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situationalteachingmethod情景式教学法
SituationalTeachingMethodinPrimary
SchoolEnglishTeaching
by
陆雅琼
AthesispresentedtotheSchoolofEnglishEducationof
Xi’anInternationalStudiesUniversity
inpartialfulfillmentoftherequirements
forthedegreeof
BachelorofArts
May15,2013
Class:
09-5
Advisor:
刘全利
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
学号
0925010507
毕业论文题目:
“情景式教学法”在小学英语教学中的应用
SituationalTeachingMethodinPrimarySchoolEnglishTeaching
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:
Atkinson,E.S.2000.Aninvestigationintotherelationshipbetweenteachermotivationandpupilmotivation.EducationalPsychology(20),45–57.
Chen,Shuping.2012.ExtensivereadinginfiveHongKongEMIsecondary
schools:
fromateachercognitionperspective.TheUniversityJournalofHongKongUnversity(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
Acknowledgements
I’dliketotakethisopportunitytoextendmybestregardstothosewhohavehelpedmewithmygraduatethesis.
Inwritingthispaper,Ihavebenefitedfromthepresenceofmyteachersandmyclassmates.TheygenerouslyhelpedmecollectmaterialsIneedandmademanyinvaluablesuggestions.Iherebyextendmygratefulthankstothemfortheirkindhelp,withoutwhichthepaperwouldnothavebeenwhatitit.Particularly,IamdeeplyindebtedtoMs.Liu,mysupervisor,whoguidedmethroughoutmywritingofthisthesis.Shecarefullyreadthewholedraftandofferedpreciouscriticism.Herstandardsofacademicexcellencehavemademyrevisionexcitingandgratifyingexperience.Ialsowishtosincerelythankmyclassmatesandfriends,whosebrilliantideasandperceptiveobservationshaveprovedimmenselyconstructive.
“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
SituationalTeachingMethodinPrimarySchoolEnglishTeaching
Abstract:
Thesituationthattheteacherteachesintheclassroom,andstudentsdosomesimplejobs,suchaslistening,speaking,reading,writingandreciting,canberegularlyseeninthetraditionalEnglishteachingclass.Butforpupilsfullofcuriosityandimitation,thistraditionalEnglishteachingmethodisnoteasytobeacceptedandislesseffectiveforimprovingtheirEnglishlevel.However,thesituationalteachingmethodcanachieveagoodresultinthisregard.BasedonthecurrentsituationofprimaryschoolEnglishteaching,comparingthetraditionalEnglishteachingmethodwiththesituationalteachingmethod,theauthorthinksbothofthemhavetheirmerits.Therefore,themorereasonableprimaryEnglishteachingmethodshouldcombinethesetwoteachingmethods,andusetheminanintegrativeway.Inthispaper,theauthorhopesthatreaderscanunderstandthetraditionalEnglishteachingmethodandthesituationalteachingmethodinanobjectiveway,andalsohopestoprovidesomefeasibleandbetterEnglishteachingmethodsinprimaryschool.
KeyWords:
Situationalteachingmethod;primaryschoolEnglish;Englishteaching;advantagesanddisadvantages;games
TableofContents
1.Introduction……………………………………………………………………….1
2.TraditionalTeachingMethodandSituationalTeachingMethod...............1
2.1TraditionalTeachingMethod.......................................................................1
2.2SituationalTeachingMethod……………………………………….......2
3.ComparisonBetweentheTraditionalTeachingMethodandtheSituational
3.1.1AdvantagesoftheTraditionalTeachingMethod……………………......3
3.1.2DisadvantagesoftheTraditionalTeachingMethod…………………….3
3.2.1AdvantagesoftheSituationalTeachingMethod………………………..4
3.2.2DisadvantagesoftheSituationalTeachingMethod……………………..5
3.3CurrentSituationofApplyingTheseTwoEnglishTeachingMethods…...6
4.ANewSituationalTeachingMethod……………………………………………….9
4.2ASmallExperimentofUsingThisNewSituationalTeachingMethod……….10
4.3CurrentSituationandFutureofThisNewSituationalTeachingMethod…….12
5.Conclusion…………………………………………………………………….......13
References……………………………………………………………………….......14
1.Introduction
Recentyears,accompaniedwiththefactthatChinagetcloserandclosertotheworld,EnglishhasbecomeoneofthemostimportanttoolstocommunicatewiththeworldforChinesepeopleandincreasinglyshownit’scharmsinthestageofworld.Basedonthiscurrentsituation,Englishteachingisboundtogetmuchattentionandisverynecessarytobeimproved-----thefirststepisintheprimaryschool.ButtheproblemisthatthetraditionalEnglishteachingmethodlackofinterestandisdifficulttobeacceptedbythosepupilswhoareverynaughtyandfullofcuriosity.So,thesituationalteachingmethodappealstomanyteachersforitsflexibility,validityandfullofimitativesituationrelatedtoclass.Butthereisalsosomedisadvantages,suchasthedegreeisdifficulttocontrolforteachers.Thisstudy,basedonthesituationalteachingmethod,absorbingthetraditionalteachingtechnique,aimstofindawaytoimproveprimaryschoolstudents’Englishteaching.
3TheTraditionalTeachingMethodandtheSituationalTeaching
Method
2.1TheTraditionalTeachingMethod
Thetraditionalteachingmethodhasaverylonghistory.Needlesstosay,thetraditionalteachingmethodisusefulinthefieldofimprovingstudents’score,especiallyintheEnglish.Theteacheralwaysteachesthetestpoints,anddonotallowstudentstohavesomedifferentopinions.Thatwilldoharmtothestudentcreativity.
Thetraditionalteachingmethodis“inculcatetheknowledgeinasingleway”.Itisalsocalled“Narration”.Itisacomprehensivereportandstatementofmeaning,insuchawaythattheteacherteachesontheplatform,andstudentslearnintheirsit.Thepurposeofthatteachingmethodistoexplainoranalyzetheauthorandthecontent.So,inaword,thetraditionalteachingmethodisamethodofinterpreting.
2.2TheSituationalTeachingMethod
Thesituationalteachingmethodjustfollowssomerulesoflinguistics.
SituationalteachingmethodisoriginallycalledOralApproach,whichisdevelopedbyBritishappliedlinguistsfrom1930’s(ShuDingfang,1999.),andithasprovidedguidancetomanywell-knownEFL/ESLtextbooksandcourses,includingNewConceptEnglishwrittenbyAlexander,whichisstillusedinChinaandknownbymostChineseEnglishlearner.TheconceptofthesituationalteachingmethodisfirstprojectedbyBrown,Collin,Duguidinin1989.TheypublishedastudynamedSituatedCognitionandtheCultureoftheLearning.Theybelievedthat“knowledgecanbeproducedonlywhenitisappliedinthesituation,knowledgecannotbeisolatedfromitsenvironment,andthebestmethodtolearnknowledgeistocarryitoutinthecontext.”Therearedifferentkindsofexpressionsonthesituationalteachingmethod.“Situationalteachingmethodisakindofmethodthroughtheuseofthevividscene,toarousethestudents’interestoflearning,toimprovelearningefficiency.”(GuMingyuan,1999.)“Situationalteachingmethodreferstocreatetheproblemswithrealeventorcircumstance.Studentsareintheprocessofsolvingtheincidentsorproblems,andunderstandtheknowledgeindependently.”(ZhangHua,2000.)Generally,thesituationalteachingmethodreliesontheConstructionTheoryandthetheoryofSituatedCognitionandLearning.Constructivismbelievesthattopic,situation,cooperationandresourcesarethefourconditionstopromoteteaching.Theemotionalpsychologicalresearchesshowthattheindividualemotionhasatleastthreefunctionsoncognitiveactivities,thesearemotivation,strengthenandregulation.Thesituationalteachingmethodistoarousestudents’healthandemotionalexperienceintheprocessofteaching,andraisetheenthusiasmoflearningdirectly.ThetheoryoflearningunderlyingsituationalteachingmethodisBehaviorism,addressingmoreprocesses,thantheconditionsoflearning.PalmerandHornbyarethemainadvocatorofthesituationalteachingmethod(ShuDingfang,1999.).
SituationalteachingmethodisanadaptationoftheHersery/Blanchardsituationalleadershipmodelinwhichtheinstructorusesavarietyofteachercenteredandstudentcenteredstrategiesdependingonthecoursecontentandtheinstructor’suseofactivelearning.SituationalTeachingMethod meansalivelyorconcretesituationorscenetheteacherestablishwiththeemotionalcolorbythebodyofimage,inordertodrawthestudents’attitudeexperience,tohelpthestudentsunderstandthetextbook,andalsoimprovethestudents’mentalitydevelopment.ThecenterofSituationalTeachingMethodistomotivatethestudents’emotion.Makethemlearnactivelyandhappily
3.ComparisonBetweentheTraditionalTeachingMethod
andtheSituationalTeachingMethod
3.1TheTraditionalTeachingMethod
3.1.1AdvantagesoftheTraditionalTeachingMethod
Firstly,thetraditionalteachingmethodemphasizesthestructure--function--communicationteachingmodel,whichcanincreasetheinputandtheoutputofthelanguage,andgreatlyimprovethefrequencyofthetargetlanguagetraining