The Means to Carry Out Situational Teaching Approach in Middle School English Class.docx
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The Means to Carry Out Situational Teaching Approach in Middle School English Class.docx
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TheMeanstoCarryOutSituationalTeachingApproachinMiddleSchoolEnglishClass
河南科技学院新科学院
2015届本科毕业论文
TheMeanstoCarryOutSituationalTeachingApproachinMiddleSchoolEnglishClass
在中学英语课堂开展情景教学方法的研究
学生姓名:
李梦杰
所在系别:
外国语言文学系
所学专业:
英语
导师姓名:
孙占晓(讲师)
完成时间:
2015年5月
TheMeanstoCarryOutSituationalTeachingApproachinMiddleSchoolEnglishClass
LiMengjie
XinkeCollegeofHenanInstituteofScienceandTechnology
May,2015
Contents
Acknowledgmentsi
Abstractii
摘要iii
I.Introduction1
II.SituationalTeachingApproach2
III.TheMeanstoCarryOutSituationalTeachingApproachinMiddleSchoolEnglishClass3
3.1CreatingVividandRealTeachingSituationwiththeHelpofDailyLife4
3.2CreatingRich,VividTeachingSituationbyMeansofMultimediaMeans5
3.3CreatingTeachingSituationswithBodyLanguage6
3.4CreatingTeachingSceneswithStory6
3.5CreatingTeachingSituationswithMusic7
3.6CreatingTeachingSituationsbySettingUptheScenePlay8
IV.ATypicalCaseontheApplicationofSinuationalTeachingApproachinTheTeachingofWriting9
V.TheAdvantagesandLimitationsofSituationalTeachingApproach11
5.1AdvantagesofSituationalTeachingApproach11
5.2LimitationsofSituationalTeachingApproach12
VI.Conclusion12
Bibliography13
Acknowledgments
ThefirstpersonthatIwouldliketothankmyteacher,SunZhanxiao.HeconstantlyhelpedmetofindmywayofSituationalteachingMeansinMiddleSchoolEnglishClassroomandhealsotooktimetoreadmyreport,correctingbothEnglishandcontent.Iwouldalsoliketothankmyteacherwhoteachingme.Sheorheteachedmealotofteachingways.fortheirconstantsupport,theirknowledgeofthesystemandtheiropenmind.AllthosepersonssupportedmypoorideainEnglishandallmymistakes.Intheend,theyevenwitnessedmyslowprogressesinEnglish.IwouldespeciallyliketomentiontheXinkeCollegeofHenanInstituteofScienceandTechnology,theschoolIwillgraduate.Thanksforeveryteachersandtoallmyfriendsfortheirpresence.
Abstract
Inrecentyears,withthevigorousdevelopmentofdomesticEnglishteachingandtheadvancementofnewcurriculumreformtutorial,inordertomakethemiddleschoolEnglishteachingmoreeffectiveanddevelopstudents’abilitytolearnEnglishandmobilizetheenthusiasmofstudents,expertsandscholarshavebeenexploringavarietyofteachingmethods.The“situationalteachingapproach”hasbeenconsideredaneffectivemiddleschoolEnglishteachingwayandoccupiesanimportantplaceintheclassroom.Teachingpracticehasprovedthatthroughsituationalteachingapproach,changethelecturesoftraditionalpassive“didacticteaching”formiddleschoolstudentscanbechangedintothosethatstudentsparticipateintheinitiatively,sothatstudentscanreallygointotherole,becomethesubjectoflearning,andgettheirinterestsimulated,soastoimproveteachingquality.ThispapertriestochangetheboringEnglishteaching,andmaketheclassroombecomemoreinterestingandstudent’learningmorerelaxingandeasierthroughusingsituations,multimedia,bodylanguages,stories,music,sitcomsandsooninourdailylife.
Keywords:
SituationalTeachingMeans;EnglishClassroomTeaching;Application;Research
摘要
近年来,伴随国内英语教学的蓬勃发展及新课改教程的不断推进,为了使初中英语课堂教学变得更加有效,专家学者不断探求各种教学方法,以求培养学生的英语学习能力和调动学生的学习热情。
其中“情景教学法”一直被认为是初中英语教学中行之有效的方法,在课堂教学中占据重要的地位。
教学实践证明,通过情景教学法,能够改变传统“说教式教学”中学生的被动听课为主动参与,使学生真正进入角色,成为学习的主体,从而激发学生的英语学习兴趣,提高教学质量。
本文通过分析情景教学,研究情景教学在中学教学中的运用,改变原本枯燥的传统英语教学,分别使用日常生活的情景、多媒体、肢体语言、故事、音乐、情景剧等情景教学法,使课堂变得更加有趣,学生学的更加轻松,更加容易。
关键词:
情景教学法;方法;英语课堂教学;应用;研究
I.Introduction
Inthemoderntime,withthedevelopmentofscienceandinformationtechnique,ChinajoinedinWTO,hostedthe2008OlympicGamessuccessfully,andhasbeencontinuingtostrengthenourinternationalcompetitiveness,whichrequiresustocarryouttheopening-upinawidelyareaandtoadeeperextent,soastoachievecomprehensive,realconnectionwiththeworld.ThisindicatesthattherewillbemoreChineseparticipatingintheinternationalactivities.Theinformatizationofsociallifeandglobalizationofeconomicactivitiesmakeforeignlanguages,especiallyEnglishbecomeimportanttoolsforChina’sopeningupandinternationalcommunication.Foreignlanguages,especiallyEnglish,astheworld’sprevailing“currency”,theopeningofforeignlanguagelessonsandlearning,isaperformanceofthenation’sdevelopingandopeningtotheworld(张霞,2008(38):
132-133).Withtheintegrationofglobaleconomic,thesociety’sdemandforsometalentsdevelopsfromthesingleandprofessionalmodeltocomprehensive andcomposite model.English,asthepracticalandbasiccurriculum,isregardedasoneofthebasicskillsforcultivatingmodernprofessionalsasthecomputer(刘秀莲,2007(30):
131-133I).Languageisthecarrierofinformation.Usinglanguagetoexpressinformationandideasistheessenceoflearningthelanguage.So,payingattentiontodevelopingstudents’communicativeability,tryingtomakeclassroomschangeintocommunicativesituationsandlanguagelearningchangeintotheprocessofcommunicationisanewexampleofEnglishlanguageteachingkeepingupwithtimes(LiAihua,2010).ForChinesestudentsseeingEnglishasasecondlanguage,thekeypointsoflearninglieinhowtofostertheabilityofexchanginginformationinEnglish.Themainfactoristhelackoflanguagesituation.Therefore,throughthesituationalapproach,tryingtocreatethesituationwithseeing,listeningandspeakingforstudentsintheclassroomteachingisthekeytobreakingthroughtheEnglishoralteaching.Inrecentyears,scholarsathomeandabroadhaveresearchedalotforthesituationalapproach(魏蕾,2011).Andthispracticeprovesthat,situationalteachingplaysakeyroleintheEnglishteaching,soweshoulddiscussmore,learnmoreandusemoreofit,andtohelpthestudentslearnEnglisheasilywithmorescientificandsuitablesituationalteachingapproach,andletEnglishteachingneitherlongboringnorillusory.Onthebasisofanalyzingthesituationalteachingapproachanditsapplicationinthemiddleschoolteaching,thispapertriestochangetheboringEnglishteaching,andmaketheclassroombecomemoreinterestingandstudents’learningmorerelaxingandeasierthroughusingsituations,multimedia,bodylanguages,stories,music,sitcomsandsooninourdailylife.
II.SituationalTeachingApproach
SituationalApproach(SituationalLanguageTeaching)isateachingmethodthatacreationby“theteachers’situation”,teacherssetuptheteachingenvironmentonthebasisofdirectreadingandwritingteachingmethod,combinedwiththeindirectaudiovisualteachingmeans.Thisapproachtakingsentimentasthelink,takingscenesasthebreakthrough,takingimaginationasthecore,takingactivitiesasthemeans,andtakingthesurroundingworldasthesource,enablesstudentstomotivatethemselvestothelargestextentandgettheircomprehensiveabilityofreadingteachingandwritingpromoted.Itoriginatedinthe1920s,firstproposedbylinguistsPalmer,andfirstlycameintobeingfortheconclusionofBritain’sleadingacademicHornby(LiuLei,2012(11):
177-179).ItcameintoChinasincethe1960s,andthefirstpersonwhoproposedthesituationalteachingprinciplesistheprofessorZhangShiyi,theeditorofEnglishTeaching,hesaid,“learninglanguageisthereactionforlearningsituation,teachinglanguageistheresponsecapabilitiesfortheteachingsituation,weshouldapplycreatethesituationalcreationtotheEnglishteachingmaterials,weshouldmakefulluseofthephonograph,theslideshow,themovietocreatethesituationintheactualteaching”(刘小敏,2008:
10).WhenAlexander’saudio-visualmethodofthe“NewConceptEnglish”cometoChinainthe1970s,manyschoolsuseditastheteachingmaterialsoflisteningorintensivereading.Itimprovedmanystudents’abilityoflistening,speaking,readingandwritingsignificantly.Itisverynecessarytointroducethe“situationalteaching”totheEnglishclassroomteaching,becausestudents’comprehensionprocessforthingsisfromgeneralitytocommonindividualityandfromsimplicitytocomplexity.SocarryingoutEnglishteachingactivitiesmustrespectstudents’cognitiveregularity.Thecommunicationactivitiesachievethroughthewayofunderstandingandexpressingthemeaningoflanguage.So,wecanunderstandandexpressthemeaningunderstandingandonlylearningEnglishinacertaincontext,sentencesandlanguageonlycanreflectitssignificanceandrealizeitsfunctiononlyinthecontextofspecificwords.Malinowskiproposedtheconceptof“context”in1923.Heviews,“Ifthereisnospeechsituation,thewordhasnomeaninganditalsocan’trepresentanything.So,languagecanalsoproducemeaningonlyinthesituationalcontext”(龙文珍,2003:
23).ThesedomesticandinternationaltheorieshaveimportantimplicationsforEnglishteachingandlanguagelearning(Krashen.1998).Inteachingpractice,weshouldpayattentiontocreatingrealteachingsituationandusingof“situationalteaching”approachproperly,tomakethestudents’learningenvironmentsimilarastherealenvironmentandmaketheprocessofcompletingtaskssimilarastheprocessofsolvingrealproblems.realitytosolveprocess.Inthisway,thevividimagesandcontextscanenlightenstudents’associativethinking,andcanarisethestudents’memorizingandunderstandingoftheknowledge,experienceandappearancewhichisintheoriginalcognitivestructure.Further,studentscanacquirenewknowledgethoughlearninginitiatively.
III.TheMeanstoCarryOutSituationalTeachingApproachinMiddleSchoolEnglishClass
Thefatherof
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