situationalteachingmethod情景式教学法docWord格式文档下载.docx

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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.

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。

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。

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,andgreatlyimprovethefrequencyofthetargetlanguagetra