[Abstract]: The teaching of picture based writing in lower grades of primary school is an important starting point for primary school writing teaching, and it is necessary to guide students to boldly express themselves orally. In primary school Chinese language picture based writing classes, "seeing" and "speaking" play an extremely important role in oral communication teaching. It can also be said that the ability to write with pictures and the training of "listening" and "speaking" in oral communication complement each other. In the teaching and communication of picture based writing in the lower grades of primary school, the expression methods of oral communication are infiltrated. Through the context of "picture based" and interactive evaluation in the classroom, students' interest in oral communication and writing is stimulated, and their writing becomes relaxed and enjoyable, which also improves their oral expression ability. Many Chinese scholars pay great attention to the teaching of oral communication and writing, but currently there is little attention paid to the interactive teaching of oral communication and writing in lower grades. This article aims to explore the deep integration of picture writing and oral communication teaching in primary school classes, using relevant teaching strategies to enrich teaching content and improve students' cognitive and expressive abilities.

[Keywords]: primary school lower grades; Write words based on pictures; Oral communication; Integrated teaching

The new curriculum standards for expression and communication in 2022 have put forward new requirements for writing and oral communication teaching for primary school students in lower grades. Firstly, writing teaching requires students to have an interest in writing, pay attention to their surroundings, write what they want to say, write what they imagine, and be willing to use words learned from reading and life in writing. According to the needs of expression, they should learn to use commas, periods, question marks, and exclamation marks Beijing: Teaching Objectives of Beijing Normal University Press, April 2022; Secondly, oral communication teaching needs to achieve the goal of "learning Mandarin, gradually developing the habit of speaking Mandarin, having confidence in expressing and communicating; being able to listen carefully to others' speeches and strive to understand the main content of their speeches. Listening to stories, watching movies and TV shows, being able to briefly tell stories that interest oneself. Being able to tell small stories more completely, being able to briefly tell observations that interest oneself, talking to others, having a natural, generous and polite attitude. Actively participating in discussions, and daring to express one's own opinions".

Mr. Ye Shengtao once made such a statement on the relationship between oral communication and writing: "Oral communication is language, and written communication is literature." When students write words based on pictures, they should express them in a certain language order and be able to clearly describe all the meanings expressed in the pictures. In this way, a successful writing exercise is halfway completed, and it is a gradual training process for students to develop their logical thinking and oral expression abilities from speaking confidently to speaking fluently. To complete the entire writing process, it is necessary to start from speaking to writing, from description to writing, from easy to difficult. Effective writing guidance strategies should be used to inspire students' creative thinking, allowing them to experience the joy of writing from being happy to writing to being good at writing. It can be seen that the training direction of picture writing and oral communication in class is consistent, achieving twice the result with half the effort through the mutual infiltration of content. The effective integration of oral communication and picture writing requires us to think deeply. How to organically combine "oral communication" with picture writing? Have we considered scenarios where there are no real speaking situations; Students have no desire to speak; Without the desire to speak, oral communication training loses its foundation. This requires us to create a good teaching environment, establish a two-way communication path, learn to listen, and find the internal language logic of students' oral training. We need to effectively integrate the "look" and "write" in picture writing with the "speak" in oral communication. If the integration is consistent, teachers need to effectively guide teaching. "Guide" should follow the trend of "interest first", and "guide" should be planned as a whole in order to have a "plan".

1、 Speaking in picture writing class

In the 2022 new curriculum standards, it is pointed out in the first stage of expression and communication that "listening to stories, watching audio-visual works, being able to retell the main idea and the plot that interests oneself. Being able to tell small stories relatively completely, and being able to briefly tell one's own interesting observations." The development process of "seeing", "speaking", and "listening" through picture writing in lower grades cultivates children's listening ability, from "daring to speak" to "speaking clearly and listening clearly". Starting from the first grade, the emphasis is on making requirements from the perspective of "being able to speak", cultivating students' courage to "dare to speak". At the same time, teachers should make requirements such as speaking clearly, speaking loudly, and doing actions while speaking. However, lower level students often use words that do not convey their intended meaning in oral expression, and often use body language to express themselves. In oral communication classes, not only is oral language emphasized, but also attention is paid to the use of body language. We should pay attention to the "speaking" of writing with pictures and the "speaking" of oral communication classes. For example, the content of oral communication classes last year's "Little Rabbit Transports Pumpkin" and the second grade "Picture based Storytelling" both use pictures to tell stories, but the content setting, plot arrangement, and implicit meanings have changed significantly. The content of the textbook requires listening to stories and using pictures to remember the story content. When telling stories, the voice should be loud to make others hear clearly, and polite language should be added. Gradually, it is important to speak clearly, in order, and express ideas clearly. The objectives of the textbook constantly change from school age, and the content of the objectives also changes accordingly. Through the process of listening and communication with classmates, effective training should be gradually carried out, from daring to speak to being able to speak.

From this, it can be seen that in the teaching process of writing with pictures, the first step is to make students understand the pictures clearly, based on imagination, and then require students to be able to speak in their own words in an organized manner. Of course, training should be gradual, with the initial stage requiring them to be able to clearly state "time, place, person, and what to do" in just one or two sentences. With the increase of students' reading volume and the improvement of their thinking ability, it is not only required for students to say a simple sentence or two, but also for them to express the content of the picture clearly through their own orderly observation, combined with imagination, using vivid and interesting language. Over time, students' logical speaking skills will significantly improve.

2、 Listening in Picture Writing Class

In the picture writing course, attention should be paid to cultivating students' abilities of "seeing", "speaking", and "listening". The ability to "see" and "speak" is self-evident and has always been a key focus of classroom teaching, but the ability to listen is equally important. In the first stage of expression and communication in the 2022 version of the Chinese language curriculum standards for compulsory education, it is pointed out that "one should be able to listen carefully to others' speech and strive to understand the main content of the speech." It can be seen that a good picture based writing class should reflect the improvement of students' listening ability, be generally consistent with the goal direction of oral communication, and be influenced by students' thinking development, love for expression, and rich imagination to lay the foundation for later writing. Firstly, it is necessary to cultivate students' habit of paying attention to the speaker. When listening to other students' speeches in the classroom, it is important to pay attention to the speaker. This requires teachers to maintain a quiet and conducive environment for students to speak, and to prevent whispering; Secondly, it is necessary to refine the requirements for listening. Lower grade students are active, lack concentration, and have difficulty understanding the essence of listening. Teachers can make requirements that require students to be attentive, patient, humble, and attentive when listening to others. Only in this way can students think seriously while listening, gain inspiration or propose different ideas from others' speeches; Finally, teachers should enhance the interactivity of the curriculum by using interesting interactions to bring students who are detached back into the classroom environment. The training of "listening" in picture writing and oral communication classes will complement each other in teaching.

3、 Clever Use of Pictures to Speak Excitingly and Promote Expression

Stories have had a profound impact on human civilization, and they have always been able to attract people's attention, as evidenced by elementary school students. Teachers should pay attention to moderate guidance in this teaching process and not set various rules and regulations to limit students' imagination and creativity. In class, make full use of textbook illustrations to provide students with reasonable imagination. For example, in the second semester of first grade, "Listen to Stories, Tell Stories," students are required to first listen to the teacher tell the story of "A Mouse Married a Girl," and then tell the story themselves. The eight pictures in the text vividly depict the plot of the story, which helps students feel the character images and remember the plot of the story. When telling a story, teachers should pay attention to guiding students to look at the picture, inspiring them to carefully observe the expressions and movements of the characters in the picture, and imagine the scene of the story; The movie 'Little Rabbit Runs Pumpkin' adopts the form of making up stories with pictures to encourage students to express their thoughts. When teaching 'Little Rabbit Runs Pumpkin', teachers can fully utilize their imagination, understand the meaning of each picture, observe the illustrations, and communicate independently; When teaching 'How Much Voice to Use', teachers can guide students to observe situational diagrams and communicate independently. These three scenario pictures are asking for seats in the library, reporting to the teacher about finding an item in the office, and having a storytelling competition in the classroom, corresponding to three different speaking volumes. These three situational diagrams are beneficial for improving students' oral communication skills and civilized manners. Using illustrations to provide examples for emulation; In teaching 'We Are Friends', teachers can guide students to observe the illustrations in the text, and teachers can remind students to observe the expressions and movements of boys and girls again. The situational diagrams in the textbook present communicative situations and demonstrate the content and methods of "chatting", making it easy for students to imitate and create a positive learning environment for active communication and interaction. Only in this way can students' oral communication skills be effectively improved.

4、 Optimal evaluation mechanism promotes the seamless integration of "speaking" and "listening"

The core literacy of Chinese language not only requires the cultivation of language comprehension and application thinking ability, but also the infiltration and cultivation of students' aesthetic ability. The evaluation of teacher-student communication promotes the improvement of aesthetic ability. The inconsistency between "speaking" and "listening" in picture writing requires teachers to come up with some evaluation mechanisms, such as classroom paraphrasing for students with learning difficulties. Although it may not be possible to achieve consistent expression, it can still cultivate students' good listening habits, from being forced, accustomed, and willing to need a process. Not all course content may be of interest to students, so it is necessary for teachers to bring students who are detached into the classroom context. Teachers should give more praise and less criticism in class, patiently listen to children finish speaking, and there are many cases of unclear language expression and improper use of words among lower grade students. At this time, teachers need to guide them patiently. Emotional experience includes evaluative teaching, using evaluative teaching mode to encourage children to express themselves better. The model of peer evaluation between students, using childlike language in learning, can better promote students' understanding. This requires teachers to establish a suitable evaluation mechanism, as the evaluation methods and content are constantly updated due to the differences in each class. For example, before the lecture of "Recommend an Animated Feature", students need to collect their favorite animated features and recommend them to everyone. Students experience the qualities or emotions of the animated protagonist in online videos. Oral communication should not be limited to the classroom alone, but also require a broader world outside of class, being good at getting close to students, entering their hearts, encouraging communication between students and teachers, and communicating with parents.

In the cultivation of Chinese language literacy, both visual and oral expression abilities are important components. Integrating the two can not only lay a good foundation for future subject learning, but also cultivate students' perception, logic, and expression abilities. It plays an important role in enhancing students' humanistic literacy, cultivating noble aesthetic taste, and personality qualities. The introduction and integration of "oral communication" training in picture based writing teaching is in line with the current requirements of Chinese language teaching and students' development needs. Although picture based writing and oral communication training have their own strengths and have not been fully integrated, it can be seen that many Chinese language teaching workers have begun to pay attention to this topic. In the future, research on this topic will definitely open a new chapter for Chinese language teaching.  

【reference】

[1] Xie Xionglong Guidelines for Primary School Oral Communication Teaching [M] Shanghai Education Press, 2005

[2] Editor in Chief Fei Wei Theory and Examples of Primary School Oral Communication Teaching [M] People's Education Press, 2009

[3] Liu Haili, Editor in Chief of Nanjing Operation and Practice of Oral Communication Teaching Skills in Primary School Chinese Language Guidance [M] Xinhua Publishing House, 2015

[4] Fang Fang Interactive teaching of oral communication aimed at core competencies [J] Primary School Teaching Reference, 2017 (4)