本科畢業(yè)設計論文The Role of Situational Teaching Method in Primary English Class

本科論文ContentsAbstract I摘要 IIIntroduction 11BasicTheoryofSituationalTeachingMethod 31.1DefinitionofSituationalTeachingMethod 31.2FiveWaystoCreateSituations 41.3TheoreticalBasisofUsingSituationalTeachingMethod 52NecessityoftheApplicationofSituationalTeachingMethodinPrimaryEnglishClass 82.1TraditionalPrimaryEnglishTeaching 82.2NecessityoftheApplicationofSituationalTeachingMethod 103TheRoleofSituationalTeachingMethodinPrimarySchoolEnglishClass 143.1ActivatingClassroomAtmosphereinWarm-upExercise 153.2StimulatingStudents’LearningDesireinPresentation 163.3ArousingStudents’SenseofParticipationinPractice 183.4ConsolidatingTeachingEffectinSummary 21Conclusion 23Bibliography 26Acknowledgments 28TOC\o"1-3"\h\uAbstractUndertheguidanceoftheinternationalandglobaleducationtrend,Englisheducationinprimaryschoolshasbeencloselyconcernedbythedomesticeducationfield.Moreandmoreschoolsandparentskeeptheirchildren’sforeignlanguagelearningageaheadoftime,andpaycloseattentiontotheirchildren’slearningintheprimaryschoolage,thatis,thecriticalperiodoflanguagedevelopment.PrimaryschoolEnglishisarichsubject,whichrequiresteacherstopreparemanyteachingresources,suchasusingmultimediatoorganicallycombinewords,pictures,soundsandothercontentsintoawhole,whichgreatlystimulatesstudents’interestinlearning,enlivensEnglishteachingandimprovesclassroomteachingefficiency.Situationalteachingmethodcanplayaverygoodexerciseeffectonstudents’practicalEnglishability.Situationalteachingmethodreferstotheteachingmethodinwhichteacherspurposefullyintroduceorcreatevividandspecificsceneswithcertainemotionalcolorandimageasthemainbody,soastocausecertainattitudeexperienceofstudents,soastohelpstudentsunderstandtheteachingmaterialsanddeveloptheirpsychologicalfunctions.TheapplicationofsituationalteachingmethodcanmakestudentsfeellikethattheyareintheEnglishworld.Studyingpositivelyinarelaxingandcomfortableenvironment,studentscandevelopgoodlearninghabitsanddeepentheinputoflinguisticinformationorgeneratelanguageinternalization.ThepurposeofthispaperistostudytheroleofsituationaleducationinanEnglishclassroomatanelementaryschoolandsolveproblemswithmemoryimpairment,highforgottenspeedandlessinterestinlearningEnglish.SituationalteachingmethodsenablestudentstopracticeanduseEnglishinsituationallearning.Inthisway,theycanimprovetheiroralcommunicationandoverallabilitytouseEnglish.Keywords:situationalteachingmethod;learninginterest;Englishclassroomteachinginprimaryschool摘要小學英語教育在國際化全球化的教育潮流引導下，一直受到國內(nèi)教育領域的密切關注，越來越多的學校以及家長將孩子的外語學習年齡不斷提前，密切關注孩子在初級學齡階段，即語言發(fā)展關鍵期的學習。小學英語是一門豐富的學科，需要教師準備許多教學資源，比如運用多媒體把文字、圖畫、聲音等內(nèi)容有機地結(jié)合成一個整體，極大地激發(fā)學生們的學習興趣，使英語教學煥發(fā)出生機和活力，提高課堂教學效率。情境教學法對于學生的英語實際運用能力能夠起到非常好的鍛煉效果。情境教學法是指在教學過程中，教師有目的地引入或創(chuàng)設具有一定情緒色彩的、以形象為主體的生動具體的場景，以引起學生一定的態(tài)度體驗，從而幫助學生理解教材，并使學生的心理機能得到發(fā)展的教學方法。在小學英語教學中運用情境教學法，可以使學生產(chǎn)生仿佛置身于英語世界的感覺，在輕松、愉快的環(huán)境中積極地學習，養(yǎng)成良好的學習習慣，加深語言信息輸入，產(chǎn)生語言內(nèi)化，做到學以致用。本文旨在研究情境教學法在小學英語課堂中的作用，解決目前小學生在英語學習過程中出現(xiàn)的記憶困難、遺忘率高以及學習興趣低下等問題，為學生創(chuàng)設情境，讓學生身臨其境，情境學習中鍛煉運用英語的能力，從而提高口語交際能力及英語語言綜合運用能力。關鍵詞：情境教學法；學習興趣；小學英語課堂教學IntroductionWiththedevelopmentofeconomicglobalizationandinformationizationoflife,theimportanceofEnglishhasbecomeincreasinglyprominent.ForChinesestudentswhouseEnglishasasecondlanguage,themainproblemtodeveloptheabilitytocommunicateinEnglishisthelackoflanguageenvironment.TheapplicationofsituationalteachingmethodsinEnglishteachingisaneffectivewaytoachievethisgoal[1].ThesituationalteachingmethodoriginatedfromPalmer’soralgrammar,whichwasinitiatedbythefamousBritishscholarHornby.ItwaswidelyvaluedandpromotedintheUKfromthe1930stothe1960s.Afterthe1970s,thesituationalteachingmethodwasintroducedintoChinaandwaswidelyused.BritishscholarHornbybelievesthat“thesituationalteachingmethodreferstointheprocessofteaching;teacherspurposefullycreatesomevividteachingscenestohelpstudentsacquireknowledgeanddevelopskills”[2].Withtheprogressofqualityeducation,primaryschoolEnglishteachingnolongerfocusesonturningstudentsintomachinesformemorizingwords.ItaimstoletstudentsfallinlovewithEnglishthroughEnglishlearning,andachievetheteachingpurposeofeasilyapplyingEnglishtocommunication.Theso-calledsituationalteachingmethodreferstoawayforteacherstopurposefullyintroduceandcreateactiveandspecificsceneswithcertainemotionalcolorsandimagesasthemainbodyintheteachingprocess,sothatstudentscanexperiencecertainattitudes,understandknowledgeandskills,andcultivatetheirpsychologicalfunctions.Thecoreofsituationalteachingmethodistostimulatestudents’emotions.Itbreaksthroughtheintellectualframeworkinthepreviousteachingmethods,andmaximizesthemotivationofstudentstomasterknowledge,sothatstudentscanenterthebestlearningstate.Itcanalsobesaidthatthesituationalteachingmethodisaneffectivemethodtopromotescholasticlearning.Usingthismethodtostimulatestudents“interestinlearning,enrichstudents”spiritualworld,ismoreconducivetotheroleofstudents,makingteachingmoreeffective.ThepurposeofthispaperistostudytheroleofsituationalpedagogyinelementaryschoolEnglishclassrooms,andtosolvetheproblemsofmemorydifficulties,highforgettingrate,andlowlearninginterestinprimaryschoolstudentsintheprocessofEnglishlearning.ItenablesstudentstouseEnglishinthecreatedsituationandexercisetheirEnglishapplicationability.ThentheiroralcommunicationabilityandEnglishcomprehensivelanguageabilitywillbeimproved.Thefirstchapterintroducesthebasictheoryofsituationalteachingmethod,thatis,thedefinitionofsituationalteachingmethod.Itcontainsthebasicmethod,principleandbasisofsituationalteachingmethod.ThesecondchaptermainlyintroducestheroleofsituationalteachingmethodinprimaryschoolEnglishclassroomteaching.ThepurposeistoletreadersunderstandthetraditionalEnglishteaching,soastohighlighttheadvantagesofsituationalteaching.ThethirdchaptermainlyintroducestheapplicationofsituationalteachingmethodinelementaryschoolEnglishclassroomanditseffect.IntheelementaryEnglishclass,situationalteachingmethodcanmakestudentsimmerseorimmerseasmuchaspossible.Itdisplaysclearandconcreteimages(includingdirectandindirectimages)tostudentsandmakesstudentsobtainabstractrationalthinkingandinsightfromtheperceptionofimages,thusstimulatingstudents’interestinlearningandmakinglearningactivitiesbecomestudents’consciousactivities.Properuseofsituationalteachingmethodsincreasestheeffectivenessofteachingandstimulatesstudents’interestinlearning.1BasicTheoryofSituationalTeachingMethodSituationaleducationisateachingmethodthatcanofferorsimulaterealpeople,scenes,plots,atmosphereorsurroundings,arousestudents’emotionsandfeelingstofamiliarlifeexperience,andmakestudentsnaturallyintegrateintoteachingsituationandenterintoeffectivelearningstate.Situationalteachingmethodiscloselyrelatedtostudents’reallifeexperience.Ittrainsabstract,boringEnglishvocabularyinaspecific,intuitiveandpracticalenvironment,whichhelpsinspireandcultivatestudents’interestinlearningEnglish,whilealsotrainingstudents’practicalcommunicationskills.Theknowledgethatstudentswanttolearnnotonlyexistsinit,butalsocanbeappliedinit.China’snewcurriculumstandardspropose“stimulatingandcultivatingstudents’interestinlearning,enablingstudentstodevelopself-confidence,developgoodlearninghabits,formeffectivelearningstrategies,andcultivateindependentlearningabilityandcollaborativespirit.”ThisisapracticewherewefocustoomuchonEnglishlanguageknowledgetraining,focusontheneedsofstudentskilldevelopmentandemotionalcommunication,trulycombineknowledgeandinterest,createanactiveclassroomatmosphere,andfullymobilizestudentpassionandinitiativeItmeansyouneedtoremoveit.TheEnglishteachingmethodcreatesapedagogicalsituationthatisclosetolifeandcloselylinkedtolifeexperiences,elicits’emotionalresonance’tothestudents,stimulatestheirpassionandinterestinlearningEnglish,integratesstudentsintothecreatedsituation,andnaturallyparticipatesinthelearningprocess.Ithelpsstudentsdeveloptheirthoughtsandskillstosolveproblems.Thecharacteristicsandfunctionsoftheteachingsituationaretostimulateandpromotestudents’cognitiveandpracticalactivities,whichnotonlystimulateandpromotetheiremotionalactivities,butalsoprovidericheducationalmaterialandcaneffectivelyimprovethequalityofteaching.1.1DefinitionofSituationalTeachingMethodDifferentscholarshavedifferentinterpretationsoftheconceptofsituationalteaching.Forexample,scholarsBrown,Collinandotherspublishedanarticletitled“SituationalCognitionandLearningCulture”in1989.Forthefirsttime,theterm“situationalteaching”wasproposed,saying“onlyKnowledgeisplacedinthecontextofitsproductionandapplication,andknowledgeismeaningful[3].Knowledgemustbebasedonacertainenvironment,soforlearning,themostscientificmethodistolearninacertaincontext.”ScholarGuMingyuanthought“teacherDesigningasituationwithrealeventsorrealproblems,guidingstudentstodiscussevents,orsolvingproblems,tounderstandknowledgeandconstructaknowledgesystemisthemethodofsituationalteaching”[4].LiJilindescribed“Situationalteachingissetuptheauthenticitysceneallowstudentstoactivelylearnknowledge,exploreproblems,andimproveteachingqualityinsuchascene”[5].Brumfit’sarticle“TheFunctional?NotionalApproach:FromTheorytoPractice”aimsatthesituationalteachingmethod[6].Startamorein-depthdiscussion.Inrecentyears,theteachingmethodsrelatedtosituationalteachinginWesterncountrieshavealsobeenperfected.Forexample,the“courseinstory”proposedbythefamousCarnegieMayerRogerC.SchankisthemostpopularbehavioralsituationteachingmethodintheUnitedStates[7].Inthelearningprocessindustry,teachers’teachingmethodsarepracticedwithcertainmovementsandimagecolorsasthemainbody,tointroduceorcreatevividandinterestingpersonalthemestoawakenstudentswithcertainhabitsandexperiences,tohelpstudentsunderstandthelearningmaterials,studentsneedtodeveloptheteachingmodelofpsychology.1.2FiveWaystoCreateSituationsTherearefivewaystocreatesituations:Thefirstwayiscalledlifesituationdisplay,whichistotakingstudentsintosocietyandnature,chooseacharacteristicscenefromlifeastheobjectofstudents’observation,andshowitvividlyinfrontofstudentswiththedescriptionofteachers’language.Thesecondwayfocusesonthephysicalpresentationsituation,whichtakesthephysicalobjectasthecentre,setsupthenecessarybackgroundslightly,andformsawholetodemonstratethespecificsituation.Whendemonstratingthesituationinkind,thecorrespondingbackground,suchas“seawhale”,“blueskyswallow”and“calabashonthevine”,canstimulatestudents’far-reachingassociationthroughthebackground.Thethirdmethodisdevotedtoimagereproduction,whichisthemainmeansofimagedisplay.Copyingtextusinganimageistocheckthecontentofthetext.Textillustrations,wallcharts,clipart,stickers,etc.canbeusedtoreproducethetextcontext.Thefourthmethodmeansthatthemusicpresentsthesituationandthemusiclanguageissubtleandstrong.Itgivesarichsenseofbeautyandisoftenfascinating.Itusesuniquemelodyandrhythmtoshapetheimageofmusicandmaketheaudienceproduceuniqueemotions.Renderingascenewithmusicisnotaboutplayingpreparedmusicorsongs.Itisaneffectivewayforteacherstoplay,singsoftly,studentstosingandhum.Importantly,thechoiceofmusicshouldbeinharmonywiththedevelopmentoftimbres,timbres,andteachingmaterials.Thefifthwayistoshowunderstanding.Therearetwokindsofperformanceinsituationteaching.Oneistoentertherole,andtheotheristoplaytherole.“Enteringarole”means“ifI'mtheXXinthetext”;playingarolemeansperformingaroleinthetext.Inthisway,studentsshouldunderstandthecharactersinthetextandnaturallydeepentheirexperiencesinternally.Thefivewaysofcreatingsituationsmentionedabovealluseintuitivemethods.Situationaleducationemphasizestheintuitivemethodandtheintegrationoflanguagedescription.Whensituationsarise,teachersaccompanylanguagedepictions,whichplayacertainguidingroleinstudents’cognitiveactivities.Languagedepictionimprovestheeffectofperception,thesituationwillbemorevivid,anditwillaffectthesensesofstudentswithemotionalcolour.Students’subjectivefeelingsarestrengthenedbysensoryexcitement,whichstimulatesemotionsandpromotesthemtoenterspecificsituations[8].Withtheincreaseofage,thevisualmeansgraduallydecreaseandtheuseoflanguagedescriptionalonebringmorecontexts.1.3TheoreticalBasisofUsingSituationalTeachingMethodDependingontheageandpsychologicalcharacteristicsofthestudents,teachersfollowthelawofcognitivereflextheory,combinetheteachingcontent,makefulluseofimages,createasmanysituationsaspossible,maketheabstractlanguageformintovividandconcretevisuallanguage,stimulatestudents’interestinlearning,letstudentsmorecontactandfeelEnglish.Next,thispaperwillintroducetwotheoreticalbasis,theyaresituationalcognitivelearningtheoryandsituationalcognitiveexperiencetheory.1.3.1SituationalCognitiveLearningTheoryThesearethetwobasicconditionsforachievingsituationalteaching.Theunconsciousregulatesandsupplementstheconscious;theemotionalfactorsregulateandsupplementtherationalfactors.Thiskindofcognitivelawofhumanbeingsrequiresnotonlytoconsiderhowtomakestudentsconcentrate,cultivatetheirhardworkandstudyspirit,butalsohowtomobilizetheiremotions,interests,desires,motivations,andunconsciouspotentialstopromoteintellectualactivities[9].Whenteachersencouragestudentstoworkhard,theymayhaveunconsciouslyhintedthatthestudentsarenotcapable,soyoushouldworkhard.Thisvirtuallyincreasedtheirfear.Ifwecanrealizethis,wewillregardstudentsasindividualswhoareactingsimultaneouslywithreasonandemotion,andwewillfindwaystomobilizestudents’potentialsinallaspectsofbodyandmind.Theunificationofunconsciousnessandconsciousness,theunificationofintelligenceandnon-intelligence,isactuallyastateofconcentrationandeaseofcoexistence.Atthistime,people’sassociationsaremovingfreely,emotionsarefluctuatingrandomly,perceptionsaresecretlyaccumulating,andskillsareincreasingwiththetimes.Thisisexactlytheeffectthatsituationalteachingshouldpursue.1.3.2SituationalCognitiveExperienceTheoryAmericanscholarDeweyproposedthat“thinkingbeginswithdirectexperiencesituations”.Hecombined“situation”witheducationandpointedoutthatthinkingisformedinthecontextofdirectexperience[10].Teachingshouldcreateasituation,putstudentsinsuchasituation,andstimulatestudents’enthusiasmforlearning.Thisprincipleisproposedonthebasisthatcognitiveactivitiesareexperientialandthathumanbehaviouralefficiencyisrelatedtothelevelofpsychologicalagitation.Thisprincipleshouldinstructteacherstohelpstudentsdevelopavarietyofproblemperceptions,developtheirthinkingandimagination,findanswers,andrecognizewhatisrightandwronginacomfortableplaceinahappysituationorenvironment.Intheteachingguidedbythisprinciple,the“process”ofthinkingandthe“result”Justasimportant,thepurposeistomakestudentsthinkanddiscoverexperiencesasajoy,notacompulsionoraburden.Thisprincipleemphasizestwoaspects:oneisthegoodteacher-studentrelationship,andtheotheristhestudent’ssubjectstatusineducationandteaching.Goodteacher-studentrelationshipisthebasicguaranteeofsituationalteaching.Situationalteachingemphasizesthispoint.Bothinformationcircuitscanbefilledonlyiftheteacherandthestudenttrustandrespecteachotherandtheteachertruly“knowsthetruefeelingsandmovestheemotions.”Thismeansthatteachersneedtounderstandthemwell,andstudentsneedtofullyunderstandtheminordertodevelopimplicitunderstanding.Thesubjectivestatusofstudentsinteachingdeterminesthatautonomyfocusesonteachers’encouragementof“independentthinking”and“self-evaluation”,andcultivatesstudents’initiativeandinnovationspirit.Thisprincipleshouldallowteacherstothriveinthecontextofrealstudentssothatstudentscangainexperienceoflifewhilestudying.Itmeansthatallteachingactivitiesshouldbebasedonstudents’initiative,initiativeandhappiness.2NecessityoftheApplicationofSituationalTeachingMethodinPrimaryEnglishClassSituationalteachingmethodreferstotheuseofcertainmeansbyteacherstocreatetherequiredteachingsituationsothatstudentscanunderstandandusetheknowledgetheyhavelearned.Itcanstimulatestudents’cognitionfrommanyaspects;improvestudents’enthusiasmandparticipationconsciousness.Applyingasituationalteachingmethodtoclassroomteachinggreatlyenhancestheimpactofclassroomteaching.ThepurposeofusingtheteachingmethodusedintheEnglishteachingenvironmentforundergraduatestudentsistofurtheradaptthecognitivecharacteristicsofmodernundergraduatestudentsandtoadapteffectivelytothepsychologicalcharacteristicsofthestudents,primaryschoolandthesituationofChinesestudentsinEnglish.InthesituationalteachingmethodofelementaryschoolEnglish,theteacherexternalizestheteachingpurpose,makesthestudentsmoreeasilytoacceptandunderstandthememory,createstheatmosphereofbeingclosetotheirbackground,mobilizesallthesensesofthestudents,andteachesthestudentstolearnEnglishinanintuitiveway.FeelthecharmofEnglishandthejoyoflearninginahappyenvironment.Ithaschangedtheclassroomcenteredteachingmodeandtheteachercenteredinjectionteachingmethod.ThesituationalteachingmethodwilltakestudentstothemainstudygroupandsupportteacherguidancesothatstudentslearnEnglishwellinrealsituationsanduseEnglishwelltobecomelearningEnglishismoreimportant.2.1TraditionalPrimaryEnglishTeachingPrimaryschoolEnglisheducationinourcountrygenerallyusethetraditionalteachingmethod,thisisparticularlyacuteinruralprimaryschoolsinourcountryisstilltheyoungestsample:manyteachersclasstextbooksrecorderblackboardinjustafewminutesoftheclassroom,mostofthetimecanonlybeaperson’svoiceheardteachersduetotheelementarystudent’spsychologicalcharacteristic,ifoveraperiodoftimecouldnotcatchtheirinterestsoristhelackofinteractivelink,thestudentswillsoonloselearninginitiativeandenthusiasm.Thissingleteachingmethodnotonlymakesteachersphysicallyandmentallyexhausted,butalsodoesnotconformtothepsychologicalcharacteristicsofprimaryschoolstudents,resultinginanunclearteachingeffect.Theteachersdidnotnoticethewarm-upbeforetheclass,andtheemotionalcommunicationbetweentheteachersandstudentswasinadequate.Theteachergoesstraighttothenewteachingcontentdirectly,whichcannotactivatethestudents’existingknowledgeintime,andtheteachingispronetothephenomenonofknowledgefault.Inaddition,thelackofemotionalcommunicationbetweenteachersandstudentsclassthislink,isnotconducivetoeliminatethefearofthestudent,stimulatesthestudenttostudythenewknowledgeofthephoneticknowledgeanddesireletterlacksinclassroomteaching,theintegrationofcognitivetrainingasteachersdidnotflexiblycombinephoneticknowledgeandpronunciationtraining,plusteachers’paylessattentiontoletthestudentsmasterthebasicknowledgeofEnglishphonetics,thestudentscancorrectlyreadingandspellingwords,wordsarenotfirm.Increaseswithincreasinggrade,vocabulary,asaresultofthelearnedwordstoremember,somestudentsgraduallylostthelackoflearningenthusiasmandinterestofcreatingsituation,ignoringtheoverallteachinganylanguagelearningisinseparablefromacertainlanguageenvironment,manyteachersignorecreatingsituationintheclassroomteaching,thelanguagedismemberfromteaching,dosovirtuallyifthedifficultyoflanguagelearningincreases,languagelearningbecomesboring,monotonousmechanicalrepetitionswillannoystudentsandlosetheirmotivation[11].Theteachingmethodissingle,thestudentstudyinterestisnotstrongpartoftheteacheroftenusesthematerialobjectpictureandsoontheintuitionisticteachingaid;Gamesareakindofeffectivemeansinprimaryschoolteaching,butfewteachersoftenusethem.WhatisthekeytolearningEnglishintheenlightenmentstage?HowcanweimprovetheEnglishlevelofprimaryschoolstudentsstepbystep?Fewteachershavegivenseriousthoughttotheseproblems.Therefore,teachersshouldinnovateclassroomteachingmethods,createagoodclassatmosphereandarousestudentinterestinlearning.Atpresent,mosteducatorsinChinapointoutthatteachershouldsetupsituationsinteachingtostartteaching.Someeducatorsareveryconcernedaboutthismethod.Forexample,thearticle“SandwichStoriesTeachChineseChildrentoLearnEnglish”writtenbyProfessorJiYuhuaproposesanEnglishteachingmodelofSandwichStories.Integratethingsandsituations,letstudentslearninthecontextofstories,givelearningfun,andmakestudentsfallinlovewithlearning[12].ScholarsWuJinyeandHuaQingliangpublishedthearticle“ContemporaryForeignLanguageTeachinginChina”afterresearchandanalysis,stating,“ForEnglishteachinginthenewera,effectiveteachingdoesnotsimplyemphasizelanguagerulesandrepetitivesentenceexercises.Itistocreatearealisticlanguagesituationforstudents,letstudentssolveproblemsthroughEnglishknowledgeinthesituation,andletstudentsformthehabitofusingEnglish,thequalityofEnglishlearningwillbeimprovedandtheexpectedteachingeffectwillbeachieved”[13].ZhangZhiyuanispointedoutthat“Children’sEnglishteachingshouldbecarriedoutincontext,andEnglishmustbeusedincontext.”[14]HebelievesthatteachersshouldsetEnglishlearningsituationsforstudentsthroughexpressions,actionsandphysicalobjects,sothatstudentscanunderstandthemeaningofEnglish,guidestudentstoactivelycommunicatethroughEnglish,andcultivatestudents’Englishthinking.ThemirrorimageoftheEnglishlanguagelearningenvironmentinelementaryschool,theenvironmentisthelanguagelearningenvironment,andthemostimportantthinginlanguagelearningistheenvironmentapplied.Iftheproblemsofthelearningenvironmentcannotbesolvedduringthelearningprocess,languagelearningcannotsucceed.UsingscriptsandalearningenvironmentallowsstudentstolearnEnglishdirectlyandspecifically.Theylistenedtothepronunciationintheirears,andatthesametimelookedatthepicturesintheireyes.Sometimesyoucanbringsomedailynecessitiessuchasteacups,toys,etc.forphysicalteaching.Sometimesstudentscanmakesomeexpressions,movements,orletthemlearnEnglishbydrawing,anduseaveryintuitiveandpracticalmethodtocreateanEnglishteachingenvironment.2.2NecessityoftheApplicationofSituationalTeachingMethodIthelpstocultivateandimprovestudents’interestinlearningEnglish.PrimaryschoolistheinitialstageforstudentstolearnEnglish.Inthisperiod,interestisparticularlyimportantinourcountry.PrimaryschoolstudentsarenotveryinterestedinEnglishbecausetheylackareallanguageenvironmentwhenlearningEnglish.Interestisthebestteacher.IfstudentsareinterestedinEnglishlearning,theywillactivelythinkaboutproblemsanddevotethemselvestoEnglishactivities,soastofeeltheinterestandsignificanceofEnglishlearning.Creatingagoodlearningenvironmentcaneffectivelystimulatestudents’interestandenthusiasmforlearningandcreateasenseofbelonging.Ithelpstocreatealisteningandspeakingenvironment,stimulatesstudentunderstandinganddevelopsandincreasesstudents’interestinlearningEnglish.Interestingisthemotivationforlearning.Withtheinterestoflearning,wecanhaveapositiveinterestinlearning.Students’learningisactive,positiveandenthusiastic.Onthecontrary,ifthereisnointerestinlearning,learningbecomesaheavyburdenandclassroomteachingbecomesboringandmechanical.Thesituationalteachingmethoduseselementaryschoolcuriosityandcompetitivepsychologybysimulatinglifescenes,role-playing,singing,acting,playing,drawing,color,makingcards,games,etc.Usingmultimedia-assistedteachingstimulatedbycolorfulanimationsandsoundspecificandinterestings