畢業(yè)論文 情景教學(xué)法在小學(xué)英語教學(xué)中應(yīng)用

1、 2013屆本科畢業(yè)論文情景教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)用姓 名： 賀貞貞 系 別： 外語學(xué)院 專 業(yè)： 英 語 學(xué) 號： 090411061 指導(dǎo)教師： 丁忠信 2013年5月11the application of the situational teaching method to the elementary school english teachingbyhe zhenzhenshangqiu normal universitymay 2013商丘師范學(xué)院2013屆本科畢業(yè)論文摘 要 隨著英語在小學(xué)階段的開展，教學(xué)改革的推進，很多科學(xué)而又有效的教學(xué)方法展現(xiàn)在課堂教學(xué)中。情境教學(xué)法也隨

2、著中國教育體制的改革而出現(xiàn)，并在小學(xué)英語的教學(xué)中取得一定的成就，在中國的小學(xué)英語教學(xué)中，情境教學(xué)法是一種值得參考和采用的方法。情景教學(xué)法強調(diào)語言學(xué)習(xí)的真實情景。通過創(chuàng)設(shè)語言學(xué)習(xí)的情景，以情景為中心，培養(yǎng)學(xué)生的聽說能力。由于其強調(diào)語言和環(huán)境的結(jié)合，可以增強學(xué)生對語言的感性認(rèn)識。小學(xué)生理解能力不高但擅長對感性認(rèn)識的記憶 ,因此情景教學(xué)法非常適合教授小學(xué)生尤其是低年級學(xué)生學(xué)習(xí)語言時使用。關(guān)鍵詞：情景教學(xué)法:小學(xué):英語教學(xué)abstractwith english being carried out in primary schools and teaching reforms being promot

3、ed, lots of scientific and efficient teaching methods appear in classroom teaching. after chinese educational system reform, the situational teaching method comes into being. till now it has got great achievements in the english teaching of elementary school. as for english teaching of the elementar

4、y school, it pays to much attention to the situational teaching method. situational teaching methodology which emphasizes the real scene of language learning cultivates students listening and speaking abilities by means of creating the scene of language learning and regarding the scene as the center

5、. as a result of its combination of language and environment, situational teaching methodology can enhance students perceptual understanding of language. for students are not good at understanding but adept in keeping perceptual knowledge in mind, situational teaching methodology is quite suitable t

6、o pupils especially the lower grades to study language.key words: the situational teaching method; primary school; english teaching contents摘 要iabstractiicontentsiii1introduction12the appearance of the situational teaching method22.1the origin of the situational teaching method22.2the definition of

7、the situational teaching method33the necessity of the use of situational teaching methodology in primary school classes.43.1it helps to develop and enhance students interest in learning english43.2it helps to cultivate students practical ability to use english43.3it helps students to master knowledg

8、e and comprehending the difficulties53.4it suits primary school pupils physiological and psychological characteristics.54the application of the situational teaching method54.1pay attention to teacher-student interaction64.2stimulate students problematic awareness to make the teaching situation probl

9、ematical64.3evaluate timely to promote sublimation of feelings64.4guide students to discuss properly75the principles of creating teaching scenes85.1the principle of purposiveness85.2the principle of diversity85.3the principle of interest85.4the principle of guidance96conclusion9references111 introdu

10、ctionenglish teaching in china has a long history of more than 100 years, and during this period various teaching methods succeeded one after another owing to different social and historical background, which has led to the prosperity of english teaching in china to a great extent.as is known to all

11、, with the development of the society, the status of english as an international language and a major medium in the information age is more and more prominent in the 21st century. so to start the english education from primary school students has become necessary. furthermore, it is a national step

12、to make such a start because english education is a systematic project whose different stages are linked with one another just like the rings on a chain. on this chain, primary school is the special ring for it is the starting point and foundation for others. therefore, it is vital to start english

13、teaching in primary school. at the present time, the question “how to teach english course well in primary school” is the issue we follow closely. the quality of english teaching cannot be greatly improved if we still confine ourselves to traditional teaching method, which heavily affects the intere

14、st of students in english learning. therefore optimizing primary english teaching method will become one of the great steps leading to successful teaching. the educationists advocate a new theory that there are many teaching methods but no specific teaching method. situational teaching method is use

15、d in elementary english teaching. to make it simple, the purpose of elementary english learning is “l(fā)istening and speaking first, while reading and writing second”. in english teaching, the educational model that is used by teachers in 40% elementary schools is the situational teaching method, 80% t

16、eachers reply in the elementary schools is the oral sentence pattern drill, while only 15.43% teachers answer in the elementary school is “the written test-like exercises (mei deming, 2004).from this survey, the situational teaching method is suitable for pupils. we know the situational teaching met

17、hod refers to a kind of social environment which conveys information in english and focuses on the scenes or context. any language and communication activity can come true in some special scene. the pupils thinking is visualized, so teachers can provide a large quantity of audio-visual digital resou

18、rces to create the atmosphere of english listening and speaking. it is well-known that the situational teaching method is based on the theory of applied linguistics and uses some achievements of the structural linguistics. the scenes influence the sense organs of learners and make pupils have the mo

19、tivation to communicate with others. psychologists point out students learning motivation and their thirst for knowledge cannot appear naturally, while they depend on the teaching scenes which teachers set up. how to arouse students interests and develop their abilities is a problem needing more car

20、e. teachers can instruct students through imitating the real scenes in order to make students use what they have learnt in their everyday lives. it can be found that pupils can benefit a lot from the situational teaching method2 the appearance of the situational teaching methodeverything has the pro

21、cess of origin and development. therefore, the situational teaching method also develops step by step. under the background of chinas reform, the situational teaching method is adopted by teachers gradually.2.1 the origin of the situational teaching methodthe situational teaching method was establis

22、hed and prevailed in england from 1930s to 1960s. in the 1970s, it was introduced to china and has provided guidance 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 almost every chinese english learner. i

23、n fact, most books on business english are compiled according to this method too. the theory of learning underlying situation language teaching method is behaviorism, addressing more processes, than the conditions of learning. palmer and hornby are the main advocator of the situational teaching meth

24、od. a good scene will create a harmonious atmosphere between teachers and students, and thus achieve a satisfactory effect. the situational teaching method also has solid theoretical grounds in physiology, psychology, and linguistics.2.2 the definition of the situational teaching method what is the

25、situational teaching method? it means creating and using many kinds of scenes to make students immerse themselves in the oral english environment which is abundant, natural or half-natural. moreover, the method makes students have a direct contact with english-spoken countries culture. therefore, th

26、ey can receive massive language materials in the natural or artificial scenes to express the social, objective and subjective cognitions with the similar sentences so that their innermost feelings can be effectively expressed. and only under this kind of environment can the relation of the cognition

27、s and the emotion be established. and only by this kind of means can the sentence structures be consolidated. it contains realistic scene, recollection scene, association scene, scenes transformation and scenes overlapping.in overseas, the situational teaching method has already obtained success in

28、english teaching.the celebrated linguistician once said: “a foreign language teacher should be an actor. he/she is requested to perform, gesticulate with hands and feet and express the views by gesture, movement, expression and intonation. the teacher who is gentle and cultivated, sits on the platfo

29、rm all the time and does not walk round the classroom wont be successful.” the purpose of situational teaching is to place the students in the situations as real as possible to learn english.in other words, the situational teaching method can be comprehended that in the english teaching process teac

30、hers establish teaching scenes through language descriptions, material object demonstrations, music exaggerations and so on to stimulate students study initiative and enthusiasm, which enables students to imagine emotionally and makes students have a superiority exciting center, thus the students ca

31、n obtain the best attention that stimulates students interest and guides the reassignment in study, or the exercises enthusiasm to enhance the quality and effect of english class.to sum up, the situational teaching method based on the modern psychology, pays much attention to students feelings, and

32、absorbs the advantages of traditional teaching methods. it stands for the developing trend of modern teaching approach.3 the necessity of the use of situational teaching methodolo- gy in primary school classes.the situational teaching methodology means that the teachers make use of certain means to

33、create the needed teaching scenes so that the students can understand and apply the knowledge. it can inspire students cognition from several aspects.3.1 it helps to develop and enhance students interest in learning english the primary period is the enlightenment phase of students learning english.

34、during this period, the interest is especially important. in our country the pupils lack the real language environment when learning english and therefore they are not very interested in english. it helps to develop and enhance students interest in learning english to create the language environment

35、 of listening and speaking english. it will be very helpful for students to find interest in learning english by stimulating their sensory organs.3.2 it helps to cultivate students practical ability to use englishour purpose of learning knowledge is to make better use of knowledge, and this was part

36、icularly prominent in language teaching. the teaching contents of english teaching materials are placed in a certain language environment. we set up a feasible and appropriate language context according to the specific content of teaching materials and our processing and students will naturally play

37、 their own part under teachers guidance. for instance, in the units of shopping of the textbook of grade four, teachers can design the classroom as a shop based on the vocabulary and dialogues in these units. learning in the designed situation and using in the context have students not only understa

38、nd the meaning of dialogues more clearly but also allow them to experience personally on the scene. in this way their interests are to be aroused and they will then be absorbed in classroom to learn new knowledge.3.3 it helps students to master knowledge and comprehending the difficultiessome key po

39、ints and difficult points when conveyed directly are quite drab and boring in english teaching materials. students may not be able to understand them, but it will be easier for students to learn when those are put in a certain language context. for example, in the first unit of the textbook of grade

40、 five, there is a dialogue of “whos your math teacher? mr. zhao. whats he like? hes thin and short. hes very kind”. for students it is awfully boring and difficult to learn it directly. at this time instructor can make use of multimedia to place the teachers various photos of different subjects on t

41、he screen and ask students to describe the photos. the students want to describe the characteristics of their teachers when they see the photos. in this way they will bear the words or sentences in mind unconsciously and can use them flexibly. because the characteristics of teachers are different, s

42、tudents would make their efforts to learn the new words by heart in order to speak out in front of the classmates.3.4 it suits primary school pupils physiological and psychological characteristics.as innocent and lively as students, they often carry significant emotional characteristics. their atten

43、tions on classroom always depend on the object teaching and teachers facial expressions. for that reason teacher should create the scene with appropriate means in right time in the course of classroom teaching. the aim is to call students attention, avoid the brain fatigue of students, enhance their

44、 interests in learning and improve learning efficiency.4 the application of the situational teaching methodthe situational teaching method can be used in every stage, but how to use it is the key point in the process of english teaching, especially in the elementary school.4.1 pay attention to teach

45、er-student interactionstudents are in a dominant position in teaching process, which does not mean teachers are of no use. the new curricula require the teachers to be able to fulfill higher requirements. teacher needs to integrate the students activities, their experience, and the performance under

46、 the goal of teaching, strategies and evaluation in the course of teaching. that is , teacher has the students take part in the designed activities voluntarily in terms of the teaching goal; adopt different teaching methods to enable students experience the process of exploring; finally put forward

47、reasonable opinions combining with the ability of students to solve the problems in real life. teacher should pay close attention to the students every now and then and timely supervise, guide and evaluate at the same time teacher also takes different measures to control the atmosphere in classroom

48、in the light of students actual fact and requirement of the development of teaching content. this shows the process of applying the situational teaching method to classroom teaching is a process of mutual urge, mutual encouragement, and mutual development between teachers and students.4.2 stimulate

49、students problematic awareness to make the teaching situation problematicalthe key of the situational teaching method is to put forward a good question and the students can research into the related knowledge focusing on the issue. so when we create any teaching scenes, we should base them on the te

50、aching content to raise different questions or let students ask questions through perceiving and thinking the teaching material. for example, when teaching the words of colors, teacher can ask the students the following questions: (1)do you know some words about color? (2)what color is your skirt? (

51、3)which colors do you like? (4)which colors are not your favorites? these questions will cause the students become interested in learning the new words of color.4.3 evaluate timely to promote sublimation of feelingsthe ultimate goal of teaching is to enable students to learn how to deal with the pro

52、blems in real life and meanwhile cultivate students mind and enhance their culture training. that is, teaching which comes from life should be applied to the life. in the process of assessment of students we must adhere to the principles of developing evaluation, formative evaluation, summary evalua

53、tion and open evaluation. the main aim is to play the promp role of evaluation to enable students to continuously improve their own inner quality. when they answer a question right, teacher should give timely appraisal to them. the common expressions, such as “very good!” “excellent!” “terrific!” “g

54、reat!” “you did a good job!” “a clever girl/boy!” etc. could be used in classroom. and the gesture, meaningful glances, or gentle carenesss all could be used to let the students feel the teacher is so kind that they will be happier to have his or her class.4.4 guide students to discuss properlythe e

55、ssence of situational teaching method is that under the stimulation of the teaching scene the students discuss and inspire one another to comprehend the meaning of knowledge itself and look for the answer together and learn to solve the problems in real life on the basis of the question. in the cour

56、se of discussion students should be given enough time to discuss not to go through the motions. at the same time, teacher has to motivate students enthusiasm to take part in the classroom english energetically and make a timely appraisal for their speech. especially in the process of making a speech

57、, we advocate to speak out freely instead of appoint the designated spokesman to try to let every student have the chance to give a speech. teachers ought to make a conclusion according to students statements, express the different viewpoints of their own, and explain the rationality or irrationalit

58、y of students speech to raise students awareness of judgment and right values. for instance, when teaching how to ask for directions, teacher may divide the class into several groups to let them discuss. the representative of each group expresses his or her own views one by one, then teacher contrasts different opinions, expresses the strong points of some students and explains others shortcomings, finally gives the right expressions of asking the way to students.5 the principles of creating teaching scenes5.1