situationalteachingmethod情景式教学法

1、Situational Teaching Method in PrimarySchool English Teachingby陆雅琼A thesis presented to the School of English Education ofXi aImternational Studies Universityin partial fulfillment of the requirementsfor the degree ofBachelor of ArtsMay 15, 2013Class: 09-5Advisor:文 U全禾西安外国语大学毕业论文开题报告姓名陆雅琼性别女班级09-5学0

2、925010507号毕业论文题目:“情景式教学法”在小学英语教学中的应用Situati onal Teachi ng Method in Primary School En glish Teach ing任务起止日期：2012年11月20日 至2013年5月15日毕业论文主要内容及参考文献：传统小学英语教学模式就是老师在课堂上教授，学生做一些简单的听、说、 读、写以及背诵。对于具有很强好奇心和模仿力的小学生们来说，这种传统而 又缺乏新鲜感的英语教学模式并不容易被他们接受，而“情景式教学法”在这 方面却能达到很好的效果。本论文结合当前小学英语教学的状况，通过对传统 小学英语教学模式和“情景式教学

3、法”的对比，作者认为，传统小学英语教学 模式和“情景式教学法”都各有可取之处，因此，较为合理的英语教学模式应 该是把这两种教学方法结合起来，综合运用。通过本论文，作者希望读者能够 客观的认识传统小学英语教学模式和“情景式教学法”的优劣，同时也希望能 为小学英语教学提供一些正确可行的方法。参考文献：Atk inson, E. S. 2000. An inv estigatio n into the relati on ship betwee n teachermotivati on and pupil motivati on. Educati onal Psychology( 20),45-57

4、.Chen, Shup ing. 2012. Exte nsive readi ng in five Hong Kong EMI sec on daryschools : from a teacher cog niti on perspective. The Un iversity Jour nal of Hong Ko ng Un versity(8), 02-06陈章军.2010.儿童教育浅谈.幼儿师范读本(2)，11-14刘勇.2009.试论“英语情景教学”在课堂上的应用.中小学教育与管理报(14)，60-65指导教师( 签名)年 月 日AcknowledgementsI d like

5、tOake this opport unity to exte nd my best regards to those who have helped me with my graduate thesis.In writing this paper, I have benefited from the presenee of my teachers and my classmates. They generously helped me collect materials I need and made many in valuable suggestio ns. I hereby exte

6、nd my grateful tha nks to them for their kind help, without which the paper would not have been what it it. Particularly, I am deeply indebted to Ms. Liu, my supervisor, who guided me throughout my writing of this thesis. She carefully read the whole draft and offered precious criticism. Her standar

7、ds of academic excelle nee have made my revisi on excit ing and gratify ing experie nee. I also wish to sincerely thank my classmatesand friends, whose brilliant ideas and perceptive observati ons have proved imme nsely con structive.ii“情景式教学法”在小学英语教学中的应用摘要：传统小学英语教学模式就是老师在课堂上教授，学生做一些简单的听、说、读、写以及背诵。对

8、于具有很强好奇心和模仿力的小学生们来说， 这种传统而又 缺乏新鲜感的英语教学模式并不容易被他们接受，而“情景式教学法”在这方面 却能达到很好的效果。本论文结合当前小学英语教学的状况，通过对传统小学英 语教学模式和“情景式教学法”的对比，作者认为，传统小学英语教学模式和“情 景式教学法”都各有可取之处。因此，较为合理的英语教学模式应该是把这两种 教学方法结合起来，综合运用。通过本论文，作者希望读者能够客观的认识传统 小学英语教学模式和“情景式教学法”的优劣，同时也希望能为小学英语教学提 供一些正确可行的方法。关键字：英语教学；情景式教学法；小学英语3Situati onal Teach ing

9、Method in Primary School En glish Teachi ngAbstract:The situati on that the teacher teaches in the classroom, and stude nts do some simple jobs, such as liste ning, speak in g, readi ng, writi ng and recit in gca n be regularly seen in the traditional English teaching class. But for pupils full of c

10、uriosity and imitati on, this traditi onal En glish teachi ng method is not easy to be accepted and is less effective for improvi ng their En glish level. However, the situati onal teachi ng method can achieve a good result in this regard. Based on the curre nt situati on of primary school En glish

11、teachi ng, compari ng the traditi onal En glish teachi ng method with the situational teaching method, the author thinks both of them have their merits. Therefore, the more reas on able primary En glish teach ing method should comb ine these two teaching methods, and use them in an integrative way.

12、In this paper, the author hopes that readers can un dersta nd the traditi onal En glish teachi ng method and the situati onal teach ing method in an objective way, and also hopes to provide some feasible and better En glish teach ing methods in primary school.Key Words: Situational teaching method;

13、primary school English; English teaching; adva ntages and disadva ntages; games4Table of Contents1. Introduction2. Traditional Teaching Method and Situational Teaching Method12.1 Traditi onal Teachi ng Method12.2 Situatio nal Teachi ng Method 23. Comparis on Betwee n the Traditi onal Teachi ng Metho

14、d and the Situati onalTeachi ng Method : 33.1 Traditional Teaching Method. .33.1.1 Adva ntages of the Traditio nal Teach ing Method 33.1.2 Disadvantages of the Traditional Teaching Method .33.2 Situational Teaching Method. 43.2.1 Adva ntages of the Situatio nal Teachi ng Method.43.2.2 Disadva ntages

15、 of the Situati onal Teach ing Mthod.53.3 Current Situation of Applying These Two English Teaching Methods.64. A New Situati onal Teachi ng Method .94.1 The In troducti on of the New Teachi ng Method 94.2 A Small Experime nt of Using This New Situatio nal Teachi ng Method.104.3 Curre nt Situation an

16、d Future of This New Situatio nal Teachi ng Method.125. Conclusion 13References 1451. IntroductionRecent years, accompanied with the fact that China get closer and closer to the world, English has become one of the most important tools to communicate with the world for Chinese people and increasingl

17、y shown its charms in the stage of world. Based on this current situation, English teaching is bound to get much attention and is very necessary to be improvedthe first step is in the primaryschool. But the problem is that the traditional English teaching method lack of interest and is difficult to

18、be accepted by those pupils who are very naughty and full of curiosity. So, the situational teaching method appeals to many teachers for its flexibility ,validity and full of imitative situation related to class. But there is also some disadvantages,such as the degree is difficult to control for tea

19、chers. This study, based on the situational teaching method, absorbing the traditional teaching technique, aims to find a way to improve primary school students English teaching.3 The Traditional Teaching Method and the Situational TeachingMethod2.1 The Traditional Teaching MethodThe traditional tea

20、ching method has a very long history. Needless to say, the traditional teaching method is useful in the field of improving studentsscore, especially in the English. The teacher always teaches the test points, and do not allow students to have some different opinions. That will do harm to the student

21、 creativity.The traditional teaching method is -inculcate the knowledge in a single way lilt is also called -Narration l. It is a comprehensive report and statement of meaning, in such a way that the teacher teaches on the platform, and students learn in their siti The purpose of that teaching metho

22、d is to explain or analyze the author and the contenti So, in a word, the traditional teaching method is a method of interpreting.2.2 The Situational Teaching MethodThe situati onal teachi ng method just follows some rules of lin guistics.Situational teaching method is originally called Oral Approac

23、h, which is developed by British applied linguists from 1930 s (Shu Dingfang,1999.), and it has provided guidanee to many well-known EFL/ESL textbooks and courses, including New Concept English written by Alexander, which is still used in China and known by most Chinese English learner. The concept

24、of the situational teaching method is first projected by Brown. Collin, Duguidin in 1989. They published a study named Situated Cognition and the Culture of the Learning. They believed that nowledge can be produced only when it is applied in the situation, knowledge can not be isolated from its envi

25、ronment, and the best method to learn knowledge is to carry it out in the con text. 11 There are differe nt kinds of expressi ons on the situati onal teach ing method. -Situati onal teach ing method is a kind of method through the use of the vivid scene,to arouse the students interest of learning, t

26、o improve learning efficiency. H (Gu Min gyua n,1999.) -Situati onal teach ing method refers to create the problems with real eve nt or circumsta nee. Stude nts are in the process of solvi ng the in cide nts or problems, and understand the knowledge independently. II ( Zhang Hua, 2000.) Gen erally,

27、the situatio nal teachi ng method relies on the Con structi on Theory and the theory of Situated Cognition and Learning. Constructivism believes that topic, situati on, cooperati on and resources are the four con diti ons to promote teach ing. The emoti onal psychological researches show that the in

28、 dividual emoti on has at least three fun cti ons on cog nitive activities, these are motivati on, stre ngthe n and regulati on. The situati onal teach ing method is to arousestude nts health and emoti onal experie nee in the process of teaching, and raise the enthusiasm of learning directly. The th

29、eory of learning underlying situational teaching method is Behaviorism, addressing more processes, than the conditions of learning. Palmer and Hornby are the main advocator of the situational teaching method (Shu Dingfang,1999.).Situati onal teachi ng method is an adaptati on of the Hersery/Bla ncha

30、rd situati on al leadership model in which the in structor uses a variety of teacher cen tered and stude nt cen tered strategies depe nding on the course content and the in structo use of active lear ning. Situati onal Teachi ng Method means a lively or con crete situation or scene the teacher estab

31、lish with the emotional color by the body of image, in order to draw the students attitude experienee, to help the students understand the textbook, and also improve the students 'mentality development. The center of Situational Teaching Method is to motivate the students' emotion. Make them

32、 learn actively and happily3. Comparison Between the Traditional Teaching Methodand the Situational Teaching Method3.1 The Traditional Teaching Method3.1.1 Advantages of the Traditional Teaching MethodFirstly, the traditi onal teachi ng method emphasizes the structure-fu nctio n- com muni cati on te

33、achi ng model, which can in crease the in put and the output of the Ianguage, and greatly improve the frequency of the target Ianguage training in the class. Secon dly, through the traditi onal teach ing method, the materials that stude nts learn are all provided by teacher. And the stude nts task i

34、s to take them to remember, so it is relatively easy to learn for the stude nts. Thirdly, the traditi onal teachi ng method prefers to stress analysis of the Ianguage structure, vocabulary, sentence structure and grammar learning. So, it can greatly improve the accuracy of the Ian guage use, and is

35、accepted by many En glish teachers.3.1.2 Disadvantage of the Traditional Teaching MethodFirstly, as we all know children s Ianguage acquisition should be carried on in the real con text of practice experie nee. The traditi onal teachi ng method emphasizes the structure and function of the Ianguage,

36、and neglect children s Language Acquisition Law, so the result of the teaching is not very ideal. Secondly, with the teacher as the center, it ignores the students is the learning subject status. The traditional teaching method will decreasestudents 'learning interest, and make the teaching effe

37、ct inefficient. Because the traditional teaching method is completed in the guidance and control of teachers, thus it also brings two results: one is that the students follow the prescribed order that teachers taught, the curiosity and creativity is suppressed;the other is students are not intereste

38、d in the content, and less or not participate in the activities. Thirdly, it is full of risk and unpredictability in the real communication environment. The speaker can't anticipate what the others say and cant prepare to the answer. So, the traditional teaching method is lack of practical appli

39、cability.3.2 The Situational Teaching Method3.2.1 Advantages of the Situational Teaching MethodSituational teaching method means in the teaching process, the teacher purposefully introduce or create certain vivid concrete scene, to arouse student certain emotional experience, thus help students unde

40、rstand teaching materials. English teaching activity is that the teachers and students in class have ideological, cultural, knowledge exchange activities, and make listening, speaking, reading and writing closely linked. So, the situational teaching methods advantages are following: Firstly, situati

41、onal teaching method is fit to studentspsychological characteristics and age characteristics. Secondly, In fact, creating scenes is the essence of situational teaching method, and pupils are interested in scenes. Therefore, creating scenes is the best advantage of the situational teaching method whi

42、ch can stimulate students interest.Situational teaching method can motivate students to learn English. Stimulating pupils interest in learning is one of the important functions and purposes of the Situational Teaching Method. Raising students interest is a premise for teaching. There is a saying: In

43、terest is the best teacher. It can make people concentrate on their work, and have enthusiasm, pleasant emotional experience for study. Teachers should be brimming with enthusiasm to teaching activities with superb teaching art to create an attractive teaching scene. Thirdly, Concentration on Pupils

44、 Attention Scenes candraw students attention. Foreign language teaching can make students consistently remain attention. To make students focus on the study, teachers can not rely on orders and requirements, but depend on the scientific and artistic teaching activities.Naturally students can be attr

45、acted by the contents. About the teaching techniques, teachers can use the classroom and various materials. On one hand students can concentrate on learning in such a scene. On the other hand, students could understand natural and authentic meanings, and the English teaching procedure may become ver

46、y vivid. Fourthly , the situational teaching can make the classroom in a good atmosphere. Creating a good atmosphere in the classroom is a key to motivate students and improve teaching quality. By using "imaginative scenes"in classroom teaching, the atmosphere can reach climax. For example

47、, through simulating call, asking for directions, shopping, buying tickets, students can play a variety of roles, and repeat to use various words and sentences. The Situational Teaching Method provides a lot of opportunities to speak, so it can increase students interest in learning and activate cla

48、ssroom atmosphere.Last, it is well-known that human beings begin to know the world from feelings and perception in the beginning. Perception is the premise of recognition of other activities. Without perception, there is no awareness. The process of perception is close to the existence of objective

49、reality. Teaching English in the actual scene will not only enhance English language training, but also develop children' s intelligence. Through the practice of the language, students develop their thinking ability through the training of letters, words, and sentences. In a world, the use of th

50、e situational teaching method makes the role of the students changed, from passive to active. The teachersrole also has changed from pure teaching in content to the guide of the student. The role of teacher and students can be fully played. And by such kind of means, better teaching effect can be re

51、ceived.3.2.2 Disadvantages of the Situational Teaching MethodEven if situational teaching method has many advantages, there are still some disadvantagesthat we can not ignore. The situational teaching method ignores the entire perception and the comprehensive training, and overlooks the analysis and

52、 the explanation of the language. The primary school studentsknowledge maturity is very limited. The situational teaching method needs a relatively high level of mastering the knowledge. So, it is difficult to use the situational teaching method to improve children s English in a short time. Second,

53、 the situational teaching method emphasizes too much on the intuitive effect and exclude the mother language completely. In the present system of education, the score of the test is still an important indicator of the teachersteaching quality and the studentslearning quality of success. The situatio

54、nal teaching method emphasizes more the process than the result. It does not emphasize the studentsability in the test but the ability in learning the knowledge autonomously. Because it does not adapt to the education environment, the situational teaching method is not selected by teachers.3.3 The C

55、urrent Situation of Applying These Two English Teaching Methods Since we begin to learn English, the traditional teaching method is our first choice. And in quite a long period of time, the traditional teaching method has a great contribution in improving English level of us Chinese people. Our Engl

56、ish teacher from one generation to the next, are all through the traditional teaching method to understand, to learn and to master the English. So, needlessto say, the traditional teaching method has become a means of teaching English. But now, more and more teachers and experts realize the traditio

57、nal teaching method is not adapted to the students thinking and learning ability. Then, the situational teaching method emerges as the times requires.The situational teaching method is a kind of unique and special teaching methods. It emphasizes on language learning process. Students learn language

58、for use, and study through using. It makes a contribution for students to participate activities autonomously. Many experts have left experiences of the situational teaching method. America educator Dewey had the further explanation of the situational teaching method. He thought that the teaching pr

59、ocess must create the situation first, establish the object and the teaching plan according to the situation. Former Soviet educator Sue Home Linsky often created activities for the children in the nature through his education reform, to stimulate students interest in learning, and to develop students imagination and aesthetic