression, so that the school still emphasizes reading and writing and ignores listening and speaking in teaching and training. However, this kind of teaching and training is lame, which does not meet the overall goal and requirements of Chinese teaching and deviates from the comprehensive principle of Chinese quality education.

With the rapid improvement of social informatization, people receive information, listen and output information more frequently than reading, speaking and writing. The times have pushed the importance of oral expression into people's social life, but most people are still indifferent to it. Influenced by traditional ideas, many people are not convinced of being eloquent and fickle. On the contrary, they think reticence is a sign of modesty, prudence, calmness and seriousness. The courage to express one's views is often confused with "showing off". Under the influence of these traditional consciousness, it is difficult to get due attention to the training of oral English ability.

At present, Chinese education in middle schools, especially in rural middle schools, is seriously lagging behind in oral training, resulting in many students' extremely low oral proficiency, poor vocabulary, blunt intonation, repeated or disjointed speech, meaningless mantra, high or low pronunciation, chaotic topic, fragmented language context, neglect of speaking etiquette and posture, and lack of language accomplishment.

The times call for Chinese quality education to strengthen oral training, but the actual exam-oriented education seriously hinders the full development of oral training, which constitutes a sharp contradiction in Chinese education today. To solve this contradiction. In addition to vigorously promoting the further reform of the Chinese examination system, it is more important to start from every Chinese teacher and strengthen the training and testing of oral English in Chinese education from now on.

Thirdly, the training of speaking ability.

1, training objectives

With regard to the goal of oral English, the syllabus clearly stipulates six grades from Grade One to Grade Three. According to the characteristics of each grade, it can be decomposed into different levels of goals and implemented step by step.

The first level is the basic training of speaking. This is the starting point of oral ability, and it is a training level that focuses on cultivating speech recognition and application ability. It mainly includes (1) using Putonghua correctly; (2) Mastering reciting skills and developing the habit of paying attention to tone, speed and intonation; (3) Mastering etiquette, not affectation, and accurately using auxiliary means such as posture; (4) Cultivate the courage of oral expression and develop the habit of active expression. For example, the first-year students who just entered the school are suitable to adopt the practice method of "self-introduction". Seize the students' curiosity and ask each student to come to the stage to introduce himself or something closely related to him, including his name, age, the name of the school where the primary school is located, family situation, hobbies, personality specialties and even future plans. Before training students, teachers can demonstrate and explain the main points. The requirements of this training should not be too high. As long as the speakers can speak loudly and clearly, they should be fully affirmed and encouraged to cultivate their courage to speak and actively express their habits.

The second level is retelling oral training. It pays attention to the thinking and organizing ability of language and highlights the externalization of internal pronunciation. It mainly includes: (1) attaching importance to existing language materials (introducing things, retelling texts, telling stories, etc. ); (2) Speak methodically and clearly; (3) changing the language form according to the purpose, object and occasion; (4) Repeat in detail, with clear focus. According to the teaching requirements of the syllabus and the characteristics of the textbook, the training of "Introduction to Things" is suitable for the second grade of junior high school. For example, with the theme of "in front of my house and behind my house", I would like to introduce the environmental characteristics of my house to you. Please explain the specific orientation clearly when introducing it, tell it with directional words such as "front and back" and "left and right", and make an accurate and vivid introduction with the most common methods of enumerating numbers and comparing. On the topic of "How to Play a Game", introduce a favorite game to students. Finally, the rules and methods of playing games are introduced, which require coherent tone and coherent speech. As for the third grade students, the training methods such as "situational dialogue" and "one thing and one discussion" are applicable. For example, "Call ╳ ╳" requires choosing the appropriate language to design the dialogue according to the purpose, object and occasion. "After being criticized by the teacher" requires you to briefly describe what happened and point out your clear views. Manners should be natural and generous, spoken English should be coherent and organized, and intonation should be changed to form a good habit of expressing ideas correctly.

The third layer is creative oral training. It is the ultimate goal of speech training, focusing on cultivating judgment, evaluation, directional expression and adaptability. It mainly includes: (1) accurately talking about the topic and having a clear point of view; (2) Being able to speak extemporaneously under certain circumstances; (3) Talking according to different occasions, objects and purposes; (4) Have a certain ability to speak and debate. This level of oral training requires students to discuss, exchange opinions and express their views on certain issues. For example, a comment on a work can lead to a tit-for-tat debate on a certain issue; Cultivate the resilience of speaking in different occasions and situations. Through the training of comments, arguments and speeches, we can cultivate students' courage to speak boldly and state their views, improve their cognitive ability, adaptability and oral expression ability, and develop their creative thinking.

The goal of these three levels is to follow the principle of from easy to difficult, from low to high, with "right" and "order", combined with the requirements of the syllabus for oral ability of all grades. The three levels have complementary and synchronous functions, which provide scientific basis and practical guarantee for strengthening oral English training.

2. Training methods

(1) Offering lectures, which can be included in the teaching plan, will be held once a week. Mainly to train students in Mandarin and introduce related knowledge of speaking. The correct use of Putonghua is the starting point of oral ability training. In addition to strictly requiring students to read the text and answer questions in Putonghua in class, special training must be conducted separately. In this regard, we can refer to the relevant knowledge of Putonghua test for training, so that students can understand the difference between dialects and Putonghua, master the common sense of tone, intonation, speech speed, stress and pause, and introduce the relevant knowledge of speaking, such as speaking etiquette, posture, center and theme, organization, accuracy, coherence and appropriateness, so as to carry out special training. For example, speaking stress training. In short, due to different stress, the meaning is different. Take the sentence "I know she can sing" as an example, and ask students to answer the following questions: A. Who knows she can sing? Do you know that she can sing? Do you know who can sing? Do you know that she can sing? Do you know what she will do? On the basis of understanding the meaning of each sentence, students can be guided to master the stress accurately and achieve twice the result with half the effort. Teachers should make full use of oral class to organize and guide students to tell stories, recite, make speeches and debate, so as to activate students' oral interest and improve their oral ability.

(2) Combined with Chinese teaching, this is the main class of fine oral English ability, and its training forms are various, such as "three-minute oral English" training in each Chinese class, using text words to speak, answer questions, discuss, repeat and read aloud. Fully arouse the enthusiasm of students' intensive speaking ability and cultivate students' active thinking ability and good habit of speaking.

(3) Chinese activity class is a big classroom for oral training, which can stimulate and cultivate students' interest in oral English. If the oral training in the classroom makes students feel constrained because of the limitation of scope and time, then colorful extracurricular activities are the big classroom of oral training. In addition to using extracurricular Chinese activities to hold recitation, book review, film review, performance appraisal and debate, it can also be combined with social practice and recreational activities. Carry out various activities, such as inviting students to investigate, interview and discuss hot issues in school and society, and improve their ability to observe things and speak in practice; Organizing students to rehearse the textbook drama not only stimulates students' interest in speaking, deepens their understanding of the text, but also enriches their extracurricular life. Organizing students to collect proverbs, proverbs and two-part allegorical sayings in daily life and learning lively language forms from the people is undoubtedly a broad world for students to speak.

3. Pay attention to the macro grasp of training.

① Training should be planned, systematic and step by step. The components of speaking ability are complex, and the training contents and methods are diverse. Only with a plan can we overcome the randomness of training. Only the system can overcome the constancy of training; Only by clarifying the relationship between stage goals and objectives and following the objective law of ability development from low to high can oral English training be scientific and effective.

② Grasp the "degree" in training. Speaking, like reading and writing, is an intellectual activity and the embodiment of comprehensive ability. Classroom training is often limited by educational tasks and difficult to control. For example, it is difficult to control the situation if there is too much discussion, and there is no radiation if there is too little. Teachers should grasp the right amount of "degree": open (with certain radiation) and close (without worrying about horses). Moreover, under the situation that exam-oriented education is still dominant at present, test scores are still the lifeblood of students, so oral training should be in a "degree" that can improve oral ability without affecting test scores. To grasp this "degree", we must do the following: first, oral training must be closely combined with the whole Chinese teaching, especially reading teaching, so that students can be influenced by standardized written language and cultivate their sense of language by reading and reciting texts; By retelling and commenting on textbooks, students can deepen their understanding of the text and improve their reading ability. Second, the combination of speaking and writing is helpful to speaking and promoting writing, so that students' written and oral expression ability can be improved. The third is to arrange training according to the different situations of each grade; Because the students in Grade One, Grade Two, Grade One and Grade Two do not take the entrance examination, the amount of oral training can be more, while the amount of oral training for students in Grade Three and Grade Three can be reduced appropriately.

(3) Establish an incentive mechanism to publicize personality. The first speech is the key, and so is the first speech. One stands up and makes a big movie. In the process of training, we should be good at encouraging students to be introverted, shy and quiet. In order to encourage them to speak, we can organize students to hold group discussions frequently to create favorable conditions for them to speak in front of everyone. Everyone speaks freely, which not only emboldens them, but also stimulates their interest in speaking. To create a warm and relaxed speaking environment, students' personality should be highlighted with the democratization of teaching.

Fourth, the monitoring of oral ability.

Oral ability is an important part of Chinese ability, and how to monitor the cultivation of students' oral ability is another new topic in Chinese teaching. Based on the requirements of the syllabus and textbooks for oral English and the reality of the current Chinese exam, it is very necessary to monitor oral English ability. It is completely feasible and scientific to bring the oral test into the Chinese unified examination at the end of the school year to promote learning.

1, test form

According to the teaching requirements of "Speaking" in "Outline" and textbooks and the present situation of Chinese examination, the routine examination in schools should adopt the method of combining written examination with oral examination. The test forms of oral English ability can be defined as: first grade, reading aloud and telling stories; Second grade, reading aloud and introducing things; Senior one and senior two, read aloud and speak impromptu. There is no need to take an oral exam in grade three and grade three because there is a joint exam. The specific questions are decided by the students 10 minutes before the exam.

2, inspection standards and proportion

The formulation of oral test standards should proceed from the reality of students' Chinese ability. If the standard of oral evaluation is set too high, it is not conducive to mobilizing students' enthusiasm; Setting it too low is not conducive to giving full play to the guiding role of encouraging students to "speak". The inspection standard of bribery can be divided into three grades, and the requirements can be appropriately reduced. That is, the standard of Putonghua, generous manners, natural intonation, clear hierarchy and fluent expression, with a score of over 90 points, is the first level; Can speak Mandarin, with a loud voice and fluent expression, with a score of 80-89, which is Grade II; Can basically speak Mandarin, and can express simple words according to the topic, with a score of 60-79, Grade 3.

The score of oral test can account for 10% in the comprehensive Chinese test. This score can not only arouse students' interest in speaking, but also promote the all-round and balanced development of Chinese ability. One or two is more suitable.

3, the content of the test

The selection of oral test content should be based on teaching materials and students' real life. The design of test items should be closely linked with school education and students' life, so that students can feel "have something to say" and "have something to say". For example, students are interested in topics such as "Tell me about myself", "If I am the monitor", "Can middle school students wear jewelry" and "Analysis of greeting card phenomenon". Students can be involved in the design of test questions. Ask students questions extensively. First, it can collect a lot of questions close to students' thoughts and lives, which is convenient for establishing a question bank. Second, it is easy to stimulate students' enthusiasm for "speaking" and achieve the goal of educating themselves.

4, the operation of the test

The operational process of the test of middle school students' oral ability can refer to the test methods of Putonghua proficiency, such as the topic selection of candidates, preparation for exams, listening and grading of judges, etc. But it can't be completely equivalent to the Putonghua proficiency test, because the Putonghua proficiency test is a relatively formal, rigorous and professional test to monitor the "accuracy" of the tested, while the students' oral test is to test the "ability" of speaking, with different emphasis. In the operation of exam grading, students can directly participate in the evaluation; Let each student be both a tester and a grader. Doing so can not only break the test scoring standard, but also analyze the reasons and results of each student's scoring, so that students can have a scoring ruler in their hearts and then grade the whole class, so that every student can be a judge. Finally, the average score of the whole class and the average score of the old bungalow are added and divided by 2, which is the speaker's speech score. Doing so can not only strengthen students' sense of participation and theme, but also greatly activate students' enthusiasm for speaking, which is more conducive to the formation of a good speaking atmosphere in the school.

To sum up, it is the need of Chinese quality education and the requirement of the times to strengthen oral training in middle school Chinese education and incorporate the test of oral ability into Chinese examination. How to do this is very necessary and completely feasible. In a word, as long as the training of students' oral ability is regular, institutionalized and standardized, and the language quality of students is improved in an all-round way, there will be a qualitative leap.