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在教学中,发现在口语交际的课堂只是少数善于表达、乐于表达的学生的展示舞台,更多的学生充当的角色是忠实的听众,他们不敢说、不愿说,不想说,长此下去就变成了说不出、不会说。究其原因,主要是缺乏自信,怕表达不当而被同学嘲笑,说话常常不完整、不规范,表达上有较大的困难,因此,口语交际应抓口头表达能力与口头交流能力并重。一、创设表述情境,提高表达能力李吉林说:“语言的发展源地是具体的情境,在一定的情境中产生语言的动机,提供语言的材料,从而促进语言的发展。”教师应利用课堂教学与课外作业形式,训练学生口头表述能力,使之能够表达完整,连贯、流畅,态度大方、有礼貌。
In teaching, I found that the oral communication class is only a small number of good at expressing, willing to express the students show stage, more students to play the role of a loyal listener, they are afraid to say, do not want to say, do not want to say, the long run It becomes indescribable, can not say. The reason is mainly the lack of self-confidence, fear of inappropriate expression was ridiculed by his classmates, often speaking is not complete, non-standard, there are greater difficulties in expression, therefore, oral communication should be both verbal and verbal communication ability. First, the creation of the expression of the situation and improve the ability to express Li Jilin said: "The language of development is the specific context, in a certain context to generate language motivation, to provide language materials, thus promoting language development. The use of classroom teaching and extra-curricular homework, training students oral expression ability, so that it can express complete, coherent, smooth, generous, polite.