1．目的及意义

Situational teaching is a teaching method basedon the theory of situated cognition, which was put forward by John Seely Brown,Allan Collins, and Paul Duguid. Situated cognition is the theory that people’sknowledge is embedded in the activity, context, and culture in which it waslearned.

In abroad, research is based on situationalcognition and learning theory. It not only pays attention to functionalsituation creation, but also focuses on the sociality of individual bycombining the relevant contents of anthropology. In 1980s，constructivism come out, which holdsthat learning should be through participation of social cultural activity.Based on this, situated or anchored instruction was put forward, whichemphasized student-centered and that teaching in complex and real situations inorder to practical application. In China, the study of situational teaching mainlycenters on its meaning, classification, characteristic and practicalapplication, which illustrated the significance and necessity of it andprovided useful guidance for teaching practice. But so far, most of studies inChina are the extension of Li Jilin’s “situational teaching” research.

Many achievements have been made insituational teaching research both at home and abroad. But there are still somedifferences. From the point of view of mode and purpose, foreign studies havefocused on reform of traditional teaching and combination of theory andpractice to solve practical problems, while the domestic centered on usingsituations to improve students’ interest and efficiency in studying. On theresearch perspective, foreign research fields involved psychology, pedagogy,anthropology, information technology, etc. The research field in our country issingle, whose result derived from experiences summarization of teachingpractice by teachers.

With the internationalization of China, thereappears a trend that more children start learning English at their younger age.In China, English learning lacks a real language environment. With thepopularization of situational teaching, educators started to pay attention toits research. For example, in 1970s, the book, New Concept English whosefeature is leaning and using language in situations by creating situations, hasbeen in general use in our country. In 2001, The English Curriculum Criteria,promulgated by the Ministry of Education, advocates the task-based languageteaching(TBLT) .But most of the situational teaching research focuses on thediscussion of teaching strategies from the perspective of English education inprimary school，juniormiddle school，seniormiddle school or university, which cannot directly applied into the pre-schoolEnglish teaching.

Children are characterized by limitedcognitive level and poor concentration and self- discipline. Because of theinfluence of traditional teaching system, children are imposed on someknowledge and their initiative cannot find its place, gradually gettingfrustrated on self- learning even losing interest in English. Therefore,reasonable, effective situational-creating is essential to pre-school Englishteaching. At present, the research results of situational teaching for childrenmainly about teaching mode, teacher-children interaction, children’s secondlanguage acquisition and pragmatic characteristics, teacher’s professionality,curriculum and so on. This paper will systematically analyze main problem insituation-creating and explore the specific and varied teaching strategies frompractical cases to provide useful reference for pre-school teaching practice.

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2. 研究的基本内容与方案

{title} First, this paper is going to find out the influencing factors ofsituation creation, including cognitive level, psychological characteristics ofchildren aged 3-6, interest difference. All these are in accord with the basicprinciple of situation creation, which involved humanity principle, livingprinciple, interactive principle, objective principle, effective principle. Second,the influencing factors and the principles will be well explained andillustrated so that readers may have a clear understanding. Besides, the paperwill put forward four instructional objectives: emotional goal, cognitive goal,capability goal, cultural awareness goal. The objectives, which are thestarting point and destination of teaching activities, are playing the roles ofguidance, stimulation, adjustment, test and evaluation. The above will pave theway for the following teaching strategies. This paper will systematicallyanalyze the specific and varied teaching strategies from practical cases. Theadvantages of each case will be introduced in detail to prove the effectivenessand feasibility of the strategies. These teaching strategies and practicalcases are concluded from two years of teaching experiences in aneducational institution. They are beneficial to constructing a favorableclassroom atmosphere which facilitates the improvement of the effect ofteaching and the establishment of interaction relationship between teacher andchildren.

3. 参考文献

[1]Dan Guo. Cultivation of English Teaching Abilityfor Preschool Students of English Education Major[A]. .Advances in SocialScience, Education and Humanities Research, Volume 176[C],2018:4.

[2]Na Meng. Cultivation Strategies of Pre-SchoolChildren's Interest in English Learning[A].Proceedings of the Sixth NortheastAsia International Symposium on Language, Literature and Translation[C] 2017:6.