摘要：随着对外汉语教学的迅猛发展，如何提高对外汉语教学质量一直是备受关注的话题。而计算机的广泛应用，使得多媒体技术能够应用到对外汉语教学之
中，目前多媒体教学已经成为对外汉语教学的重要方法之一。多媒体教学的应用使课堂教学变得生动有趣，富有吸引力，能够最大限度的激发学生的
学习热情，活跃课堂气氛，还能为学生提供更加真实地语言环境，提高学生的学习效率。多媒体教学所具有的直观性和形象性都优于传统教学。虽
然多媒体教学相比传统教学在很多方面具有很大的优势，但多媒体教学同样也存在弊端。为了使多媒体技术最大限度地发挥辅助教学的作用，教师使
用多媒体教学也应依照不同的课程类型和教师对课堂教学的安排有所调整。目前在教学中教师使用多媒体一般是为了节省书写时间，活跃课堂气氛，
增加课程的趣味性。如何将理论作为指导与多媒体教学实践相结合也是对外汉语教师值得思考的问题。将“建构主义”中的“支架式教学”“抛锚式
教学”“随机进入教学”引入对外汉语中级口语课堂，进行三种教学法的教学设计。希望能在对外汉语多媒体教学方面可以为其他对外汉语教育工作
者提供一些帮助。关键词：对外汉语多媒体技术口语教学1引言1.1选题背景多媒体教学的优势主要体现在：增大了课堂的信息输出
量，操作简捷形式多样化，可以更好地突出教学的侧重点和难点，提高了学生对知识的理解，激发学生的学习兴趣。在对外汉语口语教学中引入多媒
体技术能够使课堂变得更加生动有趣，为口语练习提供模拟场景。但多媒体教学并不是百利而无一害，对外汉语教学中应该正确使用多媒体技术并不
能盲目地依赖多媒体教学。多媒体教学同样也存在着局限性。第一，在课堂教学中以多媒体为主导，教师丧失了课堂中的主导地位。虽然在对外汉语
教学中一直倡导以学生为中心，教师应该由知识的传授者转变为学生学习的帮助者，但这并不意味着教师在课堂教学中失去教学主导权。第二，在课
堂教学中教师板书的过程也是学生理解的过程，在初级汉语教学中教师的板书可以帮助学生掌握汉字的正确书写方法。初级教学中汉字的书写是教学
的重点之一，能否正确书写汉字与汉字的笔顺有很大的关系。教师如果在课堂教学中用PPT课件展示完全代替板书，没有教师为学生示范正确的书
写方法，那么学生也就无法掌握正确的汉字书写方法。由于汉字结构的独特性，许多欧美国家的学生书写习惯了本国的线性排列文字，在没有老师的
正确示范下书写汉字如同涂鸦一般。第三，制作多媒体课件时有些教师喜欢运用动态的画面和炫丽的背景，很容易将学生的注意转移到画面和背景图
画上。制作课件时应该力求画面背景简洁和结构的清晰为教学服务，以便于学生能够清楚地看到教学重点，画面过于炫丽会分散学生的注意力，影响
教学效果。目前国内的对外汉语教师都能够使用多媒体技术进行教学，但对于多媒体的使用原则还不是很清楚，该如何针对不同的教学内容，针对不
同的课型，针对汉语水平不同的学生来有区别的使用多媒体教学，对于这方面的问题在教学中还有待于改进。1.2研究现状国内：关于多媒体
教学的理论基础，陈作宏在《多媒体在对外汉语高级口语教学中的运用》中提到了多媒体在口语教学中的优势和在认知主义学习理论的基础上使建构
主义理论成为CAI的理论基础。如何将现代教育技术和建构主义理论相结合，怎么样构建训练模型，怎样进行课件设计等等，都没有成功的模型，
还需要探索。在多媒体技术的应用方面，郑艳杰在《多媒体汉语课堂教学方法》中提出适时原则(适时地显示和播放，适时地进行教学提示)、适
量原则(内容适量和时间适量)综合运用原则(多媒体教学手段只有和其他的教学手段相结合、才能发挥最大的优势)国外：在查阅资料中笔者发现
，在研究对外汉语多媒体教学的文章中，研究重点较多的侧重于分析多媒体教学的优势和不足，而结合教学研究多媒体在教学中具体应用的文章比较
少。1.3研究内容和方法研究内容:(1)研究对外汉语口语教学的任务和原则，分析对外汉语口语教学的现状和存在的问题。(2)研
究多媒体教学的优势和作用以及在课堂使用多媒体应该遵循的原则。(3)研究建构主义模式下的教学法，支架式教学、抛锚式教学、随机进入教
学三种教学法的特点，将三种教学法与多媒体教学相结合应用于课堂之中。研究方法:观察法：通过课堂中对学生行为的观察，分析多媒体技术
对学生学习的影响。调查法：调查其他老师在课堂中对多媒体的使用情况，及时沟通交换意见。文献研究法：分析阅读有关对外汉语多媒体教学
相关的书籍和文献，总结多媒体教学优势和不足。1.4研究重点和难点本文的研究重点是在多媒体教学广泛应用于对外汉语教学的背景下，分
析多媒体教学的特点和对课堂教学的作用。如何正确地使用多媒体教学和如何在建构主义的指导下将多媒体教学引入对外汉语中级口语课堂是研究的
难点。2对外汉语口语教学的具体情况2.1对外汉语口语教学现状传统的对外汉语教学是不分课型的，用一种课型和一本教材解决所有听说
读写等方面能力的培养。从七十年代开始，对外汉语教学在强调实践能力的提高以后，一些学校开设了口语课和听力课，到了八十年代分课型教学成
为普遍的模式，基本上确立了对外汉语教学的几种课型。针对不同的培养目标，分课型教学可以进行有针对性的培养。口语课作为培养学生口头交际
能力的课程，在对外汉语口语教学中对提升留学生的口头交际能力起着至关重要的作用。近十几年来，研究对外汉语口语教学的文章逐渐增多，可谓
是研究成果丰硕。有的是从整体上分析口语教学的任务、性质、特点和意义，如刘晓宇(2001)和张云艳(2003)等。有的是从其他学科的
教学特点出发研究口语教学，如杨娟(2005)等。对外汉语教师也不断地将这些理论转化为实践，将更多先进的教学方法引入口语课堂。目前国
内学者对对外汉语口语教学的研究日趋成熟，但在口语教学中仍有很多的问题需要解决和完善。2.2对外汉语口教学存在的问题一，口语教材
中的课文内容、话题和句型与现实生活中的语言交际有着很大的差距。在口语教学中一些学生曾提出过这样的问题，学生能够理解在口语课堂中学习
的句型和语法，但是学过之后却不知道在生活中如何运用，学生还曾提出在日常交流中，中国人也很少运用口语课中学过的句型进行交流。这个问题
使学生感到非常困惑，甚至质疑口语教学的实用性，有些学生甚至认为在课堂上学习口语是没有用的。在口语课中学习的知识无法在生活中运用，学
习汉语口语之后还是无法和中国人交流，这些问题导致了学生对口语课的实用性大为质疑也使得学生在口语课上不愿意开口练习。一些学生认为学习
汉语口语最好的方法就是和中国人聊天，我们不能否认通过和中国人聊天这样的方式学习汉语不是一个好办法，许多外国人没有参加过规范的汉语教
学也能讲出一口流利的汉语，但是在没有教师的讲解、规范纠正语音的前提下以单纯聊天的方式代替课堂口语教学是不科学的学习方式。对外汉语教
师经过专业培养，熟知第二语言习得方面的问题，在学生遇到语言学习的难点时能够根据相关的学习理论给予学生科学有效地指导。学生提出的这些
问题都足以说明对外汉语口语教学还存在很大的问题，口语教学没有达到提高学生口头交际能力的预期效果。二，在同一个班级内学习的学生大致
可以分为两类。第一类学生学习认真从不缺课，这类学生能够很好地掌握课文中的内容和知识点，课堂上配合老师积极思考回答问题，课后能及时复
习巩固学过的知识。第二类学生则是经常缺课甚至是在考试之前才会来听几节课，学习的认真程度不太高，对于学过的知识也基本不复习。但是这
类学生的口语表达能力和对汉语的理解能力却比第一类学生高。在口语考试中的表现令我感到很意外，这类经常缺课的学生除了对一些汉字无法认读
、对课文中学到的句型和语法不会运用之外，在考察学生表达能力的表述题中，这类学生基本能够流利地运用汉语表达自己的想法和观点，观点清晰
词语丰富。他们在表达中运用的词语更符合中国人日常表达习惯。他们对中国文化和对中国人的了解更加的深入，这都使他们的表述语言流畅内容丰
富。经过了解发现这类学生一般都在课余时间做兼职工作或者是经常和中国朋友一起聊天。虽然考试的成绩没有经常来上课的学生高，但这类学生对
汉语的理解能力和表达能力更强。两种不同的学习方式，在课堂之外学习汉语的学生口头表达能力却比接受课堂教学的学生强。造成这种差异的原因
一方面是教材和教学方法存在问题。另一方面是由于课堂教学毕竟时间有限，如果只利用课堂时间想学好一门语言是不可能的，学生们应该在课余时
间多找中国人交流多练习口语。三，在课堂教学中，我发现汉语教师在课堂中为了使学生能够听清楚，讲话的语速一般都比较慢，在讲话时也会根
据学生的反应做出适当的停顿。学生们能够很容易的理解老师说出的话，但是有学生建议老师在讲课时说话的语速能够快一点。教师在课堂教学中
说话的语速比较慢是为了让学生能够听得清楚、听得明白，较慢的语速也可以为学生示范准确的发音。由于班级内学生的汉语水平良莠不齐，教师教
学是为了使大多数学生能够理解，所以教师讲话也会有意放慢语速。学生在适应了这种较慢的语速之后，走出课堂与教师之外的中国人接触的时候常
常会觉得对方说话的语速过快无法理解，但是相同的语句如果是教师用较慢的语速说出来学生就能够听得懂。对于初级阶段的学生，教师在汉语口语
教学中，应该用较慢的语速讲话以便于学生能够听懂，并纠正语音。对于中级阶段的学生而言，他们对于汉语的语感已经基本形成，只是词汇的贮备
量还不够丰富，语音的纠正已经不是教学的重点。中级口语教学中教师可以适当地加快语速帮助学生逐步适应日常交流的正常语速。中级口语教学中
教师的语速问题也会对学生的学习造成一定的影响，教师可以针对班级内学生的汉语水平，在保证学生能够理解的基础上适当地加快。四，我校中
级班课程所选用的教材为北京语言大学编写的《发展汉语》Ⅰ和Ⅱ，口语课每个单元分为2-3个课文，按照教学计划每课需要4-6课时。按照教
学进度的要求，应该用四个课时完成一个单元的教学任务，但在实际教学中很难完成教学任务。《发展汉语》教材的内容过多，每单元设置了很多的
生词和练习题。如果按照教材的要求完成生词、课文和练习题的讲解，那么学生在课堂上基本得不到训练口语的机会。有学生提出，口语课的教材内
容偏难，课文比较长，课堂上的口语练习的时间比较少，口语课教材和综合课教材很像。针对学生提出的问题，我们的教学方法也做出了相应的调整
，对于生词部分精讲不细讲，在课后练习中删除内容重叠的部分，将一些任务型的分组练习作为课堂口语练习的一部分或者是留作课后的作业完成。
2.3口语教学的主要任务口语教学的主要任务就是提高学生的口语表达能力和语言实际应用的能力，具体来说，学生通过口语课的学习能够使
用汉语的语音、词汇、语法来表达自己的想法、要求等，重点强调学生的“说”的能力以及在哪种场合对哪些人说哪些的话。口语表达是一种综合能
力，学生在听力课、综合课和阅读课所获得的知识都可以通过口语表达的情况来检查学生的学习情况。初级汉语教学的任务主要是使学生能够进行
简单的日常交流和对话，能够使用简单的词汇表达自己的想法，语音基本标准，语速基本正常。中级口语教学的任务是使学生的语言交际能力能够达
到一般性的社会交往和日常生活交流的需要。能够流畅的表达自己的观点和看法，表述清晰具有条理性。高级口语教学的任务是帮助学生进一步提高
口语交际能力，满足生活、学习和一般性的工作需要，使学生能够更加完整、更加系统地表达自己的思想感情。语音语调正确，语句连贯，用词恰当
，能够运用较为复杂的词汇和句式，表达得体。2.4口语教学的原则语音方面，初级阶段对学生的发音训练已基本完成，在中级阶段就不应该
在纠正学生语音上花费太多的时间。更应该注意重音和语调对句义的影响，同一个句型中将不同的词语重读会体现强调重点的不同，不同的语调也会
表达不同的意义。词语方面应该教授那些以口语化词汇和惯用表达方式为主的词汇，避免出现书面语化的表达方式。对词语的理解应该与句子相结合
而不是抛开句子单纯地理解词语的意义。教授词语就是为了让学生在交际中将零散的词语按照语法规则组合成句子，完整的表达自己的意愿，更加有
条理性地掌握汉语的表达方式。在口语教学中最重要的一个原则就是教师能够将教学内容传授给学生并能够使学生理解。“根据罗伯特.w.布莱
尔的?i+1?理论其中的?i?代表学生的实际汉语水平，?+1?代表比学生实际水平较高的语言输入，?i+1?就是学生可理解并有效的输
入模式”。但是教师在使用这种输入模式之前应该对班内学生汉语的实际水平有准确的认识，针对不同程度的教学内容和学生处于汉语学习的阶段及
时作出调整。考虑到中级阶段学生的特点，许多学生已经过了对汉语学习的“蜜月期”，课文中出现的语法难度逐渐加深，掌握了一定的词汇量但还
不能满足日常交际的需要。所以在课堂教学中应当选择难度适中并且能让学生感兴趣的话题，话题的内容也应尽量广泛，使每一个同学都能够参与到
话题的讨论中。在话题的选择方面，尽量选择那些与生活紧密结合的，例如，旅游、购物、健身运动、特色小吃、传统文化等等。越贴近学生生活
的话题越容易让学生联想起真实的生活场景，越能激发学生开口说话的欲望，学生学到的知识也更容易运用在真实的生活之中。在选取话题时教师应
当充分考虑学生本国的文化、宗教背景，避免宗教信仰和文化之间的不同而争论。对于国家之间的国际关系、战争和历史问题相关的话题也应该有策
略性的引导话题讨论的方向。针对不同国家的生活习惯选取适合的话题，例如欧美学生比较注重隐私，一般不喜欢公开讨论自己的个人生活情况，在
课堂讨论环节教师也不应该强制要求欧美学生介绍自己的家庭状况。话题讨论时，教师也应考虑到不同国家的人性格有所不同，欧美学生一般性格开
朗敢于发表自己的观点，而日韩的学生性格一般比较内向害怕犯错，即使知道问题的答案也不敢回答。这就需要教师在课堂中积极地引导性格内向的
学生开口，帮助学生树立积极参与课堂讨论的意识，否则会造成学生被教师忽视的心理，长此以往性格内向的学生会形成不参与课堂讨论的习惯。课
堂中也会出现两级分化的现象，喜欢参加讨论的学生在课堂中表现更加活跃，不喜欢参与课堂讨论的学生在课堂中表现更加消极。与其他课程不同
，在口语课中教师不再是课堂中的主角，而学生则成为了课堂中的主角。也就是说口语课的大部分时间是让学生开口讲话的，教师在口语课上应该是
根据课程的内容启发引导学生开口，调动学生的积极性。每一节课中如何规划好教师讲解和学生开口讲话的时间是非常重要的，如果教师的讲解时间
过长，那么口语课无异于综合课，这样的口语课也就失去了教学意义。学生是课堂的主导并不意味着教师讲解完课文的内容过后就放任学生自由讨论
，教师仍然是课堂的掌控者。一个口语教师的职责并不是要把课文内容讲解清楚之后再让学生机械般地进行模仿训练，而是将口语练习和模拟的语境
相结合，在不断变化的模拟语境中训练学生的口语能力和应变能力，避免脱离语境不切合实际地练习。在教学中教师提出一个问题的目的并不是为了
给学生答案，而是要引导学生通过思考、讨论得出答案，帮助学生解决讨论中的遇到的问题。Abstract:withtherapid
developmentofteachingChineseasaforeignlanguage,howtoim
provethequalityofteachingChineseasaforeignlanguageisal
waysatopicofconcern.Andthecomputeriswidelyused,makemu
ltimediatechnologycanbeappliedtotheteachingChineseasaf
oreignlanguage,thepresentmultimediateachinghasbecomeoneo
ftheimportantmethodsofteachingChineseasaforeignlanguage
.Theapplicationofmultimediateaching,makestheclassroomtea
chinglivelyandinteresting,attractive,canmaximumlimitarous
estudent''sstudyenthusiasm,activeclassroomatmosphere,still
canprovidestudentswithmoreauthenticlanguageenvironment,im
provethestudents''learningefficiency.Multimediateachingisb
etterthanthetraditionalteachingofvisualandvivid.Although
themultimediateachinghasgreatadvantagesinmanyaspectscomp
aredwithtraditionalteaching,butalsohasdisadvantagesofmul
timediateaching.Inordertomakethemultimediatechnologytom
aximizetheroleoftheauxiliaryteaching,teachersusemultimed
iateachingshouldalsobeinaccordancewiththedifferentkinds
ofcoursesandteachersforthearrangementoftheclassroomtea
ching.Teachersusemultimediainpresentteachingandlearninga
regenerallyinordertosavethetimeofwriting,activeclassro
omatmosphere,makethelessonsmoreinteresting.Howtocombine
theoryastheguideandthemultimediateachingpracticeisalso
aquestionworthconsideringforChineseasaforeignlanguagete
acher.Will"constructivism"of"scaffoldinginstruction""anchor
edinstruction""randomaccessinstruction"tointroduceintermed
iatespokenChineseasaforeignlanguageclassroom,threekinds
ofteachingmethodofteachingdesign.Hopetobeabletointhe
aspectofmultimediateachingChineseasaforeignlanguagecanp
rovidesomehelptootherChineseeducationworkers.Keywords:mul
timediaoralteachingChineseasaforeignlanguage1theintroduc
tion1.1theselectedtopicbackgroundTheadvantagesofmultimedia
teachingmainlyreflectsin:increasingtheclassroominformatio
noutput,operationsimpleformdiversification,canbetterhighl
ighttheemphasisanddifficultyofteaching,improvethestudent
s''understandingofknowledge,stimulatestudents''interestinle
arning.IntheintroductionofmultimediatechnologyinoralEngl
ishteachingChineseasaforeignlanguagecanmaketheclassmor
elivelyandinteresting,simulationsfororalpractice.Butnot''
sinterest,andmultimediateachingshouldbetheproperuseofm
ultimediatechnologyinteachingChineseasaforeignlanguagean
dcannotblindlyrelyonmultimediateaching.Multimediateachin
galsoexistslimitations.First,dominatedbymultimediainclas
sroomteaching,teacherslosttheirdominantpositionintheclas
sroom.AlthoughhasbeenadvocatedintheteachingChineseasaf
oreignlanguagetostudentsasthecenter,teachersshouldlearn
byimparterofknowledgeintothestudentshelper,butthisdoes
notmeanthattheteacherlosecontrolofteachinginclassroomt
eaching.Second,teachersintheclassroomteachingisalsothep
rocesswhichthestudentsunderstandtheprocessofblackboardwr
iting,teachersintheprimaryChineseteachingblackboardwritin
gcanhelpstudentstomasterthecorrectmethodforwritingChin
esecharacters.Theteachingoftheprimaryoneofthehighlights
ofthewritingofChinesecharactersteaching,cancorrectwriti
ngChinesecharactersstrokeorderhasalottodowithChinesec
haracters.IfteachersinclassroomteachingwithPPTshowcomple
telyreplaceblackboardwriting,thereisnoteacherforstudents
todemonstratethecorrectwaytowrite,sostudentswon''tbeab
letomasterthecorrectmethodtowriteChinesecharacters.Due
totheuniquenessofChinesecharactersstructure,manyEuropean
andAmericancountriesofstudentswritingaccustomedtotheloca
llineararrayoftext,underthecorrectdemonstrationwithoutt
heteacher''swritingChinesecharacterslikegraffiti.Third,mak
ingmultimediacourseware,someteachersliketousedynamicpict
uresanddazzlebeautifulbackground,itiseasytotransferthe
students''attentiontotheimagesandbackgroundpictures.Making
coursewareshouldtrytobeasthestructureofthebackgroundi
ssimpleandclearpicturefortheteachingservice,sothatstud
entscanclearlyseethattheteachingfocus,picturetooglaring
willdistractstudents''attention,influencetheteachingeffect
.Atpresentdomesticteacherscanusemultimediatechnologyint
eachingChineseasaforeignlanguage,butfortheuseofmultime
diaprincipleisnotveryclear,howtoaccordingtodifferentte
achingcontents,accordingtodifferentclasstype,forChineses
tudentstodistinguishingdifferentuseofmultimediateaching,f
ortheproblemsintheteachinghasyettobeimproved.1.2resear
chstatusDomestic:aboutthetheorybasisofmultimediateaching,
ChenZuohonginthemultimediaintheteachingofChineseasaf
oreignlanguageadvancedoraluse"mentionedintheadvantageof
multimediaintheteachingoforalEnglishandonthebasisofco
gnitivelearningtheorymakeconstructivismtheoryasthetheoret
icalbasisofCAI.Howtocombinethemoderneducationtechnology
andthetheoryofconstructivism,howtobuildthetrainingmode
l,howtomakecoursewaredesignandsoon,allhavenosuccessfu
lmodel,alsoneedtoexplore.ZhengYanjieintheapplicationof
multimediatechnologyinthemultimediaChineseteachingmethods,
putforwardtheprincipleoftimely(dulydisplayandplayback,
timelytipsforteaching),theprincipleofrightamount(moderat
eandtime)theintegrateduseoftheprinciple(multimediateach
ingmeansonlycombinedwithotherteachingmethods,toplaythe
biggestadvantageof)abroad:theauthorfoundthatintheaccess
toinformationonthestudyofthemultimediateachingChinesea
saforeignlanguagearticles,researchemphasismorefocusonth
eanalysisoftheadvantagesanddisadvantagesofmultimediateac
hing,andcombiningwiththemultimediateachingintheteaching
applicationlessarticles.1.3theresearchcontentandmethodsThe
researchcontent:(1)theresearchtasksandprinciplesoforalE
nglishteachingChineseasaforeignlanguage,analyzestheprese
ntsituationoforalEnglishteachingChineseasaforeignlangua
geandtheexistingproblems.(2)studytheadvantagesofmultimed
iateachingandthefunctionanduseofmultimediainclassshoul
dfollowtheprincipleof.(3)theresearchteachingmodeofconst
ructivism,scaffoldinginstruction,anchoredinstructionandrand
omaccessinstructioncharacteristicsofthreekindsofteaching
methods,combiningthreekindsofteachingmethodandmultimedia
teachingappliedintheclassroom.Researchmethods:Observationme
thod:throughtheclassroomobservationofthestudentbehavior,
theanalysisoftheeffectofmultimediatechnologytothestuden
tlearning.Method:surveytheotherteachersintheclassroomuse
ofmultimedia,timelycommunicationexchangeofviews.Literature
research:analysisofreadingaboutmultimediateachingChinese
asaforeignlanguagebooksanddocuments,summarizestheadvanta
gesanddisadvantagesofmultimediateaching.1.4researchemphasi
sanddifficultyTheresearchemphasisofthispaperisonthebac
kgroundofthemultimediateachingiswidelyusedinteachingChi
neseasaforeignlanguage,theanalysisofthecharacteristicso
fmultimediateachingandtheeffectofclassroomteaching.Howt
ousemultimediateachingandhowtocorrectlyundertheguidance
ofconstructivismtotheintroductionofthemultimediateaching
ChineseasaforeignlanguageintermediateoralEnglishclassroo
misakeyproblemforstudy.2ofthespecificconditionsofthe
oralEnglishteachingChineseasaforeignlanguage2.1oralEngli
shteachingChineseasaforeignlanguageTraditionalteachingChi
neseasaforeignlanguageisaparticularclasstype,atextbook
withaclasstypeandsolvealltheabilitiesinlistening,spea
king,readingandwriting,etc.Startingintheseventys,teachi
ngChineseasaforeignlanguageinemphasizesthepracticalabil
ityisimproved,andsomeschoolsopenedoralandlisteningclass
,intheeightyspointstypeteachingbecomeacommonpattern,b
asicallyestablishedtheseveralclassofteachingChineseasaf
oreignlanguage.Accordingtodifferenttrainingobjectives,teac
hingcanbetargetedtrainingcourses.OralEnglishcoursesastr
ainingstudents''oralcommunicationability,intheoralEnglish
teachingChineseasaforeignlanguagetoimprovestudentsabilit
yoforalcommunicationplaysavitalrole.Inrecentyears,the
researchoforalEnglishteachingChineseasaforeignlanguagea
rticles,isafruitfulresearchresults.Haveaplentyofoverall
analysisoforalEnglishteachingtask,properties,characterist
icsandsignificanceofsuchasxiao-yuliu(2001)andZhangYuny
an(2003),etc.Orfromtheteachingfeaturesoftheotherdiscip
linestostudyoralEnglishteaching,suchasYangJuan(2005),e
tc.Chineseasaforeignlanguageteacheralsoconstantlytoput
thesetheoriesintopractice,introducingmoreadvancedmethodof
teachingoralEnglishclassroom.Atpresentdomesticscholarsst
udyonoralEnglishteachingChineseasaforeignlanguagehasbe
comeincreasinglymature,butstillhavealotofproblemsinora
lEnglishteachingneedtobesolvedandperfected.2.2theproble
msexistinginthemouthofteachingChineseasaforeignlanguag
eA,spokenlanguageteachingmaterialinthetextcontent,topic
andsentencepatternsandlanguagecommunicationisabiggapin
reallife.SomestudentsintheoralEnglishteachinghasbeenpu
tforwardthequestion,studentscanunderstandthesentencepatt
ernsandgrammarlearninginoralEnglishclass,butafterstudie
dbutdon''tknowhowtouseinourdailylife,studentsarealso
proposedindailycommunication,theChinesealsoseldomcommunic
atewithoralEnglishclassmiddleschoolofsentences.Theprobl
emtomakethestudentsfeelveryconfused,andevenquestionedt
hepracticabilityoforalEnglishteaching,somestudentseventh
inkitisnouselearningspokenEnglishinclass.InoralEnglis
hclasslearningknowledgecannotbeusedinourdailylife,afte
rlearningspokenChineseorcan''tcommunicatewithChinesepeopl
e,theseproblemsleadtothestudents''practicalinoralEnglish
classwasquestionedalsomakesstudentswouldnotliketospeak
intheoralclasspractice.Somestudentsthinkthatthebestwa
yistolearnspokenChineseandChinesetochat,wecan''tdenyb
ychattingwithChinesepeopletolearnChinesethiswayisnota
goodidea,manyforeignersdidnottakepartinthestandardChi
neseteachingalsocanspeakfluentChinese,butnotintheteach
er''sexplanation,normsunderthepremiseofcorrectvoiceinstea
dofclassroomoralEnglishteachingintheformofsimplechati
snotscientificwayoflearning.Chineseasaforeignlanguaget
eacherthroughprofessionaltraining,knownasthesecondlanguag
eacquisitionissues,whenstudentsmeetthedifficultiesinlang
uagelearningaccordingtotherelevantlearningtheorytoguide
studentsscientificeffectively.Alltheseproblemsputforwardb
ythestudentsthereistheproblemoftheoralEnglishteaching
Chineseasaforeignlanguage,oralEnglishteachingnotreached
theexpectedeffectofimprovingstudents''oralcommunicationabi
lity.Second,inthesameclasslearningofstudentscanberoughl
ydividedintotwogroups.Thefirstkindofstudents''learnings
eriouslyneverabsentfromclass,thisclassthestudentscangra
spwellthecontentandknowledgeinthetext,andcooperatewith
theteacherpositivethinkingtoanswerquestionsinclasscant
imelyreviewourlearnedknowledgeafterclass.Thesecondtypeo
fstudentareoftenabsentfromclassorevenbeforetheexamwil
lbetolistentoafewclass,learningseriouslydegreeisnoth
igh,forknowledgealsolearnedbasicdon''treview.Butthiskind
ofstudents''oralEnglishabilityandunderstandingofChinesela
nguageabilityishigherthanthefirstkindofstudents.''sperf
ormanceinthespeakingtestmakesmefeelverysurprise,thiski
ndoffrequentabsencefromclassstudentsinadditiontosomeCh
inesecharacterscannotreading,learnsentencepatternsandgra
mmarwillnotusethetext,inexaminingthestudentpowerofexp
ressioninthestatementoftheproblem,thisclassstudentswill
beabletofluentlywithbasicChinesetoexpresstheirideasan
dopinions,viewsisrichinclearwords.Theyusewordsinexpre
ssingmoreaccordwithChinesehabitdailyexpress.Theydototh
eChinesecultureandmorein-depthunderstandingoftheChinese
people,allthesemakethemsmoothexpressionlanguageisrichin
content.Afterunderstandingfoundthisclassstudentsaregener
allypart-timejobsintheirsparetimeorisoftenchatwithmy
Chinesefriends.Althoughtheresultoftheexaminationdidnoto
ftencometoclassstudentsishigh,butthiskindofstudent''su
nderstandingofChineseabilityandexpressionabilityisstronge
r.Twodifferentstudyway,outsidetheclassroomtolearnChines
estudents''oralcommunicationabilityisstrongerthanacceptcl
assroomteachingstudents.Thecauseofthedifferenceontheone
handisproblemsexistedinteachingmaterialandteachingmetho
d.Ontheotherhandisduetotheclassroomteaching,afterall,
timeislimited,ifonlyuseclasstimetolearnaforeignlangu
ageisnotpossible,studentsshouldgettheChineseintheirspa
retimetopracticeoralEnglishcommunication.Three,intheclas
sroomteaching,IfoundthatChineseteachersintheclassroomin
ordertomakethestudentstolistentoclear,speedisgenerall
yslowofspeech,thespeechwillbebasedontheresponseofthe
studenttomakeappropriatepause.Thestudentscaneasilyunder
standtheteachersay,buttherearestudentssuggestedthatthe
teacherspeakingspeedcanbefasterinthelecture.Teachersint
heclassroominstructiontotalkataslowerspeedinordertoma
kestudentscanlistentoclear,listentounderstand,theslower
speedcanalsodemonstratetheaccuratepronunciationforthest
udents.Duetothestudents''Chineselevelthegoodandbadarei
ntermingledintheclass,theteacherteachingistomakethemos
tofthestudentscanunderstand,sotheteachertalkalsointend
stoslowdown.Afterstudentsusedtotheslowerspeed,outoft
heclassroomwhenincontactwiththeteacheroutsideoftheChin
eseoftenfeeltoocan''tunderstandeachotherspeak,butthesam
estatementiftheteacherspeakslowerspeedwithastudentwill
beabletounderstandit.Forstudentsintheprimarystage,tea
chersinteachingoralChineseshoulduseaslowerspeedsothat
thestudentscanunderstandthespeech,andcorrectpronunciation
.Intermediatestageofstudents,fortheirpart,forChineselan
guagesensehasbeenbasicallyformed,onlyreserveamountofvoc
abularyisnotrichenough,thefocusofthecorrectspeechisno
tteaching.Intermediateteacherscanproperlytospeedupthesp
eedinoralEnglishteachingtohelpstudentstograduallyadapt
tothenormalspeedofdailycommunication.IntermediateoralEng
lishteachingintheteachers''speechproblemsalsohaveacertai
ninfluenceonstudents''learning,teacherscantargetclassesin
thestudents''Chineselevel,onthebasisofensurethatstudent
scanunderstandappropriatelytospeedup.Four,theintermediate
classinourschoolchoosestheteachingmaterialforthedevelo
pmentofChineseⅠwritteninBeijinglanguageandcultureuniver
sityandⅡ,orallessonofeachunitisdividedintotwoorthree
texts,accordingtotheteachingplaneachclassneeds4to6ho
urs.Accordingtotherequirementsoftheteachingschedule,shou
ldusethefourhourstocompleteaunitofteachingtask,butit
isdifficulttocompletetheteachingmissionintheactualteac
hing.ThedevelopmentofChineseteachingmaterialcontenttoomu
ch,eachunitsetupalotofnewwordsandexercises.Ifinacco
rdancewiththerequirementsoftheteachingmaterialtocomplete
thenewwords,theinterpretationofthetextandtheexercises,
thestudentsbasicwasdeniedthechanceoftrainingspokenEngl
ishinclass.Speakingwithstudents,theteachingmaterialconte
ntofpartialdifficult,thetextislonger,theoralpracticein
classtimeisless,theoralEnglishclassteachingmaterialsan
dcomprehensivecourseteachingmaterial.Forquestionsfromthe
studentsofourteachingmethodalsomadethecorrespondingadjus
tment,forsomenewwords:fine,notremovecontentoverlappingp
artofthepracticeafterclass,someoftask-basedgrouppractic
eoraspartofaclassroomoralpracticeisreservedforafter-s
chooljobcompletion.2.3themaintaskoftheoralEnglishteachi
ngThemaintaskoftheoralEnglishteachingistoimprovestuden
ts''oralEnglishabilityandlanguageabilityofpracticalwww.ny
xydc.comwww.jxzljn.comwww.itengta.cnapplication,inparticular
,studentsthroughthestudyoforalEnglishclasstobeableto
useChinesepronunciation,vocabulary,grammar,toexpresstheir
thoughts,requirements,etc.,emphasizesthestudents''abilityto
"speak"andtowhatpeoplesaywhatwordsonwhatkindofoccasi
on.OralEnglishisakindofcomprehensiveability,studentsin
listeningclass,integratedcurriculumandreadingknowledgecan
beacquiredthroughoralEnglishclasstocheckthesituationof
students''learningsituation.MaintaskofprimaryChineseteachin
gistomakestudentsabletoperformsimpledailycommunication
anddialogue,willbeabletousesimplewordstoexpresstheiri
deas,voicebasicstandards,basicnormalspeed.Intermediateora
lEnglishteachingtaskistomakethestudents''abilityoflangu
agecommunicationtoachievegeneralneedsofsocialcommunicatio
nanddailylifecommunication.Canfluenttoexpresstheirviews
andopinions,clarityisorganized.SeniororalEnglishteaching
taskistohelpstudentstofurtherimprovetheoralcommunicati
onability,canmeettheneedsoflife,learning,andgeneralwor
k,enablestudentstomorecompleteandmoresystematicexpresst
heirthoughtsandfeelings.Correctpronunciationandintonation,
statementcoherent,word,canusemoresophisticatedwordsands
entencepatterns,expressedappropriately.2.4theprincipleofor
alEnglishteachingVoice,theprimarystagetothestudents''pron
unciationtraininghasbeenbasicallycompleted,theintermediate
stageshouldnotbespendingtoomuchtimeoncorrectingstudent
s''pronunciation.Moreshouldpayattentiontothestressandint
onationinfluenceonwordsofrighteousness,thesamesentencepa
tternwillbedifferentinrereadingwillreflectanemphasisof
thedifferentwords,differenttoneswillexpressdifferentmeani
ng.Professorwordsshouldbethosewhogiveprioritytowithcol
loquialvocabularyandidiomaticexpressionsofvocabulary,avoid
writtenlanguageexpression.Understandingofwordsshouldbeco
mbinedwithasentencenotsetasidethesentencesimplyundersta
ndthemeaningofwords.Professorwordsistoletstudentsscatt
eredwordsaccordingtotherulesofgrammarinthecommunicative
combinedintosentences,completeexpresstheirwishes,moregra
spoftheexpressionofChineseonebyoneinorder.Oneofthemo
stimportantprinciplesinoralEnglishteachingisthatteachers
canimparttheteachingcontentstudentsandbeabletomakestu
dentsunderstand."AccordingtoRobertw.Blair?I+1?Theoryof
??IonbehalfofthestudentstheactualChineselanguagelevel,
?+1?Higherthanonbehalfofthestudents''actualleveloflan
guageinput,?I+1?Isthatstudentscanunderstandandeffectiv
einputmode".Butteachersbeforeusingthisinputmodeshouldb
ewithintheclassontheactuallevelofChinesestudentsisthe
accurateunderstanding,accordingtodifferentlevelsofteachin
gcontentsandstudentsataChineselearningstageinatimelym
annertoadjust.Consideringtheintermediatestageofthecharac
teristicsofstudents,manystudentshavepassedthe"honeymoonp
eriod"oflearninginChinese,thetextinthegrammardifficulty
graduallydeepened,tomasteracertainvocabularybutstillcan
''tmeettheneedsofdailycommunication.Soshouldchooseapprop
riatedifficultyofteachinginclassandcanletstudentsintere
stedinthetopic,thecontentofthesubjectshouldbewidelyas
faraspossible,enableeachstudenttoparticipateintopicsof
discussion.Inthechoiceoftopic,trytochoosethosewithlife
together,forexample,travel,shopping,fitness,characteristic
ssnacks,traditionalcultureandsoon.Moreclosetothesubjec
tofstudentlifemoreeasytoletthestudentswithreal-lifesi
tuations,themorecanstimulatethestudentsdesiretospeak,st
udentslearnedtheknowledgewerealsomorelikelytouseinreal
life.Teachersshouldfullyconsiderwhenchoosingtopicstudent
stheirownculturalandreligiousbackground,avoiddifferentww
w.nzz99.comwww.xdzhang.comandconflictbetweenreligionandcul
ture.Tointernationalrelationsbetweencountries,warsandhist
oricalissuesrelatedtopicsshouldalsohavestrategicguidethe
directionofthetopictodiscuss.Aimedatthehabitsandcusto
msofdifferentcountriestochooseasuitabletopic,suchasEur
opeandtheUnitedStatesstudentsaremorepayattentiontopriv
acy,generallydon''tlikeopenlydiscussyourpersonallifecircu
mstance,linkdiscussedinclass,theteachershouldnotbeforce
dtoEuropeandtheUnitedStatesstudentsintroducetheirfamily
situation.Topicdiscussion,theteacheralsoshouldconsiderto
peopleindifferentcountrieshavedifferentpersonalities,Euro
peanandAmericanstudentsgenerallyhaveabrightandcheerfuld
isposition,publishedtheirownpointofview,whileJapanandSouthKoreastudentstendtobeintrovertedpersonalitybeafraidtomakemistakes,evenknowtheanswertothequestionalsodarenotanswer.Thisrequiresteacherstoactivelyguidetheintrovertedstudentsintheclassroomspeak,helpstudentstosetuptheconsciousnessofactiveparticipationinclassdiscussion,otherwiseitwillcausestudentsteachersignorethepsychological,inthelongtermintrovertedstudentsformthehabitofnottoparticipateinclassdiscussions.Theclassroomalsocanappearthephenomenonoftwolevelsofdifferentiation,liketoparticipateindiscussionofstudentsaremoreactiveintheclassroom,studentsdon''tliketoparticipateinclassdiscussionintheclassroomperformanceismorenegative.Differentfromothercourses,teachersarenolongerintheoralEnglishclassistheprotagonistintheclassroom,thestudentswouldbecometheprotagonistintheclassroom.Speakingthatismostofthetimeistoletstudentsspeak,teachersshouldbebasedonthecontentofthecourseinoralEnglishclassinspireguidestudentstospeak,arousetheenthusiasmofstudents.Everylessoninhowtoplanagoodinterpretationoftheteachersandstudentsspeakoftimeisveryimportant,iftheteacher''sexplanationtimeistoolong,sooralEnglishclassisacomprehensivecourse,thisalsolosesthesignificanceofteachingoralEnglishclass.Studentsarethedominantclassdoesnotmeanthatthecontentoftheteacherexplainedthetextafterthefreediscussion,letstudentsisstillamasterclassforteachers.AnoralEnglishteacher''sdutyisnottointerpretthetextcontentclearthenletthestudentsmechanicalimitationtraining,butcombiningoralpracticeandsimulationcontext,inthechangingcontextofsimulationtrainingofstudents''oralEnglishabilityandstraincapacity,avoiddecontextualizednotpracticalpractice.Teacheraskaquestionintheteachingpurposeisnottogivestudentstheanswer,buttoguidethestudenttoanswerbythinking,discussion,helpstudentssolvetheproblemsunderdiscussion. |
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