英语本科毕业论文-中国教育体制下情境教学法的误区.doc

此文档收集于网络，如有侵权，请联系网站删除 本科毕业论文中国教育体制下情境教学法的误区学生姓名： 学生学号： 200310206008 院（系）： 外 国 语 学 院 年级专业： 2003级英语本科1班 指导教师： 二七年五月Misunderstandings of the Situational Teaching Method in ChinaLi YingUnder the Supervision ofFan XiyingSchool of Foreign Languages and CulturesPanzhihua UniversityMay 2007精品文档ContentsAbstractKey Words.摘要.关键词.Introduction.1.The Situational Teaching Method.2.The Current Situation of English Education in China.3.The Misunderstandings of the Situational Teaching Method.4.The Causes of the Misunderstandings5A. The Causes Related to the Educational System 5 1. The One-Sided Pursuit of Higher Education5 2. The Blind Pursuit of High Marks .5 3. Emphasis on only the Learning Results.6B. The Limitation of the Educational Resources.7C. The Traditional Teaching Concepts7D. The Traditional Teaching Methods8E. The Conflict Between the Environment and the Use of English.9. Ways to Eliminate the Misunderstandings.10 A. The Reform of the Educational System.10 B. The Change of the Teachers Teaching Belief and Students Aim.10 C. The Appropriate Adoption of the Situational Teaching Method.111. Preparing Lessons Fully.112. Creating Situations According to the Teaching Content.113. Creating Various Situations.114 .Creating Situations to Fit the Majority of Students .12D. The Prompt Correction of Errors.12Conclusion.13Acknowledgements.15Bibliography.16AbstractIn modern times, English education plays a very important role. In order to promote English teaching and learning, the Situational Teaching Method has been adopted in Chinese middle schools. Relevant data shows that the adoption of the Situational Teaching Method abroad has made great achievements and has many merits. For example, it can stimulate students interest in learning English and activate the classroom atmosphere and so on. Nevertheless, the adoption of the Situational Teaching Method in China has had definite misunderstandings, because of the Chinese Examination-Oriented Education, in which the purpose of education is to achieve good results in the examination. In the minds of the students or teachers, the score is the first. Moreover, the extensive use of the Situational Teaching Method is restricted by some actual conditions in China. The adoption of the Situational Teaching Method may cause some misunderstandings.This dissertation has studied the current English education. After analyzing the adoption of the teaching method and the causes of the misunderstandings under the educational system of China, this thesis attempts to eliminate the misunderstandings and find solutions to them.Key WordsThe Situational Teaching Method; Educational System; Situations; Misunderstandings摘要在现代社会，英语教育有着非常重要的地位。为了促进英语教学和学习，在中国的某些中学，情境教学法已被采用。相关资料表明，情境教学法在国外的运用已经取得了一定的成绩，它有着许多优点，比如说它能激发学生的英语学习兴趣，能活跃课堂气氛等。但是，在中国的应试教育体制下，情境教学法的运用却产生了一定的误区。因为中国现行的教育体制的教育目的是为了在考试在中取得好成绩,在学生和教师的心里，分数是第一位,而且中国的一些实际情况也限制着情境教学法的广泛采用。因此,情境教学法的运用将会产生一定的误区。本论文将对中国现行的教育制度作出相应的研究，仔细分析情境教学法在中学英语教育中的应用，寻找出该教学法与教育制度所形成的误区并找出相应的解决方法。关键词情境教学法;教育体制; 情境;误区IntroductionWith Chinas entry into the WTO, the English education becomes more and more important. And now more and more people pay great attention to the English education. For decades, various teaching methods have been employed to improve the English education in middle school, such as Grammar Translation Method, Direct Method, Communicative Approach, and Situational Teaching Method and so on. Some of them are good for improvement of English education, for example, the Situational Teaching Method has yielded some success in middle school English teaching abroad. Teachers inspire students interest in learning English by creating interesting situations. The Situational Teaching Method can make students focus their attention on the learning in English class and enliven the atmosphere of the English classroom by creating the situations. The Situational Teaching Method can also enhance the fun of English teaching.Although the method has many advantages in improving students English learning, like anything else, it also has its own misunderstandings under the present educational system of China. In China, there are so many concrete problems which influence the use of the Situational Teaching Method, such as the shortage of educational resources, the lack of teachers, and so on. In order to improve the current English teaching, there is a need to find out the causes of the misunderstandings and takes some measures to make the Situational Teaching Method fit the situation of English teaching in China. So the thesis analyzes misunderstandings of the method and find out the solutions to them. The Situational Teaching MethodThe Situational Teaching Method benefits from the Firthian Linguistic Approach. Sometimes it also refers to the London School and it is opposed to the American Structure. Firthian thinks that language, cultural background and social environment are closely linked. This teaching method regards short situational dialogues as the basic unit of a language teaching and makes the new structure of the language appearing among the relevant context. Sentence practice and memory are also parts of the teaching method, but, to some extent, it depends on certain situations. However, these situations are determined by the needs of the students. What is the definition of Situational Teaching Method? It means that under the guidance of the teaching program and teaching materials, teachers create various situations to make students immerse into the abundant, natural or semi-natural language customary situation. In such way, students can contact and input a large number of language materials in the natural or man-made circumstances, and they are able to use many similar dialogues to express their cognitive knowledge of social model, the main objects and so on. Students should try to express their inner feelings and establish cognitive or emotional relations which contact with other students or others in the process of their expressions so as to consolidate their mastery of the mode of discourse. Situations can be divided into real situations, recalled situations, the conversion and crossover of situations. In short, the Situational Teaching Method refers to the way that: in the process of English teaching, the teachers on purpose adopt a means to lead students to create a certain emotional and concrete situation. In details, simulating the communicative situation, allowing students to perform short dramas or dialogues and using various tools in English teaching (such as using audio, slides, photographs or video and other teaching tools) are teaching methods in English. Through their seeing and hearing organs, the teachers make the students draw the outline of a vivid and concrete picture in mind so as to stimulate the students interest in learning English, enrich their imagination and arouse the enthusiasm of thinking.The Current Situation of English Education in ChinaBy entering the 21st century, the advent of a knowledge-based economy and the information age has greatly promoted the development of the global integration process. Economic cooperation and trade among countries have become much closer and more frequent and the world tends to be more interdependent. Cultural diversity of the global village is taking shape. English as the main instrument in the international communication which is eligible citizens must master in the 21st century. In particular, Chinas entry into the WTO, English status as the first foreign language in China has been established. Therefore English education plays an essential role in China. Since the early part of 80s in the 20th century, with the rapid development of Chinas socialist modernization, Chinas education has gradually embarked on the road of rapid growth. In order to better promote the development of education and train more outstanding English talents, facing the popular Situational Teaching Method in English abroad, the major middle schools have followed suit. However, the main educational system of China has long been the Examination-Oriented Education. The higher proportion of students entering schools with a higher grade is an important criterion to judge whether the students have learned well and the teaching are outstanding, to judge the teachers whether their teaching effect is obvious. As soon as the Situational Teaching Method is used in middle school English education in China, the use of the method has been a contradiction with the reality of the English education in China. And it has virtually created corresponding misunderstandings.III.The Misunderstandings of the Situational Teaching MethodThe misunderstandings of the Situational Teaching Method are concerned with various aspects, such as the educational system, the teaching concepts, the students and the educational resources. Firstly, as for the educational system, it is well-known that the present educational system in China is the Exam-Oriented Education. Therefore the purpose of the education is to pursue high grade and high proposition of students entering schools of a higher grade. Secondly, in terms of the teaching concepts, the teachers pay much attention to the results instead of cultivating students ability. According to investigations, most of teachers consider the high grades as the sole criterion to judge whether the students have behaved well. That is to say, high grade means you are a good student. To help the students to enter the college is all the teachers objects. On the other hand, the teachers only emphasize on the basic knowledge, neglect the ability of the practice of English. In addition, on the students part, they rely on the teachers a lot and do what the teachers tell them to. In school, they are aimed at getting high grades; therefore, they spend much of their time on the books. However, they cannot put what they learn into practice. At last, as far as the educational resources are concerned, China is very poor in teaching equipments. Because the population in China is very large, the government is not able to invest a lot of money to the schools. As a result, the schools can not afford the advanced equipments let alone the multimedia. Apart from the above several causes, the Chinas actual conditions are also serious problems, such as the lack of the educational recourses, the shortage of teachers, the contradiction between the environment of Chinese language and the use of English and so on. The Situational Teaching Method is used widely in China, but it dose not improve English education well. On the opposite, it will have a great impact on the Chinese education. The Causes of the MisunderstandingsAs far as the misunderstandings of the Situational Teaching Method are concerned, there are many causes of them. The following discussion will focus on these aspects.A. The Causes Related to the Educational System Among the causes of the misunderstandings, these connected with the educational system are of great significance. 1. The One-Sided Pursuit of Higher EducationIn the selection of students, colleges are based on his academic merits. That is to say, if one student gets a high grade in the entrance examination, he will have the priority to be choused. Some schools become famous for the high grades in the high school entrance examination and the collage entrance exams. So the pursuit of higher proportion of students entering high education has become a major objective of the secondary schools. For one-sided pursuit of higher proportion, the middle school teachers impart English as knowledge to students; they do not pay great attention to train students communicative competence of English, which leads many students to only receive high marks in English proficiency test. However, in real life, they are not able to speak English and they can not understand what others say. Such English is called the Dumb English and the Deaf English. 2. The Blind Pursuit of High MarksChinas current education system is Exam-Oriented Education. Under such kind of system, the grade has become a very important aspect. To the students, winner scores, failure points, scores are not powerful, but without score is totally unacceptable.” Every student in-school must contact with the scores. Point is a yardstick to measure the quality of student learning, and it is the expectation of a student. A high score means the dignity and worth of a student in schools. A high score also means a student who is able to smoothly enter the universities for further study and implies the future of career development, economic conditions and living conditions. Thus, each student wants to have a decent score so that they could raise their heads proudly to stroll through the school. Therefore, the students are studying for the score; the score has become the main target.According to some investigations, during the study in middle school, most of students must make good use of every minute to study harder and harder for all day and night. They could not spare any time to have a rest, play a game or visit a friend. At the same time, their teachers also have to work hard day and day. They are busy in getting prepare for new lessons, supervising and speeding up the study of students. Of course, the school of leadership is busy too. All of that is only two aimshigh grade and high proportion of students entering schools of a higher grade. For a student, higher grade means he/she can enter into a good university, even a famous one, such as Beijing University. For a teacher, higher grade can bring the fame of teaching, high salary for them. For a school, high grade makes itself known widely and attracts more and more students to enter it, and get a better opportunity to develop it. 3. Emphasis on Only the Learning ResultsTo English teachers, they are also closely linked by students scores. Score has become an important criterion for the evaluation of teachers. Currently in middle schools the way used in the evaluation of teachers - the last one eliminated is a way to test scores of students as the evaluation criteria. The middle schools of the leadership think that only the measured. Score is the most accurate and effective way to eliminate teachers and it is the most persuasive. Therefore, the test scores of students are directly related to the wages of teachers, especially bonuses. But the face of a teacher is more important than the prize money. At middle schools, the proportion of students entering schools of a higher grade has become one of the main purposes of the school.B. The Limitation of Educational Resources in ChinaChina has a very large population; particularly the rural population takes on a great number. There is an old saying that “A poor country develops extensive education”. Since Chinas the policy of reform and opening up, economic development has been tremendous. However, facing with the reality of a large population, the educational resources are very limited, especially in rural areas. In the existing system of teaching classes, the number of students in English classroom generally tends to be larger. In the English teaching of middle schools, teachers do not classify different levels of classes, regardless of the basic lessons in small classes, the average class at least 50 people. According to the survey findings, it can easily find a fact that: 90.58% surveyed teachers teach English classes with the number of students over 40 in a class, which more than 50 accounts for 51.76%. Results of the surveyed students also prove this situation: nearly 90% of the surveyed students in the class size exceed 40. The number of classes in which more than 50 students was accounted for 64.33%.。At the same time, the English class hour is very limited, each lesson are basically 40 or 45 minutes (Mei Deming He Xing, 2004). However, in English, the adoption of the Situational Teaching Method inevitably spends a lot of time in creating situations in order to stimulate students interest in learning English. Faced with such a huge teaching classes, but so little teaching time, the Situation Teaching Methods adoption in secondary schools English teaching will be very hard to meet this specific case, it is difficult to achieve the aim of improving English teaching results. C. The Traditional Teaching Concepts of the Teachers In China, the secondary schools have very shortage of teachers, especially in remote rural areas. The theoretical study of the teaching English is also not very paid attention to, so teachers often rely on their years of teaching experience and believe that Following Sensation is right in English teaching. They are lack of English teaching abilities in practice. For a Long time, there has been a phenomenon that teachers teach English at the plat port, and students listen to it at the desks. Imparting the basic theoretical knowledge to the students is the main tasks for English teaching. Survey demonstrates that: the role of teachers in the classroom is the traditional leading rol