The Application of the Situational Teaching Method in the Elementary School.docx

The Application of the Situational Teaching Method in the Elementary School.docx

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TheApplicationoftheSituationalTeachingMethodintheElementarySchool

TheApplicationoftheSituationalTeachingMethodintheElementarySchool

Abstract

AlongwiththedevelopmentofChina’seconomy,Englishbecomesmoreandmoreimportantinpeople’sdailylife.TheEnglishteachingmethodwhichisusedineachstagereceivesalotofattention.AfterChineseeducationalsystemreform,theSituationalTeachingMethodcomesintobeing.TillnowithasgotgreatachievementsintheEnglishteachingofelementaryschool.AsforEnglishteachingoftheelementaryschool,itpaystofocusattentionontheSituationalTeachingMethod.Thescenesoriginatefromsocialpractice.Itisaproductofpeople’sdailylives.Itemphasizestheintegrationofthedynamicprocessandthelifesituation,paysgreatattentiontostudents’understandingoflife,paysgreatattentiontostudents’abilitydevelopmentintheactiveprocess,andstimulatestheirinterestfromvariousaspects.Ithelpsstudentstounderstandtheteachingmaterialsanddevelopstudents’psychologicalfunctionsthroughthesceneswhichcanproducevividimages.ThecoreoftheSituationalTeachingMethodistostimulatestudents’emotion.

Keywords

English;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．

T：

Doyouthinksheisagoodactor?

Sl：

Yes，Iagree．

T：

DoyouthinkLiuDehuaisagoodsinger?

S2：

Yes,Iagree．AndIthinkheisalsoagoodactor.

B.ConcentrationonPupils’Attention

Scenescandrawstudents’attention.Foreignlanguageteachingcanmakestudentsconsistentlyremainattention.Tomakestudentsfocusonthestudy,teacherscannotrelyonordersandrequirements,butdependonthescientificandartisticofteachingactivities.Naturallystudentscanbeattractedbythecontents.Inteachingco