Speech and eloquence teaching

Abstract: Speech and Eloquence is a practical course. Whether students can play the main role and stimulate their enthusiasm for participation is the key to the success of teaching. At the same time, the change of teachers' concept is also the key to the success of teaching reform. Keywords: speech and eloquence; Subjective teaching; The change of teaching concept

The times need eloquence, and cross-century creative talents need eloquence. With the development of modern society and frequent interpersonal communication, oral expression can become an important standard to measure the basic quality of modern people. Marx and Engels said in German Ideology: The duty, mission and task of anyone is to develop all their abilities. In developing all one's abilities, the most important thing is to develop one's language ability, and in developing one's language ability, the key is to develop one's eloquence and communicative ability. Carnegie believes that in an urbanized society, it is inevitable for a person to speak in public, whether in the process of study or in any occupation. True eloquence is a gift and a sign of a person's high quality and strong ability. At present, with the progress of society and the expansion of interpersonal communication, eloquence and the art of speech have become more and more extensive. Therefore, countries around the world pay more and more attention to eloquence, and even regard it as the three strategic weapons equivalent to computers and dollars. Some western countries such as the United States have long regarded language education as a compulsory course in American primary and secondary schools, and many universities have also offered this course. Since the mid-1980s, many universities in China have also offered the course "Speech and Eloquence". Practice has proved that this course is extremely important for college students' all-round development and self-improvement.

Speech and Eloquence is an important course to cultivate students' application ability in colleges and universities. Its teaching goal is to improve students' speech and oral expression ability through the teaching of this course. In order to achieve this teaching goal, innovative and diverse teaching methods will be put on the teaching agenda increasingly urgently. Summing up years of teaching, the author thinks that it is obviously not enough to explain and deduce relevant theoretical knowledge in class, and we must return to practice, that is, the teaching practice of "acting" and "speaking", and give full play to students' main role. Therefore, in teaching, teacher-oriented, student-centered, strengthening teaching and practice, and emphasizing practical training are the key points of the course.

First, the reform and practice of subjective teaching mode

Goethe said: "Theory is always gray, and the tree of life is evergreen." In the process of speech and eloquence, theory is always gray, and only the tree of practice can be evergreen. Because the formation of eloquence and the improvement of speech level must go through certain practical training, no theory can replace practice itself. Therefore, the reform of the teaching mode of the course "Speech and Eloquence" is to turn the current theory-based speech course into a practice-centered training course, so that students can participate in and practice, and gradually form their own abilities while mastering the speech theory and skills, so as to achieve the purpose of making words meaningful, orderly, eloquent and emotional. Specifically, it is to adopt the subjective teaching mode. Subjective teaching refers to a new teaching mode under the guidance of quality education and teachers' purposeful, planned and organized guidance, in which students consciously and actively participate in teaching and other educational activities, and independently explore knowledge, find problems and solve problems. The author mainly adopts three methods, which embody the principle and spirit of "students first, teachers second", learn from each other's strengths and improve teaching quality.

(1) Enrich teaching links and build a training platform for students.

In view of the extensive content and strong practicability of this course, in the teaching process, the traditional teaching mode centered on teachers' "teaching" has been changed and the heuristic teaching method has been adopted.

First of all, interspersed with cases, organize classroom discussion. For example, when introducing "the writing of speeches", select some wonderful speeches to introduce to students. When teaching "eloquence of job interview", we should pay attention to the importance of practical teaching, let students warm up in advance, and design a "simulated job fair scene" to let students flexibly master the eloquence knowledge of job interview in question and answer between teachers and students. In addition, questions are often set to ask students to think positively. For example, let the students speak their interested topics on stage, determine the discussion topics according to the students' attention to various topics, and then organize the class discussion to comment on the pros and cons of the speaker's speech. Reviewers can be teachers or students. Case teaching and classroom discussion enliven the classroom atmosphere, broaden students' horizons, improve their interest in learning and exercise their oral English.

Second, strengthen actual combat training. In order to fully mobilize students' enthusiasm for learning to speak, improve their eloquence, and always let them feel that eloquence is closely related to their future job hunting, work and life, classroom teaching adopts practice-oriented teaching methods supplemented by oral English.

Learning methods, practice more, practice one class, combine inside and outside class, practice in learning and practice in middle school. Create as many practice opportunities as possible in practice, so that students can deepen their understanding of what is said in class and promote the cultivation of students' oral ability and the improvement of their oral expression ability. There are two specific methods: one is the combination of fragment practice and impromptu speech. For example, teachers ask questions or ask questions, students write speeches according to the teaching content, or do individual exercises to create different forms of speeches at the beginning and end. At the same time, some impromptu speeches can be interspersed at the right time. The content of the speech can be students' personal speech design, or they can express their views on a certain problem in teaching. This kind of speech is not complete, but only focuses on the absorption and digestion of classroom knowledge. The second is multi-dimensional scenario simulation, teacher-student interaction, student-student interaction, and overall improvement. This is a physical exercise of the course "Speech and Eloquence", which is usually arranged between two teaching units. In the process of this kind of physical exercise, the teacher's "lead-in" is mainly reflected in making students clear the topic and enliven the speech atmosphere, while the specific exercise is completed by the students themselves. In practice, it can be divided into two steps: the first step is to compete for the host or class representative of the speech contest. In order to stimulate students' enthusiasm for speaking, the author introduced a competition mechanism in the classroom. Through multi-dimensional scenario simulation, students won the role of the host or class representative of the speech contest by competing for the opportunity to speak. Step 2: According to the overall design arrangement of the speaker, the speaker will preside over the lecture training class with the cooperation of the class representative. In this process, teachers, as listeners and appreciators, sit under the podium, listen carefully to the students' speeches, make comments appropriately, and summarize at the end of the exercise, affirm the achievements and point out the shortcomings.

(2) Create a relaxed and harmonious atmosphere and enhance students' subjective consciousness.

Students' eloquence ability needs a lot of practical training to improve. If the classroom atmosphere is too serious, rigid and dull, it will make students have an invisible pressure on their minds and produce a sense of tension, thus inhibiting the activities of the cerebral cortex. Therefore, in the classroom, we should actively interact with students, create a harmonious, relaxed and pleasant teaching atmosphere for students, encourage students to go to the podium, express themselves bravely, and constantly enhance students' subjective consciousness in an interesting atmosphere, so as to change "weariness of learning" into "eagerness to learn", "hardship" into "pleasure" and "want me to learn" into "I want to learn".

First, a harmonious relationship between teachers and students. American psychologist Rogers believes that a person's creativity can be fully expressed and developed only when he feels "psychological security" and "psychological freedom". Therefore, teachers should respect and understand students, discuss and communicate with them, so that students can feel equality between teachers and students and be happy physically and mentally. At the same time, we should care about every student and be good at expressing our feelings for students through nonverbal behaviors, such as friendly eyes, friendly smiles and appropriate gestures. This eliminates the psychological barriers between teachers and students, shortens the psychological distance between teachers and students, and students can easily express themselves in a relaxed and harmonious atmosphere. Second, create an incentive atmosphere. In the classroom, we should strive to provide students with a big stage for demonstration, practice and creation, encourage students to actively participate in the whole teaching process, and create a classroom atmosphere in which everyone dares to speak, is willing to speak and can speak. Let students use their brains, words and hands to the maximum extent in class, and urge them to think positively and train seriously. Only by creating a harmonious and pleasant classroom atmosphere can students truly emancipate their minds, fully display their personalities, take the initiative to participate in teaching, and be the masters of the classroom in a relaxed and happy feeling.

(3) Reform the assessment system to arouse students' learning enthusiasm.

Examination system has always been the baton of teaching, and the choice of its methods directly affects the direction and quality of teaching. Since the purpose of offering the course "Speech and Eloquence" is to improve learners' oral expression ability, the assessment system should be organized and implemented closely around this purpose.

First, combine the final exam with the usual exam. According to the characteristics of the course and the new changes in students' comprehensive quality, the traditional scoring method of the final exam in the past has been changed, and a new model combining the final exam with the usual exam has been flexibly adopted. Taking students' usual attendance, classroom discipline, learning initiative and enthusiasm, classroom discussion and answering questions as the assessment basis, the focus of assessment is really shifted from the final period to peacetime, thus ensuring the normal implementation of basic teaching links, achieving certain teaching results, and strengthening the education of students' basic quality.

Second, the combination of written test and oral test. In the process of the final exam, we should change the traditional written test method and the combination of written test and oral test to promote the application of study life and apply what we have learned. During the oral examination, students choose topics on the spot, and the teacher scores them from the aspects of eloquence expression, speech content and time control. The reform of this examination method is closely related to the reform of teaching content and methods, which effectively stimulates the enthusiasm of students.

Suhomlinski said: "The happiness of success is a great spiritual strength and an unparalleled driving force to promote learning." Subjective teaching

The reform of learning style embodies the autonomy, initiative, creativity and sociality of students' learning, so that students can have a successful experience and become the masters of the classroom.

Second, the change of teachers' concept is the key to the success of education reform.

As far as university education is concerned, first of all, teachers should position themselves. In the teaching process, teachers and students are both teaching subjects and people with independent personality values. They are completely equal in personality and status, and the relationship between teachers and students is an equal, understanding and two-way interpersonal relationship. Second, the university classroom should be a cooperative classroom between teachers and students, which is jointly built by teachers and students. Teachers should sublimate imparting knowledge into humanistic care. "Teachers should transition from the role of' soloist' to the role of' accompanist'. From then on, they will no longer mainly impart knowledge, but help students discover, organize and manage knowledge and guide them instead of shaping them. "

(1) Do a good job in role transformation. Teachers must carry forward teaching democracy in teaching and mobilize students' enthusiasm and initiative to the maximum extent. First, we should change our ideas and put ourselves in a correct position. Students are the main body of teaching, classroom and extracurricular practical activities. Teachers' teaching activities should be oriented to all students, cultivate students' subjective consciousness and enhance their autonomous learning ability. Second, we should change our roles. Teachers are the designers, organizers and leaders of subjective teaching activities. On the one hand, teachers use certain teaching methods to teach, demonstrate and guide the teaching content, so as to urge students to internalize and use knowledge; On the other hand, teachers should improve their own educational methods according to students' learning situation, state, methods and results, according to the problems existing in students' learning, and according to students' learning confusion and doubts, so as to guide students' learning methods, learning interests and learning needs and make the whole teaching process develop in a direction conducive to completing teaching tasks and realizing teaching objectives.

(2) Do a good job in classroom organization. In the classroom, teachers should guide students to actively participate and think, gain successful experience, and then constantly motivate themselves by organizing efficient training activities. Especially when organizing the interactive session of "Speech and Eloquence" class, teachers should give students as much freedom as possible, that is, let students freely decide whether to participate or not, and freely choose the topics they are interested in. If teachers guide them properly, when this kind of interaction becomes an atmosphere and ethos, and students really get happiness and improvement from it, few students will refuse to participate. First of all, let students want to talk and dare to talk, and then they will become talking and talking. Of course, this teaching method also poses considerable challenges to teachers themselves. Teachers should not only be "proficient" in speech and eloquence, but also be "knowledgeable" in other subjects, so as to adjust teaching methods flexibly in time according to the actual situation and optimize classroom training more efficiently.

(3) Improve the teaching level and teaching and research quality. Teaching is a symphony of teaching and learning. Only by using "teaching" to attract "learning" and promoting "teaching" with "learning" can we achieve the goal of promoting students' subjectivity. In teaching, teachers' language, emotion, teaching content and classroom combine to form a broad psychological field, which will inevitably affect students' psychology. Teachers should first master the lecture content itself. An actor who can't recite the script is by no means a competent and good actor. Only when the teacher frees his eyes from the lecture will there be eyes, gestures and expressions in the teaching process, which will be vivid and touching. Only in the classroom, teachers' eyes meet and communicate with students' eyes for knowledge, can the spark of thought collide. In addition, teachers should pay attention to the learning of teaching language, and strive to be humorous and fascinating; Clean and non-redundant, with appropriate words; The rhythm is obvious, emotional input; Leave room for humor. In classroom expression, we should distinguish between different language features such as initiation, statement, analysis, argument, conclusion and interruption, and use more sentence patterns such as asking yourself and answering yourself, parallelism and progression. , so as not to be rigid and monotonous, but also to prevent grandstanding. Therefore, teachers should be good at arranging teaching content, leaving precious classroom time for students to carry out various forms of training, creating a training platform for students, stimulating students' desire to express themselves and enhancing their learning.

Take the initiative to create an open teaching environment. In addition, while teaching and educating people, we should not only pay attention to improving our own teaching level, but also sum up experience in time according to the situation of educational reform, improve the level of teaching and research, compile teaching materials, write relevant papers, and expand social influence.

(4) Adopting new teaching methods. With the continuous application of modern education and teaching technology in classroom teaching, multimedia teaching methods have played an active role in improving students' quality, improving teachers' classroom teaching effect and promoting the reform of teaching mode. Therefore, in the teaching process, we should make a set of simple and practical multimedia teaching courseware to increase the amount of teaching information. At the same time, to buy classic audio or video materials not only expands the amount of information in classroom teaching, but also enhances the vividness, intuition and interest of classroom teaching. When using these audio-visual materials to assist teaching, we should pay attention to guiding students to correctly analyze and think about problems. Before playing audio or video, you can set some thinking questions and discussion questions in advance, so that students can listen and watch with questions, which will make a good impression.

Much deeper.

Practice has proved that the reform and exploration effect of the teaching mode of Speech and Eloquence course is obvious, which is mainly manifested in: ① liberating teachers from the traditional rigid teaching mode, having more time to do a good job in classroom teaching design and carry out educational and teaching innovation. ② Stimulated students' enthusiasm in learning the course of speech and eloquence, changed "I have to learn" and "I really want to learn", realized the teaching interaction and enhanced the teaching effect. (3) Harmonious teacher-student relationship, narrowing the distance between teachers and students, facilitating teaching exchange and promoting the teaching reform of the course of speech and eloquence. ④ Students' speech level and oral expression ability have been greatly improved.

In short, only by constantly updating teaching concepts and teaching methods, guiding students with personality charm, attracting students with wonderful teaching "performances" and creating a relaxed and pleasant eloquence training atmosphere for students can students truly enter the main role, be willing to express themselves and become masters of self-education and self-development.

References:

Fan Li. On the Teaching Reform of Speech and Eloquence [j]. China Electric Power Education, 2009(5).

[2] Dale Carnegie. The art of speaking [M]. Compiled by Liu Hu. Beijing: China City Press, 2007.

[3] Meng Shunying. Research and Practice of Speech and Eloquence Teaching [J]. Journal of Zhengzhou Institute of Animal Husbandry Engineering, 2006(2).

[4] Zhang Shouxing. A new teaching mode of Speech and Eloquence [j]. Jiangxi Electric Power Vocational and Technical College, 2009(9).

[5] Yang Shubin. The market calls for new "education+technology" talents [n]. Guangming Daily, 2004- 10- 14. The second part: the experience of video learning of speech and eloquence.

Stick to it, and eventually you can become eloquent and become an eloquent person.

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