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篇2：學(xué)生口語(yǔ)交際力量培育和訓(xùn)練的教學(xué)規(guī)劃

學(xué)生口語(yǔ)交際力量培育和訓(xùn)練的教學(xué)規(guī)劃

本人在語(yǔ)文教學(xué)實(shí)踐中，結(jié)合學(xué)生和教材的實(shí)際狀況，學(xué)習(xí)新《大綱》精神，實(shí)行多渠道、有目的地進(jìn)展口語(yǔ)交際的訓(xùn)練，使學(xué)生能清晰、自然、有條理地進(jìn)展交際。經(jīng)過(guò)幾年的探究，取得顯著的成效。下面談?wù)勎业囊恍┳龇ǎ?/p>

一、結(jié)合推普，培育口語(yǔ)交際意識(shí)

所謂口語(yǔ)交際，就是交際雙方運(yùn)用母語(yǔ)（一般話）完成信息傳遞、溝通思想等交際任務(wù)的活動(dòng)。而推普的任務(wù)是推廣使用一般話。所以推普工作進(jìn)展如何會(huì)影響學(xué)生口語(yǔ)交際力量的培育。據(jù)調(diào)查了解，城市的學(xué)生口語(yǔ)交際力量普遍比農(nóng)村的強(qiáng)。主要緣由是城市推普工作搞得好；以及外來(lái)人口多，許多場(chǎng)所須用一般話交談。而農(nóng)村這方面則截然相反。為此，我結(jié)合高年級(jí)學(xué)生及當(dāng)?shù)貙?shí)際，把推普工作做到班里，創(chuàng)設(shè)一種以說(shuō)一般話為榮的環(huán)境。鼓舞學(xué)生不管上課發(fā)言，還是課后交談，一律使用一般話。這就為學(xué)生供應(yīng)一個(gè)語(yǔ)言實(shí)踐的時(shí)機(jī)，便于隨時(shí)隨地進(jìn)展訓(xùn)練。訓(xùn)練中，使學(xué)生既能聽(tīng)懂別人說(shuō)一般話，自己也能說(shuō)一般話。在說(shuō)話中幫忙他們訂正語(yǔ)音，培育說(shuō)話的語(yǔ)調(diào)和語(yǔ)感，到達(dá)交談自然大方，并養(yǎng)成口語(yǔ)交際的習(xí)慣。

二、創(chuàng)設(shè)情境，激發(fā)口語(yǔ)交際的興趣

創(chuàng)設(shè)情境，是把學(xué)生帶入某種假設(shè)的情境，使學(xué)生如臨其境，從而激發(fā)交際的欲望,讓學(xué)生在這種情景中產(chǎn)生溝通欲望，主動(dòng)地投入口語(yǔ)交際訓(xùn)練中。我曾在三年級(jí)上了一節(jié)《接待客人》的口語(yǔ)交際課開(kāi)頭時(shí)就創(chuàng)設(shè)了情景:

讓學(xué)生看一段接待客人的錄象，錄象中有一位老爺爺和一位叔叔到朋友家做客,一位小朋友接待了他們的場(chǎng)景。身邊熟識(shí)的人和事劇烈地刺激著學(xué)生的視覺(jué)和聽(tīng)覺(jué)，喚起了學(xué)生的生活體驗(yàn)，學(xué)生看完了立刻交頭接耳，談?wù)摷娂姟?/p>

我問(wèn)：“平常家里人來(lái)客往，你有沒(méi)有接待他(她)？是怎樣接待的？大家緘默了一會(huì)兒，立刻像一滴水掉進(jìn)油鍋里似的炸開(kāi)了，七最八舌地說(shuō)個(gè)不停。

一學(xué)生說(shuō)：“一次李爺爺來(lái)我家,我泡了一壺茶給她喝,還給李爺爺捶背,李爺爺樂(lè)得直夸我是個(gè)好孩子!”

另一生說(shuō)：“上次李叔叔來(lái)找爸爸,爸爸不在,我請(qǐng)李叔叔進(jìn)來(lái)坐,端出蘋果請(qǐng)李叔叔吃李叔叔直說(shuō)我是個(gè)聰慧的孩子呢!”

學(xué)生在不知不覺(jué)中放開(kāi)心扉，孩子們的爭(zhēng)先恐后發(fā)言，教師可以因勢(shì)利導(dǎo)問(wèn)：“同學(xué)們講得都不錯(cuò)，那么怎樣做才能做到接待客人有禮貌？”一下子課堂氣氛熱鬧起來(lái)了，同學(xué)們都興趣勃勃爭(zhēng)著發(fā)言，這樣既培育了學(xué)生的創(chuàng)新思維，又提高了學(xué)生的口語(yǔ)交際力量，取得了意想不到的效果。

三、挖掘課程資源，培育口語(yǔ)交際力量

小學(xué)語(yǔ)文教材重視口語(yǔ)交際訓(xùn)練，在教材中特地編排一些訓(xùn)練課。但僅靠這些遠(yuǎn)遠(yuǎn)不夠。高年級(jí)教材中有大量?jī)?nèi)容豐富、文情并茂的課文，這些都是有待教師開(kāi)發(fā)的豐富資源。于是，我在平常的閱讀和習(xí)作教學(xué)中滲透口語(yǔ)交際訓(xùn)練內(nèi)容。下面是我的詳細(xì)做法：

（一）在演示中訓(xùn)練。演示直觀形象，讓學(xué)生邊演示邊講解，以培育口頭表達(dá)的條理性。

如教學(xué)《田忌賽馬》一課時(shí)，我讓學(xué)生用馬的模型演示競(jìng)賽的場(chǎng)面，邊演示邊講解。首先各小組輪番進(jìn)展，然后推選代表上講臺(tái)演示，按演示過(guò)程將兩次賽馬經(jīng)過(guò)有挨次地?cái)⑹?。通過(guò)演示活動(dòng)，增加學(xué)生口頭表達(dá)的條理性，而且加深對(duì)課文的理解。

（二）在口頭作文中訓(xùn)練。

語(yǔ)文新《大綱》要求高年級(jí)學(xué)生：能圍繞一個(gè)意思做兩三分鐘的發(fā)言。為此，在每次習(xí)作教學(xué)中，我首先讓學(xué)生口頭作文。指導(dǎo)他們就某個(gè)題目，如：《我的苦惱》、《我的小創(chuàng)造》有條理、流利、有表情地?cái)⑹?。如?xí)作教學(xué)《春天的發(fā)覺(jué)》，我先讓學(xué)生到操場(chǎng)走一走，從看、聽(tīng)、嗅覺(jué)和心靈感受等角度觀看自然景物，找出春天到來(lái)的象征兆。然后要求他們把自己的發(fā)覺(jué)流利地?cái)⑹?。從全方位的反?fù)訓(xùn)練中，學(xué)生既言之有物又言之有序，且表情豐富。還能提高作文水平。因此，我把口頭作文作為習(xí)作教學(xué)的一個(gè)重要環(huán)節(jié)。

（三）在雙向互動(dòng)中訓(xùn)練。

新《大綱》指出：口語(yǔ)交際力量的培育要在雙向互動(dòng)的語(yǔ)言實(shí)踐中進(jìn)展?？梢?jiàn)雙向互動(dòng)是口語(yǔ)交際的一大特點(diǎn)。因此，本人在閱讀教學(xué)中構(gòu)建師生之間、生生之間的雙向互動(dòng)溝通傳遞信息的模式。詳細(xì)做法是在閱讀教學(xué)中培育學(xué)生質(zhì)疑解惑和開(kāi)展?fàn)庌q。這些都能使學(xué)生在雙向互動(dòng)中訓(xùn)練口語(yǔ)交際。又如在教學(xué)《放棄射門》中，我把學(xué)生分成正反方，圍繞“福勒放棄射門的做法是否值得”綻開(kāi)辯論，理由充分的一方勝。學(xué)生首先聯(lián)系實(shí)際積極爭(zhēng)論。接著，雙方綻開(kāi)唇槍舌戰(zhàn)，各執(zhí)一詞。有的說(shuō)值得，他給人們留下美妙的印象；有的說(shuō)不值得，競(jìng)賽看勝敗，勝者為王學(xué)生暢所欲言，大膽發(fā)表自己的獨(dú)特見(jiàn)解。這充分訓(xùn)練他們的制造性思維，使他們說(shuō)話清晰流利，又能聽(tīng)清對(duì)方的話。

四、準(zhǔn)時(shí)反應(yīng)，強(qiáng)化口語(yǔ)交際訓(xùn)練

運(yùn)用現(xiàn)代化教學(xué)手段是世之所趨。因此，在口語(yǔ)交際教學(xué)中，我采納錄音記錄的方法，以準(zhǔn)時(shí)反應(yīng)。主要做法是用錄音記錄將學(xué)生說(shuō)話或?qū)φZ(yǔ)的過(guò)程記錄下來(lái)，然后現(xiàn)場(chǎng)播放，說(shuō)者表達(dá)的優(yōu)劣就活生生地呈現(xiàn)于大家面前。說(shuō)者通過(guò)聽(tīng)錄音，跳出自我，站在“第三者”的立場(chǎng)上進(jìn)展自我評(píng)價(jià)。教師和其他學(xué)生通過(guò)爭(zhēng)論，指出缺乏之處，并加以訂正，可訂正說(shuō)話的語(yǔ)音、語(yǔ)調(diào)等。錄音紀(jì)錄的優(yōu)點(diǎn)在于它能通過(guò)暫停、重播，讓我們反復(fù)分析，利于解決問(wèn)題，效果極佳。

通過(guò)幾年的探究和實(shí)踐，成效顯著。學(xué)生的口語(yǔ)交際力量明顯提高了；常常能聽(tīng)他們?cè)谡n余時(shí)間運(yùn)用一般話進(jìn)展交際。隨著口語(yǔ)交際力量的提高，學(xué)生的作文水平也提高了。

實(shí)踐證明：對(duì)于高年級(jí)學(xué)生，在封閉式和開(kāi)放式相結(jié)合的教學(xué)中訓(xùn)練口語(yǔ)交際，效果極佳。語(yǔ)文教師應(yīng)挖掘課內(nèi)外教學(xué)資源，實(shí)行多渠道，創(chuàng)設(shè)良好的情境進(jìn)展口語(yǔ)交際訓(xùn)練。

黃慧

2023年10月28日

篇3：春季六年級(jí)下冊(cè)數(shù)學(xué)教學(xué)規(guī)劃

2023年春季六