本科毕业设计on the application of the situational teaching method in the primary school english cla.docx

本科毕业设计on the application of the situational teaching method in the primary school english cla.docx

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本科毕业设计ontheapplicationofthesituationalteachingmethodintheprimaryschoolenglishcla

毕业论文

题目:

OntheApplicationoftheSituationalTeachingMethodinthePrimarySchoolEnglishClass

院系:

外国语学院

专业年级:

2010级英语专业专升本

*********

学号:

*********

指导教师:

李彩霞（副教授）

2012年4月30日

Thesis:

OntheApplicationoftheSituationalTeachingMethodinthePrimarySchoolEnglishClass

浅谈情景教学法在小学英语课堂中的应用

SchoolorDepartment:

CollegeofForeignLanguages

GradeandSpecialty:

2010,EnglishEducation

Name:

YuFei

Advisor:

LiCaixia（AssociateProfessor）

April30,2012

毕业设计诚信承诺书

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所呈交的毕业论文（设计）是本人在指导老师指导下取得的研究成果。

除了文中特别加以注释和致谢的地方外，论文（设计）中不包含其他人已经发表或撰写的研究成果。

与本研究成果相关的所有人所做出的任何贡献均已在论文（设计）中作了明确的说明并表示了谢意。

签名：

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Abstract

AlongwiththedevelopmentofChina’seconomy,Englishbecomesmoreandmoreimportantinpeople’sdailylife.TheEnglishteachingmethodwhichisusedineachstagereceivesalotofattention.AfterChineseeducationalsystemreform,theSituationalTeachingMethodcomesintobeing.TillnowithasgotgreatachievementsintheEnglishteachingofprimaryschool.AsforEnglishteachingoftheprimaryschool,itpaysfocusattentiontotheSituationalTeachingMethod.Thescenesoriginatefromsocialpractice.Theyaretheproductsofpeople’sdailylives.Thismethodemphasizestheintegrationofthedynamicprocessandthelifesituation,paysgreatattentiontostudents’understandingoflife,paysgreatattentiontostudents’abilitydevelopmentintheactiveprocess,andstimulatestheirinterestfromvariousaspects.Ithelpsstudentstounderstandtheteachingmaterialsanddevelopstudents’psychologicalfunctionsthroughthesceneswhichcanproducevividimages.ThecoreoftheSituationalTeachingMethodistostimulatestudents’emotion.

Keywords：

English;theSituationalTeachingMethod;theprimaryschool;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；小学英语课堂；应用

TableofContents

Chapter1Introduction

Withthedevelopmentofthesociety,theeducationofChinahasmetaseriesofchallengesinthe21stcentury.ManyteachersinourdailyEnglishteachingstilluse,consciouslyorunconsciously,thetraditional“Spoon-feedingTeaching”method,whichmakestheclassboringandstudentspassivelyacceptknowledge.Thisteachingmethoddoesn’tfitthepupils’characteristicsoftheirmentalityandage.Therefore,itisessentialthatteachersshouldcreatethe“mother-tongue”environmentforthestudentsinEnglishteaching.Teachersmusttrytoestablishvariouskindsofenvironmentandletstudentsexperiencethemandunderstanddifferentcontextsandinformationexpressedinlanguageatmosphere.TheSituationalTeachingMethodissuchaninnovationinEnglishteachingfieldandthisadvancedmethodofteachingisverypopularinChinesestudents’Englishteachingnowadays.

TheSituationalTeachingMethod（theSTM）meansthatintheteachingprocess,teacherspurposefullyintroduceorcreatesomecertainvividconcretescenestoarousestudents’certainemotionalexperience,thusitwillhelpstudentsunderstandtheteachingmaterialsandpromotetheirabilityoflearninglanguageinsituationalenvironment.

AsfortheSituationalTeachingMethod（theSTM）intheprimaryschool,therearemanyadvantages.Itiswellknownthatpupilsarenotgoodatunderstandingtheperceptualknowledgebutadeptinkeepingconcreteknowledgeinmind.Accordingtothis,itcanbefoundthattheSituationalTeachingMethod（theSTM）isquitesuitabletopupilsespeciallyinthelowergradestolearnaforeignlanguage.Meanwhile,creatingscenesistheessenceoftheSituationalTeachingMethod（theSTM）andpupilsareinterestedinscenes.Therefore,theSituationalTeachingMethod（theSTM）isagoodwaytocreatethereallanguageenvironmentforstudents.ItcanbefoundthatpupilscanbenefitalotfromtheSituationalTeachingMethod（theSTM）.

ThisthesisintroducesthetheoreticalbasisoftheSituationalTeachingMethod（theSTM）atfirst.ThenitmainlyfocusesontheapplicationoftheSituationalTeachingMethod（theSTM）intheprimaryschoolEnglishclass.

Chapter2TheTheoryoftheSituationalTeachingMethod

2.1TheDefinition

TheSituationalTeachingMethod（theSTM）meansthatintheteachingprocess,inordertohelpthestudentsunderstandthetextbook,theteacherestablishesalivelyorconcretesituationorscenewiththeemotionalcolorbythebodyofimagetodrawthestudents’attentiontomakethemlearnactivelyandhappily.ThebasicrequirementoftheSTMistofullymotivatestudents’sensoryorganstoapperceivetheobjectstobelearnedthroughseeing,hearingeventouchingthem.

AsfortheSTMintheprimaryschoolEnglishclass,itcanbecomprehendedthatintheEnglishteachingprocess,anEnglishteachershouldbeanactororaleader,whoestablishesEnglishteachingscenesthroughlanguagedescriptions,bodygestures,materialobjectdemonstrations,musicexaggerations,games,activitiesandsoontostimulatestudents’studyinitiativeandenthusiasm.Therelationshipbetweenteacherandstudentsisfriendlyandharmonious.

Generally,theSTMreferstotheteachingcontext,learningsituation,student-teacherrelationship,classroomdesignandotherfactorsthatcontributetothetotalofpsychologicalandphysicalenvironment.

2.2TheCharacteristics

TheSTMhasfourmaincharacteristics.Theyareasfollows:

2.2.1TheRealityofImage

Inordertomakethestudentsfeeltrueandreal,itrequiresthattheimagemustcompletelybethesameastheoutsideoftherealobject,butalsothesamewiththespirit.Itisnotthecopyofanobject,notastakingaphotograph.Itisbyasimplifiedfigure,whichisthesamestructurewiththecorrespondingobject.Thentheycanjoininthesituationstepbystep.

2.2.2TheRealityofEmotion

Itiswellknownthatemotionjoinsinourlearningandstudy,itrequiresteacherstofindrealemotionandgenuinepurposetofullyarousestudents’studyinterest.Ifemotionjoinsinclasswell,itwillbethehighestboundaryofteachingandstudying.ThiscanbeachievedeasilythroughusingthepatternoftheSTM.

2.2.3ContainingTheoriesAbundantly

Abundantlycontainingtheoriesmeansthatabstracttheorycomesupwithimages,thiscanhelpstudentstounderstandthecognitionefficiently.ItisclearthatintheprocessoflearningEnglish,theteacher’sleadingroleistobuildupabridgebetweenthelanguageandcognition,whilethiseffectivebridgeisthelanguageenvironment.ThegoodwaytocreatethelanguageenvironmentisundoubtedlytheSTM.Withthismethod,studentscanbuildupabridgebetweentheabstractcognitionandtheconcretethingsbythemselves,sothattheycanunderstandtheabstractcognitionmoreeasily.

2.2.4BroadenSituation

IntheprocessofteachingEnglish,theSTMdoesnotmeanillustratingsomethingandthensettingsomethingupmechanically,itisoftentreatedasawhole.Itisregardedasthesituationinwhichiswideandbroad;andthisalsoreferstothatthereisenoughroomforstudentstoexerttheirimagination.Asaresult,thestudents’abilitiesofdependentlearningandsolvingproblemswillbedeveloped.Itisoftenrequiredthatteachersshouldshowsomethinginfrontofthestudentsandthenmakethemfeelthe“directimpression”;thesituationcanstirthestudents’emotionandthenitbecomesthepusheroftheirneeds.

UsingtheSTMmakestheroleofstudentschanged,frompassivetoactive.Theroleofteachersalsohaschangedfrompureteachingtotheguideofthestudents.Therolesofstudentsandteacherscanbefullyplayedwiththismethod.ItisclearthattheSTMrequiresthatthesituationshouldmakethestudentsfeeleasyandenjoyable,flatandpeaceful,andfreshfromallaspects.Andbysuchkindofteachingmethod,betterteachingeffectcanbeachieved.

TheessentialcharacteristicoftheSTMistopushthestudentsintolearningmoreefficientlyandtoarousethestudents’interestandemotioninlearning.

2.3ThePrinciplesoftheDesign

ItiswellknownthatEnglishisusedasatoolforcommunicationandtheteachingofEnglishmustmainlyfocusonitspracticalcommunicativefunction.Therefore,theSTMwhichemphasizesonstudents’basicabilitiesoflisteningandspeakinghasbecomemoreandmoreimportantintheEnglishteachingprocess.TheSTMcanmakethecontentchangedfromabstracttospecific.

AsBloomfieldthinks“thesuccessfulforeignlanguageclassroominstructionshouldestablishagreatmanysituationsinthelessonandthenletstudentshaveopportunitiestousethelanguagematerialsthathavealreadybeenlearnt.”（Bloomfield,1933:

59）AsformostofChinesepupilswhooftenlackstheatmosphereoflearningtheEnglishlanguage,itisofgreatnecessitytocreatevariousscenesfortheirEnglishlearning.Scenesshouldbesetupaccordingtothecontent,thetopicsandthepupils’characteristicsbytheEnglishteacher.Ifthecreationofthescenesisreasonable,vivid,livelyandaccurate,thestudentswillbeabletoactivatetheirthinkingandthentheycanbeabletounderstandthemessagesmoreeasily.Asaresult,itwillstimulatethestudents’thirstforlearningknowledge.Suchvividandreasonablescenesandthecolorfulimagescannotonlyhelpthestudentstoputknowledgeintovividscenes,butalsocanenhancetheirinterestinlearningEnglish.Therefore,inordertocreateareasonableandvividscene,theEnglishteach