【作者】 蒋婷汝；

【导师】 李山林；

【作者基本信息】 湖南科技大学 ， 课程与教学论， 2010， 硕士

【摘要】 口语交际是人类最基本的语言活动,也是社会最直接的交际手段,口语交际在人们的生活中发挥着日益重要的作用,口语交际能力也成为现代公民的必备能力。2000年,新课程标准把原有中小学三个语文教学大纲的“听”“说”,统一改为“口语交际”,使口语交际具有了作为独立的课程的价值,成为了语文课程的重要组成部分。然而,认识和提法发生了巨大的转变,却并未带来行动上的实质改变。口语交际教学仍然不为人们所重视,口语交际教学的结果仍不尽如人意;口语交际课程形同虚设,对口语交际课程的研究也较少,不多的研究也局限在“如何教”上,对口语交际到底应该“教什么”、“为什么教”还处于模糊状态,致使口语交际课程处于尴尬境地。若从口语交际课程内部的因素来看,课程内容的缺失是造成这种状况的重要原因。因此研究口语交际课程内容,对提高口语交际课程培养质量、促进学生全面发展具有重要意义。本研究运用文献研究法、调查研究法、比较分析法和系统研究法,结合对口语交际课程内容现实状况的反思,分析与探究中学语文口语交际课程内容确立的多重依据。试图在通过考察现状、研究依据的基础上,具体构想我国中学语文口语交际课程内容选择与安排的应然路向,能为口语交际课程乃至整个语文课程的建设提供新的材料与新的思路。具体的研究思路与结论如下:1.分析中学语文口语交际课程内容的现状。文章通过分析建国以来中学语文教学大纲的口语交际课程内容、语文教材中的口语交际课程内容和教师教学中的口语交际课程内容三个方面,梳理出对口语交际课程内容的规定,探讨其中出现的不足和问题,口语交际课程内容在构建中应扬长避短,弥补不足。2.探讨中学语文口语交际课程内容确立的依据。口语交际课程内容的选择与确立不能凭空产生,本文试图从语文课程标准中的规定、中学生口语交际能力建构的需要和国外口语交际课程内容的安排与借鉴为口语交际课程内容的合理构建分别提供理论依据、学情依据和海外依据。3.构建中学语文口语交际课程内容的应然图景。对口语交际课程内容的两个主要要素口语交际知识内容和口语交际活动内容进行了详细的建构,提出了中学语文口语交际课程内容包括实质性知识、方法论知识、价值性知识和口语交际知识的学习活动、口语交际形式的训练活动等方面的初步设想。更多还原

【Abstract】 Oral communication is the most basic activities of human are language, and it is also the most direct means of society communication. Oral Communication is playing an increasingly important role in people’s lives, so the ability of oral communication is also essential for modern citizens. In 2000, the previous "listen" "say" in three Syllabuses of primary and secondary was changed to "oral communication" by the new Curriculum Standards. So that oral communication has being the value of a separate curriculum, and has become an important component in Chinese curriculum. However, the understanding and formulation has tremendous changes, it did not bring about real change in action. The teachers have not been paying attention to Oral Communication, so the results of teaching of oral communication are still unsatisfactory. The installation of oral communication curriculum is only in name; for the studies of oral communication curriculum are also few, which of researches was limited to the "how to teach","what to teach" and "Why need to" on the Oral Communication is in the fuzzy, which make oral communication curriculum in awkward. From the internal factors of the oral communication curriculum, the lack of curriculum content is an important reason for this circumstance. Therefore, the study of oral communication curriculum content has great significance to improve the training quality of oral communication curriculum and to promote the comprehensive development of students.The study combine with reflection on real situation in oral communication content curriculum, analyze and explore the multiple basis established on oral communication curriculum content in middle school by use the method of document research, survey research, comparative analysis and systems research. By trying to investigate current situation and study the basis, conceive the specific ideas about selection and arrangement of oral communication curriculum content in middle school. It can provide new materials and new ideas for the construction of oral communication curriculum as well as the Chinese curriculum. Specific research ideas and conclusions are as follows:1. To analyze current situation in oral communication curriculum content. By researching oral communication curriculum in Chinese Syllabus since the establishment of nation, Chinese textbooks and Chinese Teaching in three areas, tease out the requirements to oral communication curriculum content, meanwhile discuss these shortages and problems emerged in order to build reasonable oral communication curriculum content ,which should be exceeded and meet the shortfall in current situation.2. To explore the basis established on oral communication curriculum content. The selection and establishment of oral communication curriculum content is not a vacuum, to build a reasonable system must need some basis including theory basis, students situation basis and overseas basis ,which come from the provision in the Chinese curriculum standards, the requirement in construction of middle school students’oral communicative ability and the arrangements and enlightenments in oral communication curriculum content from foreign country.3. To construct the conceivable picture of oral communication curriculum content in middle school. We discuss and state the two main elements of oral communication curriculum content: oral communication knowledge content and oral communication activity content. In this paper, the first step ideas about oral communication curriculum content are described through the construction of substantive knowledge, methodological knowledge, valuable knowledge and the activities of learning oral communication knowledge, training forms of oral communication.更多还原