论文总字数：33512字
摘 要
情景教学在初中英语课堂中具有十分重要的地位。初中英语老师可以运用生动形象的场景吸引初中生的注意力，这有助于增强学生主动参与课堂活动和深入学习的积极性。因此，学会应用情景教学对于初中英语老师十分重要。但是，现如今，情境创设的具体应用中存在例如滥用情境创设，创设方式单一等误区，而这些情况的存在最终导致了情境教学的效率低下。鉴于此，本文以提高情境教学效率为目的，首先讨论并提出优化教学方式的一些原则和策略，然后提出了情境教学应用过程中的一些比较常见的误区。
关键词：初中英语教学；情境教学；英语课堂
Contents
1. Introduction 1
2. Literature Review 1
2.1 The Misunderstood Application of Situation Teaching Approach 1
2.1 The Analysis of Students in Junior School 2
3. The importance of Situation Teaching Creation 4
3.1 Create favorable environment for learning English 4
3.2 Increase students" attention to English 4
3.3 Create favorable environment for learning English 5
4. Rules of Situation Teaching Creation 5
4.1 Timeliness 5
4.2 Validity 6
4.3 Usability 6
4.4 Universality 7
4.5 Controllability 8
5. The Misconceptions of Situation Teaching Creation 8
5.1the Deliberate or Unconscious Neglect of Students’ Real Life 8
5.1.1 Situation Teaching Created Apart from Students’ Real Life 9
5.1.2 Situation Teaching Beyond Existing Level of Development of Students 9
5.2 Situation Teaching Created Apart from the Spirit of Exploration 10
6. Application Strategies of Situation Teaching Creation 11
6.1 Real-life Situation 11
6.2 Question Situation 12
6.3 The Diversification of the Form and Content of Leaning Environment 12
6.4 The Usage of Positive functions of Online Media 12
7. Conclusion 13
Works Cited 14
- Introduction
The meaning of situation teaching is that teachers use a kind of teaching method which they intentionally introduce or create vivid and specific scenes with certain emotional color and image as the main body in order to stimulate students" attitude and experience, thus helping students understand textbooks and construct their psychological functions. To stimulate students" initiative and their emotions is the vital key of the situation teaching method. The students only can be affected after repeated refinement and the processing of the whole society and the life as well. Such as role models, vivid language description, in-class games, role-playing, poetry recitation, painting, gymnastics, music appreciation, tourism and so on, are all contained in the specific image of the situation, which inevitably has a subtle implication role. From 1930"s to 1960"s, situation teaching method was gradually formed and developed after the research of British applied linguists. Situation teaching method has the following five theoretical bases: the interaction of emotion and cognition, the intuitive principle of cognition, the similarity principle of thinking science, the unity of conscious and unconscious psychology, intelligence and non-intelligence factors.
There are many ways of situation teaching, such as bringing students into nature and moving familiar scenes of life into classroom; using relevant pictures as the whole teaching background to promote students" imagination; using beautiful background music to cultivate students" temperament, creating English language atmosphere, or playing short video animation. We give students visual impact and enjoyment, create language situations through appropriate language description, thus form guidance for students" cognitive activities and enhance their sensory effects. In the current junior middle school English teaching process, teachers have understanding of situation teaching, which directly leads to a low efficiency of English teaching. The teachers need to constantly explore new methods in their future practice so as to take the advantages of situation teaching as much as possible.
- Literature Review
2.1 The Misunderstood Application of Situation Teaching Approach
Nowadays, the efficiency and the quality of the class teaching have been greatly affected by the misconceptions of the situation teaching. When English teachers want to make the foreign language teaching successful, they should create more situations in the class. Only in this way can they give their students more opportunity to use the language they have learned. However, in some open classes, we often find that teachers are painstakingly creating situations. In the classroom teaching, they are nothing more than “flower racks”. It ignores the purpose and effectiveness of situational creation. We should go rid of the misunderstanding of situations and apply the situation fully.
2.2 The Analysis of Students in Junior School
In order to understand the misconceptions of the situation teaching applied in junior schools, I asked the students in Huaihai Junior School to complete my questionnaire. This survey is based on a random survey model. I gave out the questionnaire on the spot and the students fill in on the spot. The response rate was 91% and 61 questionnaires are available. The data was accurate and reliable. Here is the data analysis. The Grade 7 students in Huaihai Junior School who participated in this survey were about 13-14years old. They have learned English for about three years. Because of their young age and vivacity, they referred intuitionistic image thinking and were interested in drawing, competing and playing games. The students who have just entered junior middle school generally had poor basic knowledge of English and listening and speaking ability. Although most of them have learned English in primary school, their ability of comprehensive application was very weak. Moreover, their irregular writing habits have been formed and it is difficult to correct them. Here is my questionnaire:
1. Do you like English class and your English teacher?
A. Likes 80 % B. So-so10 % C. Not like 10 %.
2. Is there a big gap between your English teachers" public classes and their regular classroom teaching?
A. Not too big 30% B. Too big 50% C. Not clear 20%.
3. Do teachers often leave time for you to ask questions in class?
A. Often 90% B. No time 0% C. Occasionally 10%.
4. Will you actively participate in teachers" teaching activities?
A. Yes70% B. Sometimes20%C. Never10%.
5. What are the most attractive teaching activities in English class?
A. Storytelling20%B. Competition between classmates30%C. Group discussion10% D. Some interesting questions10% E. Game 20% F. Hand-on learning tools 10%.
6. Do you often discuss some problems in groups in class?
A. Often 20% B. Sometimes50%C. Rarely 30% D. Never 0%.
7. Teaching methods most commonly used by teachers: (teaching methods, teaching means)
A. Keep saying and we keep listening0% B. Keep asking questions. C. Set up some interesting classroom activities or situations20% D. Use courseware 10% E. Hang some pictures on the blackboard 40% F. Encourage us to have a try 20% G. Work with us to solve the problems10%.
8. Do you like the theme map in the new textbook?
A. Like 90% B. Do not like 0% C. So-so10%.
9. Do you often use English knowledge to solve practical problems in daily life?
A. Often 30% B. Occasionally 60% C. Never10%.
10. What"s the atmosphere in your English class?
A. Orderly and active100%B. Dead 0%C. Chaotic 0%.
From the results of the questionnaire, it is showed that 80% of the students like to take English classes, of which 60% are in the lower grades. There are many ways to create situations in lower grades, and the textbooks with pictures and texts are very attractive. Therefore, students are interested in learning. 60% of the students like story and game situations, 20% like group discussions, and 20% like problem situations. Thus, students can actively participate in the activities of the classroom teaching in a very dynamic atmosphere. Students hope English teachers use humorous language to integrate knowledge into the story situation, use interesting questions to attract their attention, guide them to explore independently, and they can experience the joy of success. Besides they also hope their English teachers use fierce competitions such as debate in groups to provoke their own interest in learning. 3.40% of the students choose to study in groups, 50% choose to study in groups sometimes, and 1% choose study in groups never. Especially students in the lower grades, they have fewer opportunities for group cooperative learning, while in the higher grades, they have more opportunities for group cooperative learning.100% of the junior school students like learning English in the order and active English classes.
In conclusion, students hope their English teachers create situation when they are taking English lessons, and hope to keep good state of learning in the classroom. They have rights to speak and ask questions actively, and to have opportunities to cooperate with and help each other, and to have a platform to display themselves. It is worth pointing out that the students hope that the teaching situation created by the teachers can be linked with the current reality of their life and improve their ability to use English knowledge to solve problems. Therefore, how to get rid of the misunderstandings of creating teaching situation is one of the contents of my research.
- The importance of Situation Teaching Creation
3.1 Create favorable environment for learning English
Environment has surprisingly great influence on the acquisition of the language. Nowadays, the failure of creating the necessary environment for leaning English may directly result in students" low efficiency of and low spirits in learning English. English teachers should create teaching situation in accordance with the specific situation, the students" interests, the characteristics of students" ages so as to deepen their understandings in English content and effectively cultivate their interest in English.
3.2 Increase students" attention to English
When students fail to take active steps to learn English in a unfavorable environment, the classroom learning as the whole may be greatly affected by these problems, for example, students" distraction in classroom. English teachers in junior middle school should properly design the situation for learning language so that they can raise students" initiative of different senses. Only in such way can teachers increase the productiveness of teaching English in classroom and increase students" efficiency and motivation when they are learning the language.
3.3 Inspire students" interest in learning English
English teachers in middle schools should take practical actions to inspire students" interest in and aspiration for learning English, which is the only way to improve their efficiency of learning. Traditional teaching method simply teaches students English knowledge while paying little attention to and attaches little importance to students" emotional factors during the classroom teaching, which results to the drop of the students" motivation and the decrease of productiveness of learning English. On the contrary, situation teaching lays more stress on the context and communication of students" emotions in accordance with students" own characteristics, and encourages students actively take part in the leaning in the classroom, which can fully inspire students" interest.
- Rules of Situation Teaching Creation
Nowadays, teachers in schools are still widely utilizing such teaching method in their teaching process. In order to improve their teaching skills, and familiarize students thorough understandings about the knowledge and apply what they learn more fluently, teachers usually motivate students" learning initiative by using situation teaching, so that they can inspire students interest in learning more efficiently. What"s more, the exchange of ideas and the communication between students are also useful to strengthen the students" competence of the application of knowledge. Therefore, the creation of situation teaching is especially important. After the study and discussion of the English course teaching, I have discovered some rules of the creation of situation teaching method.
4.1 Timeliness
When it comes to traditional teaching method, it takes a long period to perform curriculum reform. While when it comes to situation teaching, teachers should test students" abilities of learning, but also should focus on students" personal development in the future and make adjustment accordingly. With the increasing development of information and technology, students can learn and understand new knowledge in more various ways than ever before. Therefore, situation teaching created by teachers should have close connections with students. Only in that way can teachers lead students into the situation they create as much as possible. Only in that way can teachers promote students" initiative of thinking independently, taking part in communication and discussion, and gradually improve students" learning skills. Therefore, it is of great importance to design situation teaching timely. On the contrary, if the situation designed by the teacher is not close to students" real life, and cannot be understood by students perfectly, the consequence would lead to the barriers in the process of students" learning. In order to enhance the students" learning ability and to guarantee the quality of class teaching, teachers should design teaching situation timely.
4.2 Validity
While different words may have the same meaning, the same one word may have different meanings. When a teacher is creating a teaching situation, he/she should stress on the validity of the situation. The situation should be created in accordance with true facts, otherwise students will lower their approval of the classroom teaching to a great extent and their confidence of the teachers" teaching methods, which will eventually result in the decline of the their ability of learning and comprehensive competence. Only when teachers create a real and convincing teaching environment can students have initiative to take part in , can students have interest in learning and can students take active steps in learning. Therefore, the validity of situation teaching plays an extremely vital role in boosting the reception of knowledge. Junior middle teachers should create real and lively learning environment to inspire students" motivation of learning when they are designing situation teaching.
4.3 Usability
Usability plays a vital role in normal teaching process. The knowledge learnt by students in classroom and school should be applied to and be helpful in their daily life. Therefore, teachers should make designs which correspond to the knowledge that they have to deliver to their students. The situation that they design should have some requirements for the knowledge they teach so as to improve students" understanding of the knowledge and the ability of application of the knowledge.
4.4 Universality
The original intention of creating situation in English class is to help students complete learning tasks more efficiently in the class. Therefore, the effective teaching situation must conform to students" learning state and level as a whole, helpful to lower the difficulty in the understanding of the key points of the lesson for those academically poor students and raise their learning interest in the knowledge. What"s more, because of the large population flow in China, students in the same school or in the same classes may come from different cities, which make the creation of situation teaching more difficult because of the students at different ages, the different cities that they come from, the different ways of thinking and different things that they are interested in as well. Therefore, English teachers in junior middle schools are required to have an intimate knowledge of their own students and in time grasp the things that students are interest in so that they can create interesting teaching environment in class for their students. Besides, the situation creation in English class should meet the mental and real-life requirements of different students who come from different regions or grow up in different cultural backgrounds. In such situation, teachers the creation of teaching situation should be based on the learning collective. Only the students have aspirations for learning English and have their own comprehension after learning can teachers guarantee the productiveness. Therefore, it is indispensable of class teaching to be well-directed and to sever for the whole teaching procedures and teaching links, which means that the creation of teaching situation cannot be isolated with the whole teaching process and English teachers must create situation in accordance with the requirements of English teaching. Whatever, the entertainment in learning is the key point in the creation of situation with the characteristic of universality, and the powerful method to improve the power of fusion of the whole class.
4.5 Controllability
Situation teaching is one of the methods in class teaching when the teachers are teaching the knowledge of the language. Teachers use situation teaching for improving the productiveness of class teaching, but in itself, it is not the final aim of teaching. The creation of teaching situation does not equal to the accomplishment of the teaching tasks of this lesson. Therefore, the creation of teaching situation must stress on controllability, which means that it must be practical, feasible and operable. When teachers are creating a situation, they should think over these factors, such as the material and economic prerequisite of their classes and schools, the mental statement of the students, the time and other uncontrollable factors that may occur. English teachers in junior middle schools should give full consideration so that they can decrease unexpected accidents. However, not all situation teaching can strengthen the quality and productiveness and efficiency. Some seemly reasonable situation created in class may fail to play a desirable role in actual practice. Only after full consideration and exquisite design can the teachers improve the quality and effect of the lesson by creating desirable teaching situation of high controllability. Therefore, English teachers in junior middle schools should give full consideration on these factors such as the practical condition of the students and their own teaching, when creating situation. At the same time, they should keep practicing and exploring, sum up their experience and enhance their ability to control the situation in class so that they can increasingly improve the efficiency of class teaching.
- the Misconceptions of Situation Teaching Creation
5.1 The Deliberate or Unconscious Neglect of Students" Real Life
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