(1) Inadvertently, the teacher will only communicate with a few students, and other students will play the role of audience. Teachers often ask many enlightening questions in class, but students who are willing and able to express themselves always answer them first. They become active members and often speak in class. Sometimes teachers will deliberately pay attention to getting more students involved, but the problem is that other students often don't raise their hands. More importantly, even if they raise their hands and stand up to communicate, they are not good at expressing their ideas, or they can't express themselves in fluent language at all. These students are considered as students who can't think, can't think, don't want to participate, and are not good at participating. Therefore, after a period of adjustment, the teacher unconsciously only communicates with a few students, and this process will appear unconsciously.

(2) With the growth of grade, students in the class are very reluctant to talk in class. These students will begin to pay attention to whether their speeches satisfy them. Sometimes I am afraid that I am not complete enough, and sometimes I am afraid that I am not wonderful enough; Sometimes they feel that their speeches are not necessarily correct and prefer not to raise their hands to speak. A few students who used to be very active will disdain to answer the teacher's questions because the questions are simple. These students sometimes show disdainful smiles at the corners of their mouths by watching the enthusiasm of some people. At this time, teachers often use individual heart-to-heart, comments and parents to communicate, or directly use grades and comments to motivate students, but the effect is often temporary and the effect is not ideal, and the status quo is difficult to change. Teachers are determined to pursue the positive enthusiasm of classroom speech, so teachers always talk about students' speeches when they get together. In the occasional open class, through various forms of education, students' speeches will be more active, and the same is true for classes in the class.

I think, with the growth of students' age, speaking carefully is the law of children's growth. At this time, can we effectively respect and care for these needs of children? In addition, children's thinking quality and learning style are also different. Can we adopt more diversified ways of communication in the classroom so that students can participate effectively? !

Thirdly, we need to think about middle school students' speeches in class from another angle, so as to better improve our teaching.

(1) How to position the value of students' classroom speech in classroom teaching? Judging from the current classroom, students' classroom speeches are all in response to teachers' questions, except for a few students who take the initiative to ask questions. So why did the teacher ask the students to answer? There are several purposes: first, to know whether students know through preview, for example, do you know the meaning of "beg"? The second is to understand how students learn, such as how to remember the word "Mou". The third is to understand the students' thoughts. For example, how do you understand the last paragraph of the text? Obviously, for the first question, it is an inspection purpose, while for the second and third questions, the teacher wants to turn individual students' learning styles or personalized understanding into learning resources to use. Well, let's think about it. If we just check, we generally know whether the students know. Such a question is only the teacher's self-comfort, because the teacher can only know the situation of one or two students, and often the teacher randomly infers the overall situation of the students based on the speeches of several students. This idea is obviously wrong in statistics. Therefore, I think students' classroom speech should be a learning resource, which should lead to more extensive thinking and inspire more students. Therefore, the audience of students' classroom speech should be not only teachers, but also all students. Then, the teacher's questions should meet the needs of students' expression, instead of letting students' expression fit the teacher's questions. Will this make more students willing to express themselves?

(2) Do students' learning achievements (including learning methods and thinking achievements) have to be expressed in spoken language? It is true that the quickest way to communicate information is oral communication, but as an increasingly complex learning achievement, do we adopt various expressions to adapt to different types of students, and can we also adopt other ways to communicate in class to eliminate students' fear of being immature or unwilling to express directly?

(3) The quality and quantity of classroom speeches depend on the depth of students' experience of learning content and learning activities. Then, when we reflect on the decline in the number, frequency and quality of students' classroom speeches, should we reflect on whether our teaching design has given students a real experience, or give students enough time to reflect and sort out their own experiences?

(4) Whether the level of classroom communication is too flat. When discussing a problem, students will form a multi-level and different-depth understanding, or they will form a variety of learning methods. At this time, every different student's speech is actually a good learning resource, but we often pursue the width of the same level, lacking the progressive understanding of each student on this issue, and failing to form a second progressive re-understanding.

(5) It is not difficult to find that students' speeches in class will show different characteristics of thinking quality. For example, several students raised their hands to speak as soon as the teacher asked questions. This is a quick-thinking student, and their test scores can only hover around 90 points. There are some students who always look at the teacher with bright eyes, but don't raise their hands easily. Once they speak, there are few mistakes, and these students are often the winners with high scores in exams. These children's thinking is generally profound; There are also some students who can't get to the point when answering the teacher's questions. Their answers often make teachers laugh and cry, which will create the illusion of active classroom atmosphere, so they are least welcomed by teachers. These children's thinking is divergent. Therefore, students with different thinking qualities will behave differently when dealing with classroom speeches. Should students' cognitive style and thinking quality be considered in design teaching?

To sum up, I want to express the following meaning:

(1) At present, many classroom speeches revolve around teachers' questions. Can the teaching design be changed to provide opportunities for students' personalized expression?

(2) Should we make great efforts to guide students to speak actively and enthusiastically? Is there a more effective way to guide students to think positively? Is it necessary to talk in class?

(3) The most important value of classroom speech is the development of resources. How to make full and effective use of students' learning achievements in class is a problem that we need to study seriously.

(4) The key factor of classroom speech is the problem of teaching design, so we need to seriously think about how to improve our teaching design ability.