1、situational teaching method 情景式教学法 Situational Teaching Method in Primary School English Teaching by 陆雅琼 A thesis presented to the School of English Education ofXian International Studies Universityin partial fulfillment of the requirementsfor the degree ofBachelor of ArtsMay 15, 2013Class: 09-5 Adv
2、isor: 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 Situational Teaching Method in Primary School English Teaching 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
3、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. An investigation into the relationship between teacher motivation and pupil
4、motivation. Educational Psychology( 20),4557.Chen, Shuping. 2012. Extensive reading in five Hong Kong EMI secondaryschools : from a teacher cognition perspective. The University Journal of Hong Kong Unversity(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
5、 月 日AcknowledgementsId like to take this opportunity to extend my best regards to those who have helped me with my graduate thesis. In writing this paper, I have benefited from the presence of my teachers and my classmates. They generously helped me collect materials I need and made many invaluable
6、suggestions. I hereby extend my grateful thanks to them for their kind help, without which the paper would not have been what it it. Particularly, I am deeply indebted to Ms. Liu, my supervisor, who guided me throughout my writing of this thesis. She carefully read the whole draft and offered precio
7、us criticism. Her standards of academic excellence have made my revision exciting and gratifying experience. I also wish to sincerely thank my classmates and friends, whose brilliant ideas and perceptive observations have proved immensely constructive. “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
8、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Situational Tea
9、ching Method in Primary School English TeachingAbstract: The situation that the teacher teaches in the classroom, and students do some simple jobs, such as listening, speaking, reading, writing and reciting,can be regularly seen in the traditional English teaching class. But for pupils full of curio
10、sity and imitation, this traditional English teaching method is not easy to be accepted and is less effective for improving their English level. However, the situational teaching method can achieve a good result in this regard. Based on the current situation of primary school English teaching, compa
11、ring the traditional English teaching method with the situational teaching method, the author thinks both of them have their merits. Therefore, the more reasonable primary English teaching method should combine these two teaching methods, and use them in an integrative way. In this paper, the author
12、 hopes that readers can understand the traditional English teaching method and the situational teaching method in an objective way, and also hopes to provide some feasible and better English teaching methods in primary school. Key Words: Situational teaching method; primary school English; English t
13、eaching; advantages and disadvantages; games Table of Contents1.Introduction. 12.Traditional Teaching Method and Situational Teaching Method.12.1 Traditional Teaching Method.12.2 Situational Teaching Method.23. Comparison Between the Traditional Teaching Method and the Situational 3.1.1 Advantages o
14、f the Traditional Teaching Method.3 3.1.2 Disadvantages of the Traditional Teaching Method .3 3.2.1 Advantages of the Situational Teaching Method.4 3.2.2 Disadvantages of the Situational Teaching Method.5 3.3 Current Situation of Applying These Two English Teaching Methods.64. A New Situational Teac
15、hing Method.9 4.2 A Small Experiment of Using This New Situational Teaching Method.10 4.3 Current Situation and Future of This New Situational Teaching Method.125. Conclusion.13References.14 1. IntroductionRecent years, accompanied with the fact that China get closer and closer to the world, English
16、 has become one of the most important tools to communicate with the world for Chinese people and increasingly shown its charms in the stage of world. Based on this current situation, English teaching is bound to get much attention and is very necessary to be improved-the first step is in the primary
17、 school. But the problem is that the traditional English teaching method lack of interest and is difficult to be accepted by those pupils who are very naughty and full of curiosity. So, the situational teaching method appeals to many teachers for its flexibility ,validity and full of imitative situa
18、tion related to class. But there is also some disadvantages, such as the degree is difficult to control for teachers. This study, based on the situational teaching method, absorbing the traditional teaching technique, aims to find a way to improve primary school students English teaching. 3The Tradi
19、tional Teaching Method and the Situational Teaching Method2.1 The Traditional Teaching Method The traditional teaching method has a very long history. Needless to say, the traditional teaching method is useful in the field of improving students score, especially in the English. The teacher always te
20、aches the test points, and do not allow students to have some different opinions. That will do harm to the student creativity. The traditional teaching method is “inculcate the knowledge in a single way”. It is also called “Narration”. It is a comprehensive report and statement of meaning, in such a
21、 way that the teacher teaches on the platform, and students learn in their sit. The purpose of that teaching method is to explain or analyze the author and the content. So, in a word, the traditional teaching method is a method of interpreting. 2.2 The Situational Teaching Method The situational tea
22、ching method just follows some rules of linguistics.Situational teaching method is originally called Oral Approach, which is developed by British applied linguists from 1930s (Shu Dingfang,1999.), and it has provided guidance to many well-known EFL/ESL textbooks and courses, including New Concept En
23、glish written by Alexander, which is still used in China and known by most Chinese English learner. The concept of the situational teaching method is first projected by Brown, Collin, Duguidin in 1989. They published a study named Situated Cognition and the Culture of the Learning. They believed tha
24、t “knowledge can be produced only when it is applied in the situation, knowledge can not be isolated from its environment, and the best method to learn knowledge is to carry it out in the context.” There are different kinds of expressions on the situational teaching method. “Situational teaching met
25、hod is a kind of method through the use of the vivid scene, to arouse the students interest of learning, to improve learning efficiency.” (Gu Mingyuan,1999.) “Situational teaching method refers to create the problems with real event or circumstance. Students are in the process of solving the inciden
26、ts or problems, and understand the knowledge independently.” ( Zhang Hua, 2000.) Generally, the situational teaching method relies on the Construction Theory and the theory of Situated Cognition and Learning. Constructivism believes that topic, situation, cooperation and resources are the four condi
27、tions to promote teaching. The emotional psychological researches show that the individual emotion has at least three functions on cognitive activities, these are motivation, strengthen and regulation. The situational teaching method is to arouse students health and emotional experience in the proce
28、ss of teaching, and raise the enthusiasm of learning directly. The theory of learning underlying situational teaching method is Behaviorism, addressing more processes, than the conditions of learning. Palmer and Hornby are the main advocator of the situational teaching method (Shu Dingfang,1999.). S
29、ituational teaching method is an adaptation of the Hersery/Blanchard situational leadership model in which the instructor uses a variety of teacher centered and student centered strategies depending on the course content and the instructors use of active learning. Situational Teaching Method means a
30、 lively or concrete situation or scene the teacher establish with the emotional color by the body of image, in order to draw the students attitude experience, to help the students understand the textbook, and also improve the students mentality development. The center of Situational Teaching Method
31、is to motivate the studentsemotion. Make them learn actively and happily 3.Comparison Between the Traditional Teaching Method and the Situational Teaching Method3.1 The Traditional Teaching Method3.1.1 Advantages of the Traditional Teaching Method Firstly, the traditional teaching method emphasizes the structure-function- communication teaching model, which can increase the input and the output of the language, and greatly improve the frequency of the target language training
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