情境教学法在初中听力教学中的应用研究-以泊头市第三中学为例

ChapterTwoTheoreticalBasisThischaptermainlyintroducestheliteraturereviewofthisstudy.Thefirstpartelaboratesthetheoreticalbasisofsituationalteachingmethodandtheresearchsituationofsituationalteachingmethodathomeandabroad.Thesecondpartisthedefinitionoflisteningteachingandthestatusquooflisteningteachingathomeandabroad.2.1TheStudyofSituationalTeachingMethod①Inthe1950s,oralEnglishteachingwasverypopularasamethodofteachingEnglishinBritain.Aftermanylinguistshavesummarizedthemaincharacteristicsoforalteachingmethod,theword"situation"hasgraduallyappearedinoralteachingmethod.Later,theoralmethodofteachingwasalsocalled"situationalmethod".2.1.1BasicTheoryofSituationalTeachingMethodSituationalteachingmethodoriginatedinancientGreeceinthe10thcenturyBC.ItwasextendedfromSocrates'"questionandanswermethod".Itinspiredstudentsbycreatingproblemsituationsandencouragedthemtoactivelyseekknowledge.SinceJohnDeweyformallyproposedthedefinitionof"situation"inthe19thcentury,situationalteachingmethodhasbeensystematicallydevelopedintheory.Heproposedthat"thinkingoriginatesfromthesituationofdirectexperience",andbelievedthatthemostmeaningfulwayforlearnerstoacquireknowledgefrompracticallifeexperienceistheway.Atthebeginningofthe21stcentury,domesticscholarshavecarriedoutalotofresearchonsituationalteachingmethodandgraduallyappliedittovarioussubjects,whichhasbenefitedstudentsalot.LvWenjing(2009)regardssituationalteachingasaformofteachingorganization.Shebelievesthatsituationalteachingcreatesvirtuallearningsituationssimilartorealityforstudentsandenablesthemtocommunicateandexchangelanguageinsuchsituationstorealizelanguagelearning.Accordingtopsychology,thesituationisadirectstimulustopeople,andithascertainbiologicalandsociologicalsignificance.Situationshavearoleintriggeringcertainemotions.Forexample,hearingatigerwhistlinginthemountainsisverydifferentfromhearingatigerwhistlinginapark.Therefore,wesaythatthesituationreferstothespecificnaturalenvironmentorspecificsocialenvironmentthatcausesemotionalchangestopeople.Structuralismplaysakeyroleinsituationalteaching.Inthe1930s,therewerethreeschoolsofstructurallinguisticsstartingfromSaussure's"system"theoryoflanguage.Althoughdifferentschoolsofstructurallinguisticshavedifferentviewsoncertainspecificissues,structuralistsviewlanguageasasystemofsymbolswithdifferenthierarchies.Therefore,structurallinguisticsusuallycollectsdiscoursecorpora,andthenclassifiesalltheelementsinthecorpusaccordingtotheirdifferentlanguagelevels.Hedge,T(2005)believethatthelanguagetheoryofsituationalapproachisbasedontheEnglishstructuralism,inwhichspeechorspeechisthefoundationoflanguageandstructureisthecoreofspeakingability.Languagesarepurposefulactivitiesrelatedtosituationsintherealworld,anditisbelievedthatstructuralknowledgemustbecloselyrelatedtothesituationsinwhichtheycanbeused.2.1.2ResearchesonTheSituationalTeachingMethodinChinaandAbroadInancientChineseeducation,peoplehaverealizedtheimportanceofsituationineducation.Mozi,anancienteducator,believedthattheformationofhumancharacterisinfluencedbytheenvironment."Humannatureislikeplainsilk.Ifitisdyedinheaven,itbecomespale;ifitisdyedinyellow,itbecomesyellow."AnotherexampleisthatMencius'mothermovedthreetimessothathersoncouldreceiveabettereducation,whichreflectstheinfluenceofthesituationonpeople.ThefamouseducatorConfuciusadvocated"noanger,noinspiration,nohair."Heuristicteachingshowsthepositiveroleplayedbygoodsituationsinhumandevelopment.ThemoderneducatorMr.YeShengtaowroteafamoussayingthat"theauthorhasthechest,theentrybeginswithaffinity".Students'understandingandmasteryofknowledgeareoftenrelatedtocertainsituations.Teachersshouldcreatecertainsituationsaccordingtothecharacteristicsofteachingmaterials,suchassaltthatneedstobedissolvedintosouptobeabsorbed.Inordertobettercultivatestudents'interestinlearning,soastoimprovethelevelofachievement.LvWenjing(2009)explainedthebroadandnarrowconceptsofsituationalteachingandsummarizedsixcharacteristicsofsituationalteachingintheAnalysisoftheConceptandCharacteristicsofSituationalEnglishTeaching.[11]208Theyarethesupplyofrichandmeaningfulsituations,problem-basedconstructivelearning,realactivitiesandtasks,learner-centeredlearningenvironment,the"support"roleofteachersandsituationalevaluationofstudentlearning,whichlaysasolidtheoreticalfoundationforthepracticeprocesstofollow.IntheApplicationofSituationalTeachingMethodinJuniorMiddleSchoolEnglishTeaching,ChenXiuying(2014)summarizedthepracticalsignificanceofsituationalteachingmethodinEnglishsubjects.With"environment"asthemedium,throughthecreationofvariousvividandspecificlanguageenvironments,thedistancebetweenlanguagelearningandstudents'reallifeisnarrowed,andthedeadlanguagebecomesalivinglife.[12]182Itopensupapracticalwayforstudents'activeparticipationanddevelopment,andlaysasolidfoundationforthefutureteachingwork.IntheResearchontheApplicationofSituationalTeachingMethodinJuniorHighSchoolEnglishListeningTeaching,JiXinxin(2017)elaboratedonthetheoreticalbasisofsituationalteachingmethodfromtheperspectivesofeducationdisciplineandlanguagedisciplinerespectively,bringingtheapplicationofsituationalteachingmethodtoanewheight,achievingmoresystematicdevelopmentandimprovement,andhavingamoreprofoundinfluenceonstudents'learningofEnglishlisteningcourses.[13]Inforeigncountries,situationalteachingmethodoriginatesearlierandhashistoricalsignificanceandtimesvalue.FrencheducatorJean-JacquesRousseaurecordedanexampleofsituationalteachinginhiseducationalworkEmile:TheteachertookadvantageofthenaturalsituationoftheforestandguidedEmiletoidentifythedirectionaccordingtotheshadowofthetreesandfindthewayhome,whicheffectivelysolvedtheproblemofstudents.Sukhomlinsky,afamouseducatorintheformerSovietUnion,oftenbroughtstudentstonatureinhisteachingreformexperiments,letstudentsobserve,experienceandfeelthebeautyofnature,andletthemcultivatestudents'observationandcreativityinthecolorfulnaturalsituationofnature.Brown,J.S,Collin.A&P.Duguid(1989)firstputforwardtheconceptofSituationalteachinginSituationalCognitionandTheCultureofLearning:Ateachingmethodthatusesconcreteandvividscenestoarousestudents'interestinactivelearningandimprovelearningefficiency.[1]62Itprovidesspecifictheoreticalsupportandguidanceforsituationalteachingmethod.InthebookTeachingandResearchingListening,Rost,M(2005)emphasizesthenecessityandimportanceoftheapplicationofsituationalteachingmethodinEnglishlisteninglessons.ListeningisaveryimportantpartofEnglishlearning.[9]Itcantrainstudents'Englishthinking.Promoteintellectualdevelopmentandtheimprovementofunderstandingability,andsituationalteachingcanmakelisteningspecific,easyforstudentstounderstand.Jin-eli(2019)furtherlaidtheknowledgefoundationfortheapplicationofsituationalteachinginclassroomteachingpracticeinFrontiersinEducationalResearch.Usingpictures,videos,audioandothermaterialstocreatesituations,studentsrespondedpositivelyinclassandmadegreatprogress.Thisprovesthescienceofsituationalteachingmethod.Athomeandabroad,relevantresearchesonsituationalteachingapproachhavegraduallyenrichedandimprovedthetheoryofsituationalcreation.TherearemanyresearchesontheapplicationofsituationalteachingapproachinEnglishreadingandwriting,buttherearefewresearchesontheapplicationofsituationalteachingapproachinjuniormiddleschoolEnglishlisteningteaching.Therefore,thispaperhopestoprovidenewteachingideasforlisteningteachinginthefuture,whichhascertaintheoreticalandpracticalvalue.ChapterThreeResearchDesignThischapterconsistsoffourparts.Thefirstpartistheresearchproblem,thesecondpartistheresearchobject,andtheninthethirdpart,theauthordescribestheresearchtoolsusedinthisresearch,andthefourthpartistheresearchstepsofthisresearch.3.1ResearchProblemThenewcurriculumstandardsrequireEnglishteacherstoshiftfrom"grammarknowledge"to"languageability".ListeningplaysanimportantroleinmiddleschoolEnglishteaching,andlisteningisanecessaryconditionforstudentstomasteraforeignlanguage.Combinedwiththerelevantliteratureathomeandabroad,theauthorhascarriedoutanexperimentonEnglishlisteningteachingbyusingsituationalteachingmethodinjuniormiddleschool,anddiscussedsometeachingproblemsfoundintheapplicationofsituationalteachinginmiddleschool:(1)CantheapplicationofsituationalteachingmethodinjuniormiddleschoolEnglishlisteningclassstimulatestudents'interestinlistening?(2)CantheapplicationofsituationalteachingmethodinjuniormiddleschoolEnglishlisteningclassimprovestudents'listeningability?Andputforwardsomecountermeasuresandsuggestions.Thispapermainlyaimstosolvewhethertheapplicationofsituationalteachingmethodisusefultoimprovejuniormiddleschoolstudents'listeningabilityandlisteninginterest.3.2ResearchObjectTheauthorselectedthestudentsofgradetwointhethirdmiddleschoolinBotoucityastheexperimentalobject,thenumberofclassone42,thenumberofclasstwo43people,atotal85people.Thepre-testresultsshowthatthelisteninglevelofthestudentsinthistwoclassesisroughlythesameandthedifferenceisnotsignificant.Therefore,theauthorselectsClass1astheexperimentalclassandClass2asthecontrolclass.Theexperimentalclassadoptedthesituationalteachingmethodforlisteningteaching,andthecontrolclassadoptedthetraditionallisteningteachingmodeforlisteningteaching.Duringthefour-monthexperiment,thelisteningteachingcontent,teachingprogressandteachingdurationofthetwoclasseswereidentical,andonlydifferentlisteningteachingmodesweredifferent.Attheendoftheexperiment,thepost-testcomparesthelisteningscoresofthestudentsinthepre-testtoanalyzewhetherthesituationalteachingmethodisusefultoimprovethelisteningabilityandlisteninginterestofthestudents.3.3ResearchToolInordertocarryouttheresearch,questionnairesurvey,testpaperandclassroomrecordwereadopted.TestsareusedtoinvestigatetheeffectsEnglishteachersgetwhentheyadoptdifferentteachingmethods.Thepurposeofthesequestionnairesistocomparethechangesinstudents'listeninglearningmotivationandlearningperformanceofsituationalEnglishteachingmethod,collectandanalyzethedata,soastoverifytheeffectivenessofsituationalEnglishteachingmethodinlisteningteaching.3.3.1QuestionnaireThisstudyinvestigatestheapplicationofsituationalteachingmethodinjuniormiddleschoolEnglishlisteningteachingwiththehelpofquestionnaire.Thisquestionnaireconsistsof8questions,whicharedistributedtothestudentsofClass1andClass2,Grade2,inordertounderstandtheirattitudetowardslisteningclass,theproblemsinlisteningclassandthesettingofsituations.3.3.2TestPaperThisexperimentconsistsoftwosetsoflisteningtests,oneisthepre-testandtheotheristhepost-test.Beforetheexperiment,inordertoensurethatthereisnoobviousdifferencebetweenthetwoclassesofstudentsinEnglishlisteninglevel,theauthorconductedalisteningtest.Aftertheendoftheexperiment,thestudentsweretestedagainwiththepost-testpapertotesttheexperimenteffect.Allthetestpaperarescreenedaccordingtotherequirementsofthe2017editionoftheNewJuniorHighSchoolEnglishCurriculumStandardandthelisteninglevelofthecandidates.Thescore,questiontype,difficultyandtesttimeofthetestpapersarebasicallythesame.Thepre-testwasconductedonSeptember15,2022,andthepost-testonDecember10,20ClassroomObservationRecordinthelabclassbeforeandafterstarting,theauthorconsciouslyobservedthelearningstatusofthetwoclasses,andcarefullycomparedthestudents'participationinthelisteningclassbetweenthelisteningclassusingthesituationalteachingmethodandthetraditionallisteningclass.Forexample,whetherthestudentsintheexperimentalclasscanactivelyparticipateintheclass,communicatewiththeteacher,interactwiththeirclassmates,andcooperatewiththeteachertocompletethesituationalactivitiesassignedinclass,etc.Throughthewayofclassroomobservationtotestwhethertheapplicationofsituationalteachinginlisteningclassiseffective.3.4ResearchProcedureThisprocessconsistsofthreeparts,whicharespecificdetailsbefore,duringandaftertheexperiment.3.4.1BeforeTheExperimentListeningtestandquestionnairewereconductedonstudentsintwoclassesrespectively,whichaimstojudgewhetherthereisadifferenceinEnglishlisteninglevelandtheirinterestinEnglishlisteninglearning,soastocarryoutsubsequentresearch.3.4.2DuringTheExperimentTheauthortakesUnit2SectionAofthenewtargetEnglishtextbookGoforit,Grade8,asanexampletocarryouttheteachingcontent.Thelisteningpartofthisunitisthediscussionamongfriendsaboutdailyactivitiesandthequestionandansweraboutthefrequencyofdailyactivities.Theoverallatmosphereisrelaxedandcomfortable,closetotherealityoflife,andeasytostimulatestudents'interestinlearning.Thefollowingisthelessonplanforthisclass:Teachingtheme:Howoftendoyouexercise?Teachingaims:Knowledgeaims:Masterkeywordsonce,twice,ever,hardly,housework,Internet,program,full,swingandkeyphrasesonweekends,gotothemovies,goshopping,watchTV,hardlyever,howoften,onceaweek.Learntouse"Whatdoyouusuallydoonweekends?"communication.Abilityaims:Studentsareabletoaskandanswerquestionsabouttheactivitiesofadverbsoffrequencyandskillfullycommunicatewithothers.Emotionalaims:Cultivatethespiritofcooperation,experiencethehappinessoflisteninglearning,getemotionalsublimation.Keypoint:1.Understandandusethedifferencesbetween6adverbsoffrequency.2.Theuseofverbsandsentencepatternsindifferentpersonsofthepresenttense.Teachingmethod:SituationalTeachingMethod.Teachingprocess:Step1.Situationalintroduction.Teacher:IlikeSaturdayandSunday.BecauseIcandomanythingswhatIlike.IalwayswatchTV.Isometimeshelpwiththehousework.Ioftengoshopping.Iusuallyplaywithmyfriends.Whatdoyouusuallydoonweekends?Canyoutelluswhatyoudoonweekends?Pleasesaysomethingtoyourpartneraboutyourweekends.Step2.Completethetaskinthetextbook1a-1c.AskstudentstoopenthetextbookP9,lookatthepicturesofthetextbookandwritesomeactivitiesasrequired.Communicatewitheachotherinthegrouptocompletethetask1atogether.Invitetwoorthreegroupsofstudentstowriteallthephrasesontheblackboard.Askthestudentstoreadaloudtomemorizethem.Thentheteacherwillcheckthem.Practicedialoguesinpairsbyusingphrasesontheblackboardandsentencepatternsof1a.Theninvite2-3groupsofstudentstoactthemout.Iwillinviteastudenttoreadtheadverboffrequencyin1b.Theteacherwillcorrectthepronunciationoftheadverbandaskthestudenttomemorizeit.Playthetape,fillintheformaccordingtowhatyouhaveheard,completethelisteningtaskof1bindependently,andtheteachercorrectstheanswerscollectively.Askstudentstoreadthelisteningmaterialaloud.Workinpairsandaskthestudentstoaskandanswereachotheraccordingtothesentencepatternof1c,andinvite2-3studentstoperform.Step3.Completethetasksinthetextbook2a-2d.StudentsareaskedtoopenthetextbookP10andreadthewordsandphrasesin2a.Theteachercorrectsthepronunciationandthenstudentsmemorizethemtoprepareforthelistening.PlaythefirstrecordingandranktheactivitiesaccordingtoChengTao'sconversationsofdifferentactivityfrequenciestocompletetask2a.Activities____a.

go

to

the

movies____b.

watch

TV____c.

shop____d.

exercise____e.

readPlaytherecordingforthesecondtimeandmatchChengTao'sactivitiesandtheirfrequenciestocompletetask2b.ActivitiesHowoftena.

go

to

the

movieseverydayb.

watch

TVonceaweekc.

Shoptwiceaweekd.

Exercisethreetimesaweeke.

ReadonceamonthTwiceamonthInvite2-3studentstosaytheanswers2aand2b.Thenopenthelisteningmaterialandreadaloud.Finally,revisetheanswerstogether.Listentothelisteningmaterialin2aagain,andletthestudentspracticethedialogueaccordingtothecontentinTable2c.Thenaskseveralgroupsofstudentstoactoutthedialogueandseewhichgroupisthebest.ActivitiesHow

oftenwatch

TVuse

the

Internetread

English

booksgo

to

the

moviesexerciseInvitetwostudentstoworkingroupstopractice2dcontent.Probleminquiry.UsageofbefreeUsageofhowoftenUsageofhowaboutPayattentiontotheexpressionsofballgamessuchasplaytennis.FreeTalk:Askthestudentstotalkabouttheweekendactivitiesusingtheadverbsoffrequencyandthepresenttense.Theninvite2-3groupsofstudentstoact.Completethesynchronizedexercisescorrespondingtothisclass.3.4.3AfterTheExperimentAftertheexperiment,theauthorconductedapost-testonthelisteningperformanceofthestudentsinthetwoclasses,andconductedastatisticalandanalysisontheirlisteningperformance,soastotestwhethertheapplicationofsituationalteachingmethodinEnglishlisteningteachingcaneffectivelyimprovestudents'listeningperformance.Accordingtothesecondarydistributionofquestionnaires,students'attitudesandsuggestionsonsituationalteachingmethodwerecollected,andclassroomobservationrecordsweresortedouttoanalyzestudents'learningsituation,soastohelpthemmakegreaterprogress.ChapterFourDataAnalysisandDiscussionThischapterdiscussesthedatacollectedintheexperiment,includingthreeparts.Thefirstpartistheresultsandanalysisofthequestionnairesurvey,thesecondpartisthepercentageanalysisoftheresultsofthetestpaper,includingthepre-testandpost-testofECandCC,andthethirdpartistheanalysisoftheclassroomrecords4.1DataAnalysisandDiscussionofQuestionnaireBeforetheexperiment,theauthordistributedquestionnairesonjuniorhighschooltosurveystudents'listeninginterestandstudents'communicationandinteractioninlisteningclasstounderstandthecurrentsituationofjuniorhighschoolEnglishlistening,soastofacilitatethesmoothprogressoftheexperiment.Atotalof85subjectsfromtwoclassesweregivenquestionnairesbeforetheexperiment,andthefollowingstatisticaldataareanalyzed.Table4.1QuestionnairestatisticsofECandCCQuestionOptionFrequency(EC)Percentage(EC)Frequency(CC)Percentage(CC)IntheEnglishlisteningclass,istheatmosphereintheEnglishclasswarm?AA=Veryenthusiastic23.522.7BB=Enthusiastic711.834.1CC=Ingeneral1234.11237.3DD=Lukewarm1337.61745.8E812.9910.1Total42100.043100.0RefertoTable4.1QuestionnairestatisticsofECandCCWhatyousaidinlisteningclasswasF35.934.1G612.957.7C1536.51030.9H1231.81745.5II=Hardly612.9811.8Total42100.043100.0WhatisyourgeneralfeelingaboutEnglishlisteninglearningJJ=Veryhappy23.522.7KK=Haveanoccasionalinterest516.545.1LL=Apathy1337.61227.7MM=Boring1535.31743.3NN=Considerasaburden77.1821.2Total42100.043100.0Ascanbeseenfromtheabovetable,37.6%ofthestudentsthinkthatthecurrentEnglishlisteningclassatmosphereisnotwarmenough.ThestudentswhospeakalotinEnglishlisteningclassaccountfor18.8%,mostofthemdonotspeak.ForthefeelingsofEnglishlisteninglearning,moststudentschoosethedullandboringoptions,fullyshowsthattherearesomeproblemsinjuniorhighschoolEnglishlisteningclass,leadingtostudentshavenointerestinEnglishlisteninglearning.Table4.2QuestionnairestatisticsofECandCCQuestionOptionFrequency(EC)Percentage(EC)Frequency(CC)Percentage(CC)Willtheteacherleadtheclassincreatingsituationsbyplayinggames?FF=Verymuch38.222.7GG=Alot717.634.1C1534.11237.3HH=Veryfew1228.21745.8I511.8910.1Total42100.043100.0Doteachersusepicturesandstickfigurestocreatesituationsinlisteningclass?F38.222.7G712.945.1C1129.41227.7H1337.61543.3I811.81021.2Total42100.043100.0RefertoTable4.2QuestionnairestatisticsofECandCCDoteachersuseroleplaytocreatesituationsinlisteningclass?F25.934.1G918.857.7C1330.31030.9H1537.91745.5I37.1811.8Total42100.043100.0Willteachersusemultimediatocreatesituationsinlisteningclass?F13.522.7G817.645.1C1530.61227.7H1236.51543.3I611.81021.2Total42100.043100.0Accordingtothetableabove,34.1%ofstudentschosethatteachersrarelyusegamestocreatesituations.Forteacherscreatingsituationswithpictures,stickfiguresandroleplay,moststudentschosegeneralsituations.Teachersusemultimediatocreatesituations,accountingfor36.5%oftheproportion,moststudentschoosefewsituations.ItcanbeseenthattheteachersofjuniorhighschoolEnglishlisteningclassareveryfewintheformofgames,stickfiguresandmultimedia.Table4.3QuestionnairestatisticsofECandCCQuestionOptionFrequency(EC)Percentage(EC)Frequency(CC)Percentage(CC)IntheEnglishlisteningclass,doyouhavetheopportunitytoparticipateinthegroupdiscussion?A35.911.3B712.969.1C1641.21847.7D1334.11539.5EE=Verytepid35.932.4Total42100.043100.0Accordingtotheabovetable,41.2%and34.1%ofthestudentschoosethecommonandfewoptionsforgroupdiscussioninEnglishlisteningclass.Thus,itcanbeseenthatitisdifficultforstudentstopromoteeachotherinthetraditionalclassroom.4.2DataAnalysisandDiscussionofTestPaperAfterthefour-monthexperiment,theauthorinputthepre-testandpost-testlisteningscoresoftheexperimentalclassthroughpercentagetoanalyzethedifferencesinlisteningscoresoftheexperimentalclassbeforeandaftertheexperiment.Theresultsareshowninthetablebelow.4.2.1Pre-testResultsandAnalysisTable4.4ThePre-testinECandCCListeningperformancePre-test(EC)Pre-test(CC)20-3020％20％10-1970％65％0-910％15％Outofthefullscoreof30pointsinthefrontlisteningpaper,theexperimentalclassgotthemost10-19points,accountingfor70%,whiletheordinaryclassalsogotthemoststudentsinthissection,accountingfor65%.Aboutthesamenumberofstudentsgotgrades0-9and20-30.Thisshowsthatthelisteninglevelofthestudentsinthetwoclassesisnotverydifferent,sotheexperimentcanbecarriedoutandconvinced.4.2.2Post-testResultsandAnalysisTable4.5ThePost-testinECandCCListeningperformancePost-test(EC)Post-test(CC)20-3080％20％10-1915％65％0-95％15％Outofthefullscoreof30inthepost-testlisteningpaper,thestudentsintheexperimentalclassgot20-30points,accountingfor80%,showingobviousprogress,whilethestudentswhogot0-9and10-19accountedfor5%and15%respectively,bothdecreasedcomparedwiththepre-test.Inordinaryclasses,studentswhogot10-19scoresaccountedfor65%,whilestudentswhogot0-9scoresand20-30scoresaccountedfor15%and20%,thesameeffectasthepre-testlisteningscores.Itshowsthattheapplicationofsituationalteachingmethodinexperimentalclasspromotesstudents'listeninglearning.4.3TheDiscussionofClassroomObservationTheauthorwillcombandsummarizetheclassroomobservationrecordsofthisweekeveryweek.Theattitudeofstudentsincompletinglisteningactivitiesisnotonlyrelatedtothewayofcreatingthesituationintheleading-inpart,butalsorelatedtothecontentoflistening.Studentsusuallyshowstrongenthusiasmwhentheyarefamiliarwithsomelisteningmaterials.Therefore,accordingtothespecificsituationofstudents,theauthorusuallycreatessomesituationsforstudentstounderstandintheirdailylife.Comparedwiththecontrolclass,studentsintheexperimentalclasscanbetterparticipateinlisteningactivitiesandcompletelisteningtasks.Afterexploringandtryingforseveralclasses,thestudentsshowedobviousinterestinEnglishlisteningclass,andtheirpreviousnervousandnegativeemotionswererelievedtoalargeextent.Inthedesignofclassroomactivities,theauthorisalsofromeasytodifficult,togivestudentsagradualadaptationprocess.AfterstudentsimprovetheirconfidenceinEnglishlisteningtoacertainextent,theyshouldincreasediscussionafterlisteningtoencouragestudentstoexpresstheirviewsandcommunicatewiththeirpeersinEnglish.Throughclassroomobservation,itisfoundthatstudentsintheexperimentalclasshavepositivechangesintheirperformanceinlisteningclassandtheirattitudetowardsEnglishlistening.ChapterFiveTeachingSuggestionInthischapter,theauthorputsforwardteachingsuggestionstostudentsandteachersrespectively.IhopeIcanhelpjuniorhighschoolEnglishlisteninglearningandteachingwork,teachersandstudentsmakeprogresstogether.5.1AdviceforStudentsSituationalteachingmethodemphasizesstudentsasthecenteroftheclassroom.Comparedwithtraditionalteachingmethods,studentsshouldchangefrompassivetoactive,fullyintegrateintotheclassroom,andlearningwillnolongerbeaburden.Firstly,Studentschangethetraditionalmentality.Inordertoachievegoodteachingeffectinlisteningteaching,studentsneedtocooperatewithteacherspositively.Studentsshouldchangethetraditionalattitude