The Application of the Situational Teaching Method in the Elementary SchoolWord格式.docx
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theSituationalTeachingMethod;
theElementarySchool;
Application
摘 要
随着中国经济与社会的发展,英语在人们的日常生活中显得越来越重要。
相继而来的各个阶段所采用的英语教学方法也在受到各方面的关注,情境教学法也随着中国教育体制的改革而出现,并在小学英语的教学中取得一定的成就,在中国的小学英语教学中,情境教学法是一种值得参考和采用的方法。
情境来源于社会生活实践活动,是人们现实生活中的一种产物。
它强调运动过程和生活情境的一体化,注重学生对活动的认识,注重学生在活动过程中能力的发展,从各方面激发学生自主学习的兴趣.它能通过在教学中产生生动形象的情景来帮助学生理解教材,并使学生的心理机能能得到发展的教学方法。
情境教学法的核心在于激发学生的情感。
关键词
英语;
情景教学法;
小学;
运用
Introduction
Withthedevelopmentofthesociety,theeducationofChinahasmetaseriesofchallengesinthe21stcentury.TheExamination-OrientedEducationisoutofdate,becauseitheavilyaffectstheinterestofstudents’inEnglishlearning.SomanykindsofteachingmethodsstarttobeusedinEnglishteaching.TheSituationalTeachingMethodbecomesapopularforeignlanguageteachingmethodgradually.TheSituationalTeachingMethodreferstoakindofsocialenvironmentwhichconveystheinformationinEnglishandfocusesonthescenesorcontext.Anylanguageandcommunicationactivitycancometrueinsomespecialscene.Thepupils’thinkingisvisualized,soteacherscanprovidealargequantityofaudio-visualdigitalresourcestocreatetheatmosphereofEnglishlisteningandspeaking.Itiswell-knownthattheSituationalTeachingMethodisbasedonthetheoryofappliedlinguisticsandusessomeachievementsofthestructurallinguistics.Thescenesinfluencethesenseorgansoflearnersandmakepupilshavethemotivationtocommunicatewithothers.
Psychologistspointoutstudents’learningmotivationandtheirthirstforknowledgecannotappearnaturally,whiletheydependontheteachingsceneswhichteacherssetup.Soteachersmustusuallysetupkindsofscenesforstudentsconsciously.AsformostofChinesepupilswholacksEnglishlanguagelearningatmosphere,itisnecessarytocreatescenesfortheirEnglishlearning.Englishisusedasatoolforcommunication,soitrequiresteacherstoprovidechancestospeakthroughkindsofsetting-upscenes.TheSituationalTeachingMethodemphasizesontheabilitiesofstudents’listeningandspeaking.Nowadays,peopleareoverwhelmedbyEnglish,forexample,evenpupilsbegintostudyEnglishatanearlyage.Therefore,theteachersplayanimportantroleinEnglishteachingandlearning.Thenhowtochooseamethodisquiteimportantduringdifferentperiods.
Theeducationistsadvocateanewtheorythattherearemanyteachingmethodsbutnospecificteachingmethod.TheSituationalTeachingMethodisusedintheelementaryEnglishteaching.Tomakeitsimple,thepurposeofelementaryEnglishlearningis“listeningandspeakingfirst,whilereadingandwritingsecond”.IntheEnglishteaching,theeducationalmodelthatisusedbyteachersin40%elementaryschoolsistheSituationalTeachingMethod,80%teachers’replyintheelementaryschoolsis"
theoralsentencepatterndrill"
whileonly15.43%teachers’answerintheelementaryschoolis“thewrittentest-likeexercises"
(MeiDeming,2004.).
Fromthissurvey,theSituationalTeachingMethodissuitableforpupils.Howtoarousestudents’interestsanddeveloptheirabilitiesisaproblemneedingmorecare.Teacherscaninstructstudentsthroughimitatingtherealscenesinordertomakestudentsusewhattheyhavelearntintheireverydaylives.ItcanbefoundthatpupilscanbenefitalotfromtheSituationalTeachingMethod.
I.TheAppearanceoftheSituationalTeachingMethod
Everythinghastheprocessoforiginanddevelopment.Therefore,theSituationalTeachingMethodalsodevelopsstepbystep.UnderthebackgroundofChina’sreform,theSituationalTeachingMethodisadoptedbyteachersgradually.
A.TheOriginoftheSituationalTeachingMethod
TheSituationalTeachingMethodjustfollowssomerulesoflinguistics.SituationallanguageteachingisoriginallycalledOralApproach,whichisdevelopedbyBritishappliedlinguistsfromthe1930’sto1960’s(ShuDingfang,1999.),andithasprovidedguidancetomanywell-knownEFL/ESLtextbooksandcourses,includingNewConceptEnglishwrittenbyAlexander,whichisstillusedinChinaandknownbyalmosteveryChineseEnglishlearner.Infact,mostbooksonbusinessEnglisharecompiledaccordingtothismethodtoo.ThetheoryoflearningunderlyingSituationLanguageTeachingMethodisbehaviorism,addressingmoretheprocesses,thantheconditionsoflearning.PalmerandHornbyarethemainadvocatoroftheSituationalTeachingMethod(ShuDingfang,1999.).Agoodscenewillcreateaharmoniousatmospherebetweenteachersandstudents,andthusachievesasatisfactoryeffect.TheSituationalTeachingMethodalsohassolidtheoreticalgroundsinphysiology,psychology,andlinguistics.
B.TheDefinitionoftheSituationalTeachingMethod
WhatistheSituationalTeachingMethod?
ItmeanscreatingandusingmanykindsofscenestomakestudentsimmersethemselvesintheoralEnglishenvironmentwhichisabundant,naturalorhalf-natural.Moreover,themethodmakesstudentshaveadirectcontactwithEnglish-spokencountries’culture.Therefore,theycanreceivemassivelanguagematerialsinthenaturalorartificialscenestoexpressthesocial,objectiveandsubjectivecognitionswiththesimilarsentencessothattheirinnermostfeelingscanbeeffectivelyexpressed.Andonlyunderthiskindofenvironmentcantherelationofthecognitionsandtheemotionbeestablished.Andonlybythiskindofmeanscanthesentencestructuresbeconsolidated.Itcontainsrealisticscene,recollectionscene,associationscene,scene’stransformationandscene’soverlapping.
Inoverseas,theSituationalTeachingMethodhasalreadyobtainedsuccessinEnglishteaching.
Inotherwords,theSituationalTeachingMethodcanbecomprehendedthatintheEnglishteachingprocessteachersestablishteachingscenesthroughlanguagedescriptions,materialobjectdemonstrations,musicexaggerationsandsoontostimulatestudents’studyinitiativeandenthusiasm.TheSituationalTeachingMethodbringsstudentstothespecificactiveenvironmentwhichenablesstudentstoimagineemotionallyandmakesstudentshaveasuperiorityexcitingcenter,thusthestudentscanobtainthebestattention,whichstimulatesstudents’interestandguidesthereassignmentinstudy,ortheexercise’senthusiasmtoenhancethequalityandeffectofEnglishclass.Students’cognitionhasthesituationalconnection.Thespecificsceneinfluencesnotonlystudentstounderstandsignificanceoftheactivitiestostudentsbutalsothepossibilityoftheactivities;
meanwhileitalsoaffectsstudents’consciousnessaswellasthemethodofstudying,anditmakestheknowledgeinstudents’minddeeply.
II.TheAdvantagesoftheSituationalTeachingMethod
AsfortheSituationalTeachingMethodintheelementaryschool,therearemanyadvantages.Infact,creatingscenesistheessenceofSituationalTeachingMethod,andpupilsareinterestedinscenes.Therefore,creatingscenesisthebestadvantageoftheSituationalTeachingMethodwhichcanstimulatestudents’interest.
A.StimulustoPupils’Interest
TheSituationalTeachingMethodcanmotivatestudentstolearnEnglish.Stimulatingpupils’interestinlearningisoneoftheimportantfunctionsandpurposesoftheSituationalTeachingMethod.Raisingstudents’interestisapremiseforteaching.Thereisasaying:
Interestisthebestteacher.Itcanmakepeopleconcentrateontheirwork,andhaveenthusiasm,pleasantemotionalexperienceforstudy.Teachersshouldbebrimmingwithenthusiasmtoteachingactivitieswithsuperbteachingarttocreateanattractiveteachingscene.Teachingscenesplayanimportantroleininspiringpupils’interest.Howtoinspire?
Teacherscancreateandutilizelanguagescenes.Forexample,inteachingsentences:
Ithinkso./Iagree./Idon'
tagree.Teacherscancombinetheknowledgewithwhatstudentsareinterestedin.Indetails,teachersmaytakethefamousstars,singers.Forexample:
T:
IthinkXiaoYanziisverybeautifu1.Shehasbigeyes.Doyouthinkso?
S1:
No.Idon’tagree.Idon’tthinksheisbeautifu1.ButIthinksheislovely.
Doyouthinksheisagoodactor?
Sl:
Yes,Iagree.
DoyouthinkLiuDehuaisagoodsinger?
S2:
Yes,Iagree.AndIthinkheisalsoagoodactor.
B.ConcentrationonPupils’Attention
Scenescandrawstudents’attention.Foreignlanguageteachingcanmakestudentsconsistentlyremainattention.Tomakestudentsfocusonthestudy,teacherscannotrelyonordersandrequirements,butdependonthescientificandartisticofteachingactivities.Naturallystudentscanbeattractedbythecontents.Inteachingco