The Application of Situational Teaching Method in Middle School English Reading Teaching.docx
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The Application of Situational Teaching Method in Middle School English Reading Teaching.docx
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TheApplicationofSituationalTeaching
MethodinMiddleSchoolEnglishReading
Teaching
Introduction
Livingintheworldofglobalization,ifhewantstobetterfitintosociety,itisverycrucialforapersontolearnEnglishwell.Englishreadingcoursehasbecomeoneofthemostsignificantcoursesinmiddleschoolsforages.Besides,inthecollegeentranceexaminationreadingaccountsforabout27%intheEnglishpaperexams.ThuswemayfindreadingisnotjustamajorskillintheprocessoflearningEnglish,butalsoakeyelementtodeterminewhetherthestudentmaygetahighscoreornot.Thus,itisnecessarytoimprovethecurrentEnglishreadingteaching.
ITheCurrentSituationinMiddleSchoolEnglishReadingTeaching
TeachersdonothaveclearaimsforEnglishreadingteaching.IntheaspectoftheorganizationofEnglishreadingteaching,sometimesteachersoverlookthecharacteristicsofreadinglessonsandtheytaketraditionalteachingmethodtoteachlessons.Besides,theyputemphasistoomuchontheteachingprocessoflanguagepointsteachingsuchaspronunciation,vocabularyandgrammar,whichtheyregardasakeyissue.
TeachersdonothaveclearaimsofreadingteachingresultingindullandmonotonousatmosphereintheEnglishclass.Itgraduallypreventstudentsfromthinkingindependently,whichnotonlyimpedesthestudentsinformingeffectivereadinghabits,butalsodoesharmtothestudents,creativethinkingtraining.
IITheTheoriesofSituationalTeachingMethodanditsFunctions
Asweallknow,situationalteachingmethodcanactivatestudents,studymotivationandcreaterelaxingclassroomclimate.Itsaneffectiveandpracticalmethodtoteachalanguage.Itisoriginallycalledoralapproach,whichisdevelopedbyBritishappliedlinguistsfromthe1930'sto1960's(ShuDingfangandZhuangZhixiang180).
Itcanmakefulluseoflanguage,materialobjectsandmusictocreatearealisticsituationtostimulatelearnersemotionalexperienceandinspiretheirpositiveemotionandrefinethecharacterandformtheperfectpersonality,whichmayhelpstudentsgainthespiritofinnovation,cooperationandpracticeandcultivatestudents'aestheticactivitythroughafeelingofbeauty,appreciatingbeautyandcreatingbeauty.
IllTheApplicationofSituationalTeachingMethod
Inthereadingprocess,thereadersgetinformationfromthevisualinputtoachieveinformationtransferringandideasexchanging,whichisanintendeddialogue,amentalprocessandintegratedthinkingactivities.Readingisanimportantwaytogetinformation.Themainpurposeoflanguagelearningistoimprovetheeffectivenessofobtaininginformationsothatitiscrucialtoimprovethequalityofreadingteaching.Multimediacanvividlyshowthetimesequence,spatialstructureandoperationmovementsofobjectivethings.Itcancombinetext,symbols,animation,soundandimagetocreaterealisticaudio-visualeffects.Videocanbreakthroughthelimitoftraditionalteachinginboundariesoftime,ageandgeographysoastoimprovetheteachingeffect.
Thetext“ANighttheEarthDidn,tSleep'sanexampleofhowtousemultimediabeforereading,inreadingandafterreadingtocreatesituationsinhighschoolEnglishreadingteaching.Firstofall,thistextcanbedividedintothreesessions,whichmainlytalksaboutprecursorbeforetheTangshanearthquake,phenomenonanddestructionwhenitoccurredandrescueaftertheearthquake.Beforereadingthetext,theteacherplaysavideowithfloods,tsunamis,typhoons,andothernaturaldisastersontheearth.Thentheearthquakeappearsonthescreen,atthesametimetheteacheraddsomequestionsinit,forexample"What'shappeningwhenanearthquakebegins?
Pleasedescribewhatyouseeinthevideo.”
Afterwatchingthevideo,theteachergivesthestudentssomehintssuchashills,theground,housesandbuildings,treesandelectriclines.Itishelpfultostudents,applicationsofEnglish.Next,usepicturesonthescreentoshowtheanimals,actionbeforetheearthquakeoccurs.Letstudentsthinkandasksomeofthemtodescribethesenaturalphenomenasuchasbarkingdogs,flyingchickensandsoon.Afterthedescription,theteacherraisesomequestions,“Ifyouseesuchstrangeevents,howdoyoufeelandwhatwouldyoudo?
”Basedontheirownknowledge,thestudentsmaytalkabouttheirfeelingsandexperiences,thiscanachievetheapplicationoflanguage.Totrainstudents,divergentandexpansivethinking,“WhatdidthepeopleinTangshanthinkofthestrangeevents?
”
ThesecondparagraphtalksaboutwhathappenedduringtheTangshanearthquake.Theteachertakesadvantagesofchartsandpicturesonthescreentopromptstudentstofinddetailstomakeabriefconclusionofthedamagesofbuildingsanddeathtolls.Itmayhelpstudentstogetinformationofthetext.Later,theflashanimationappearsonthescreenwithamancryingandtheearthcrying.Thepainfulexperiencecausesstudentstothink,“Whydidthepeopleandtheearthcry?
Iftheearthquakehappenedinmodernsociety,wouldsomanypeopledieandsomanybuildingsbedestroyed?
”
ThethirdparagraphmainlytalksabouttherescueoftheTangshanearthquake.Aftershowingpicturesoftherescueworkwiththehelpofsoldiers,doctorsandparamedics,theteacherpresentsaphotoandasksthem,“Ifyouareonememberofthem,whatwillyougive?
”Itwillhelpstudentstocultivatetheirownemotionalattitudesandvalues.Later,apictureoftheearthwithabigsmileflowingonthescreentellsthestudents,“Aslongasloveisgivenbyeachandeveryoneofusitwillmaketheworldmoreharmoniousandbeautiful,"allowingstudentstobetterunderstandthelastsentenceofthetext,“Slowly,thecitybegantobreatheagain.nConclusion
Situationalteachingmethodisaneffectiveandfeasiblewaytoimproveteachingefficiency,whichcangreatlymobilizethestudents,interestinlearningEnglishintheEnglishreadingclassactivation.ItplaysanimportantroleinEnglishreadingteachingonbehalfofthedirectionofmodernEnglishdevelopment.Weshouldfullyrecognizetheimportanceofthisapproachandmakeeffortstopracticethisapproachsoastotrainmorequalifiedexpertsandmeettheneedsofthe21century.
References
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[3]Zhang,Feng.UsingMultimedia-AssistedModeintheCourseofEnglishTeachingandLearning"].OverseasEnglish,2011(11):
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