论文总字数：32282字

摘 要

随着英语教学在小学阶段的开展，很多科学而又有效的教学方法展现在课堂教学中。情景教学法就是一种新颖且极富效率的教学方法。通过创设语言学习的情景，以情景为中心，培养学生的听说能力。小学生理解能力不高但擅长对感性认识的记忆，因此情景教学法非常适合教授小学生尤其是低年级学生学习语言。教师应想方设法，创造各种语言学习环境，让学生亲身体验，理解不同情境所表达的信息和语言材料激发他们表达思想的欲望，在情境学习中锻炼运用语言的能力。

关键词：小学英语；情景教学法；学生能力

Contents

1. Introduction 1

2. Literature Review 2

3. Significance of Situational Teaching Methodology in Primary School 3

3.1 Developing and raising students’ interest 3

3.2 Cultivating students’ communicative ability 4

3.3 Helping students to master knowledge 4

3.4 Improving problem-solving ability 5

4. Application of Situational Teaching Methodology in Primary School 6

4.1 Setting up the language scene of listening and speaking 6

4.2 Creating a feasible setting 8

4.3 Expanding afterschool activities 9

4.4 Creating visual scenes 9

5. Suggestions for the Application of Situational Teaching Methodology in Primary School 10

5.1 Paying attention to teacher-student interaction 10

5.2 Stimulating students’ problematical awareness 11

5.3 Guiding students to discuss properly 11

5.4 Assessing timely 12

6.Conclusion 13

Works Cited 14

1. Introduction

English language teaching has a history of about 500 years. During this time various teaching methods have been invented one after another according to different social and political situations. Since the actions of the policy of reformation and opening in China, many exotic outstanding teaching methods have been adopted in China. English teaching has got great development since the past few years ago. The application of various ways has contributed much to the improvement of national English level.

However, it cannot be denied that the correct teaching approach in primary school right English teaching process has been greatly ignored. The traditional Chinese “cramming method of teaching” still plays a leading role in our country. It is a national step to make such a start because English education is a systematic project whose different stages are linked with one another. Primary school is the special ring for it is the starting point and foundation for others. Therefore, whether it is stable or not will certainly be related to the effect of the whole things. Childhood is the ideal phase to acquire a native or foreign language. So it is vital to start English teaching in primary school. The quality of English teaching cannot be greatly improved if we still confine ourselves to traditional teaching method. So, improving primary English teaching method will be one of the most appropriate procedures leading to effective teaching. In practical teaching it is impractical to announce that a specific language teaching method is efficient forever. Though there are lots of teaching methods to use, we still find it quite hard to get satisfactory results in primary school English teaching. Then it remains an important thing to improve the existing teaching methods.

In China, English is taught as the second language in most of the schools. Many parents pay more attention to the English education of their children. At the same time, many teachers have their own teaching methods. As a matter of fact, situational teaching method is a method which is common and practical in our daily teaching.

This thesis is one of the many attempts aimed at the goal to enable students to learn English effective and be willing to learn English. Hereon, I endeavor to propose the situational teaching methodology as an perfect English teaching approach and make a further step to inquire into its practice in primary school English teaching.

2. Literature Review

The situational teaching method was established and prevailed in England from 1930s to 1960s. In the 1970s, it was introduced to China and well-known in the foreign language field. The widely known “New Concept English” was taught in this method.

The basic requirement of situational teaching method is to fully motivate students’ sensory organs to apperceive the objects to be learned through seeing, hearing even touching them. The American applied linguist Krashen put forth the theory of “Input Hypothesis” in his acquisition theory of second language learning. He considered that acquisition could be formed on the basis of comprehensive language input and the reason why the input could be understood was the help of context. Hence we can know that Krashen emphasized on the external language environment. In terms of the relationship between the language and cognition, both the organs of language and the development degree of human’s brain provided the physiological foundation for people learning language, while the rich cultural and social environment offered the favorable conditions for the acquired language learners (Fang 67). In the process of learning English, the teacher’s leading role is to build up a bridge between the two, while this effective bridge is language environment.

The Czech educationist J.A. Comenius regarded “all the things should be close to the sensory organs as much as possible within the probable scope”. He demonstrated the necessity of intuitional instruction on the basis of sensualism. At the same time, he advocated to “utilize all the potential means to arouse children’s the desire of seeking knowledge” in order to enhance students’ proactivity and consciousness.

The main theory of behavioral psychology is stimulus-reaction theory. Burrhus Frederic Skinner was one of the initiators of new-behavioristic psychology. He classified them to two kinds: “one type is responsive behavior which is the reaction caused by the known stimulus; another type is operational behavior which has nothing to do with any known stimulus. It is the reaction that the organism itself generates”(Skinner 77). Correspondingly the conditional reflex was divided to respondent conditioning and operant conditioning. In teaching process, if the students answer correctly, teacher would praise or smile at him/her.

“Making use of the learning environmental factors such as situation, cooperation and conversation and so on to fully give play to students’ initiative, positivity and pioneering spirit, and finally to achieve the goal of making students effectively know the significance of what they studied” (Wang 115). It will get better results to let students in the specific situations and they would put the knowledge into practice through simulating the situations.

In conclusion, the situational teaching method bases on the modern psychology, pays much attention to students’ feelings, and absorbs the advantages of traditional teaching methods. It stands for the developing trend of modern teaching approach.

3. Significance of Situational Teaching Methodology in Primary School

The situational teaching methodology refers to that teachers make most use of certain ways to create the necessary teaching scenes so that the students can understand and apply the knowledge. It can inspire students’ cognition from several aspects; enhance their passion and the consciousness of taking part in, At the same time, the class teaching effectiveness will be deeply raised as the situational teaching method is applied into the classroom .

3. 1 Developing and raising students’ interest

The first step is the illumination stage in language learning of primary students. In this stage, the interest is comparatively essential, because primary students lack the native language environment and the utilitarian teaching of English makes many pupils lose the interest to learn English well. Situational teaching method builds an excellent language environment of listening and speaking English for students. So, it can raise their interest. This method will concern many real teaching scenes to draw pupils attention with the way of the classroom teaching and teaching outdoors by stimulating their sensual organs constantly(Guo 213). Interest is the best educator in learning, it will foster students’ appropriate emotional and sentimental cognition (Rogers 65). Interest will make children walk straight to knowledge actively and induce them to show solicitude for their own life.

3. 2 Cultivating students’ practical ability

The aim of learning language is to make use of language masterly, and this is particularly principal in language learning. The teaching contents of English teaching materials are set in a certain language environment(Mo 78). We set up a correct and suitable language context according to the specific content of teaching materials and teaching procedures, students will only do their own business under teacher’s guidance(Harmer 144). For example, if we want to display the new language point, we can use these materials (food, clothing, color, etc.). When we have a lesson about a dating, we cannot only be satisfied with asking students to understand the contents and sentences. Teachers should design some relevant scenes, and ask students to perform that conversation, which can stimulate students’ interest and develop their practical ability to use English and learn new knowledge about English.

3. 3 Helping students to master knowledge

Many key points and difficult points as conveyed in teaching are pretty dull or boring in English teaching materials. Primary students may not be able to understand them, but it is will be much simpler for students to learn in the case that things are set in a certain language context (Temperley 115). For example, in the first unit of the teaching book of Grade Four, there is a conversation of “Who’s your PE teacher? Mr. Wang. What’s she like? She’s slim and tall. She’s very beautiful. For students it is obviously boring and difficult to learn and understand it completely. At this time teachers had better make most use of multimedia to set up the teachers’ various photos about different things on the screen and ask students to describe the photos. The students must want to describe the features of their teachers after they observe and think about these photos. After that they will organize some words or sentences in their head spontaneously or can use the language they can consider more flexibly. That’s the reason why the features of teachers are various, students could try their best to search many new words constantly in order to speak out and perform in front of the whole class and teachers. It forces students to make better use of their imagination, and broaden the width of thinking.

3.4 Facilitating problem-solving ability

Totally speaking, the thinking mode of primary students is inclined to figurative thinking, so we must confirm and respect this tip clearly. In real teaching scenes, many teachers ignore the psychological features of primary students, comparatively abstract knowledge and different sorts of training are inculcated to primary students. These behaviors heavily increase the difficulty of English teaching. Teachers take a dominant place in class teaching, and many students have to achieve necessary knowledge passively, which result in primary students’ poor problem-solving ability(Jing 112). Situational teaching method can also significantly reduce teaching time, and achieve ideal outcomes. If natural language in the true environment, primary students can actively take part in the teaching activities. It’s a new attempt to greatly increase the language information input, produce language internalization, and use their knowledge, so as to further lay a good foundation for solving problems. Meanwhile, situational teaching method greatly develops primary pupils’ habits(Liu 167). As we all know，a good study habit can facilitate problem solving in the process of teaching.

4. Application of Situational Teaching Methodology in Primary School

• 1. Setting up the language scene of listening and speaking

4.1.1 Persisting in instructing the class in English

Teachers who insist on speaking English in classroom make the classroom form a tiny English-speaking world, and multiply the opportunities for primary students practicing English which can keep fostering students’ interests, improving the development of English language sense(Ke 215). At the same time, It reviews and consolidate the knowledge which has learned before. This can also increase the opportunities for students to hear English, so that every student could naturally form the automatic memory under the unconscious effect by the ways of they instantly hears or sees. It also improves the abilities of listening and speaking as well as the self-learning ability(Zhang 69). While teachers should focus on the following several tips when carrying out English teaching in classroom: First，the application of classroom teaching mode should depend on students’ accepting capacity and subjects too complicated and too hard should be cancelled. Second, the application of classroom teaching mode should be bound to pay attention to available flexibility of exchanging between Chinese and English. Third, the application of classroom teaching mode should be elastic, and the tone should be suitable to avoid the mechanical monotony. If these three tips can be fulfilled, English classroom teaching mode can easily create free environment to decrease or lower the students’ fatigue.

4.1.2 Applying audio-visual media to improve the English learning ability

It effectively provides students with more opportunities for auditory training to foster a sense of language. Primary school English teachers teach interesting materials by some viable trainings for students. Such as textbooks, all with color pictures, full of materials throughout the context. Good new materials is in close connection with students, the activities and good imitation. Students will love expressing, love singing, love dancing, and perform layout and design features. Teachers should arrange a large number of textbooks for primary students who loved the songs, games, and some interesting stories in simple and fully use the teaching materials to stimulate students to enjoy learning fun, the application of visual helps, building teaching situation. If teachers want to display the new language point, they can show audio-visual media, the brain can stimulate the students to be excited, and get direct experience in English. It stimulates interest in learning, raises the learning passion, interest for knowledge to strengthen and form a deep impression. Because these are good for the growing features of primary students: being curious about everything, seeking for novel and peculiar things. That teacher put the dialogues into the situation will promote the students to understand language better, help them establish a link between the language and the target to express and reduce the Chinese expression ways.

4.1.3 Strengthening students’ listening and speaking ability by English songs

Some easy and fair-sounding songs will possess a unbelievable effect in classroom teaching. Meanwhile this method can be pretty effective to make students study English by studying songs such as If you’re happy; Brother John; We wish you a merry Christmas; The little pretty girl; Old Macdonald; Two tigers; It’s a small world and so on. The new research has shown that singing a song can make primary students more concentrate on their study, raise their learning interest, and consolidate and review the materials which has studied as efficiently as possible. And it can help pupils to learn in the art situation and experience the difference of outside culture, gradually increase their aesthetic awareness and capability, and optimize their inner quality to develop their ability of autonomic learning. Quite a lot of learning materials in primary school English can be embodied by the form of songs. It helps to stimulate their interests and share different opinions. During the process of singing, primary students can be permitted to release themselves from the dull and boring learning situation, reduce the tiredness after longstanding studying, and increase the learning effect. So, teachers have responsibility to combine English class teaching and music class teaching together in terms of the effect of music or primary students’ special experience of themselves. It can release primary students from the mechanical, dull, intense learning situation, reduce learning fatigue, and enjoy the joy of learning and improve learning efficiency.

4.2 Creating a feasible setting

In teaching, the teaching environment is not the real-life classroom scenario, but it can simulate the real situation, and the creation of a language close to real life environment will help students understand and master the conversation. The recent research of psychologists has shown that human make their own self-judgment through the reaction of other participants. Children are sentimental, and their emotions directly or indirectly influence the efficiency during learning. So, education workers must concentrate on the emotion of each single student to look for their advantage, and create friendly situation for primary students at different levels intentionally. Teachers should encourage them timely in an inspiring manner to show compliment. Teachers also should instruct and supervise primary students to make the self-testing of the words, sentences, and conversations and so on in each unit, which can effectively check the learned knowledge.

In addition, the teacher should pay special attention to primary students who make great progress and commend them timely. It helps them construct the sense of accomplishment and self-confidence when they learn English. The accomplishment and encouragement will inspire the students and increase their degree of being interested in learning English, and turn the passive learning into the active learning. So it is necessary to organize the small-size matches regularly which could offer more chances for pupils of different levels to speak, sing or read so that they can also enjoy the joyance of success; it is also important to pick up or recommend the primary students who study well or the pupils who make great progress to be the little teacher whose responsibility may be to take over the morning English, teach other classmates to sing English songs, or read fun English stories, or take the duty report. All of these not only can satisfy their psychological needs, but also offer primary students chances to exercise and taste to increase the learning efficiency, and greatly improve their ability of being self-governing.

4.3 Expanding afterschool activities

For the purpose to consolidate and further increase the efficiency of school teaching, teachers should also induce the primary students to put all kinds of outdoor curriculum activities in real situation in English. For example, the activity of “English reading week” and “English communicating moment”. The primary students are willing to share their learning experience with each other in oral English; an “English corner” is a place for those English books donated by different pupils; students’ masterpiece created in English ought to be shown on the class wall and famous proverbs can be printed on it too in both English and Chinese. Primary students could enjoy and chorus the English songs and so on. All of these ways taken is to increase the scope of the practice of English. The home and society is also the afterschool activities for students to learn second language. That is to say the primary students have the appropriate situation to learn English and they will comparatively learn English more freely.

4.4 Creating visual scenes

Visual scene refers to that the teachers make full use of definite or visual aids to create situations in the classroom teaching for the purpose of arousing students learning motivation and improve their self-learning ability.

4.4.1 Teaching with games

Since the implementation of the new curriculum standards, primary foreign language teaching draws more and more attention. However, the majority of foreign language teaching in China still remains in traditional level. Dull class environment and students passive acceptance result in tiredness of psychology. We must break the traditional mode of teaching. The game will not only make students active, but also make input and output of language more various and productive. In most teaching process, teachers should apply various materials to organize games and set up more ways such as gap-filling games, English competition games, chain games and so on. When we use this mode, some tips should be obeyed. First, The game designed must be feasible. The games are needed to be simple and interesting rather than hard to understand. Second, The degree of difficulty should be stratified from the simpler level to the more difficult level. Last, Teacher should combine the key points and difficult points to design the games elaborately.

4.4.2 Using body language

The students in lower grades are always very restless and hyperactive. When teaching the English words like “walk, run, dance and sing etc.” , teacher makes the most of these features of students to teach these words while doing the relevant actions (Zou 146). Students also repeat them out and do the movements following the teacher. It is easy for students to learn and for teachers to teach. When the students master them, teacher could ask them to take various kinds of actions. They often show their passion on it and often succeed to finish the learning targets. Besides, when teaching the different words to express feelings such as “happy, angry, sad, scared, and surprised etc”, teacher can teach separate word by showing the specific expression. After they understand them, teacher makes various expressions to let students speak out the relevant words. On the other hand, primary students play the specific expression according to the words teacher assigns. The first one exercises students’ oral ability, but the second one exercise students’ self-listening ability. Using the both ways efficiently greatly enhances the interests in classroom. The environment of classroom is comparatively activated so that the primary students have a feeling that the English is so interesting by the use of situational teaching method.

5. Suggestions for the Application of Situational Teaching Methodology in Primary School

5.1 Paying attention to teacher-student interaction

Students are in a dominant position in teaching process, which does not mean teachers play an unimportant position. The new curriculums reform requires the teachers be able to possess higher qualification. Teachers have to consolidate the students’ activities, their feelings, and the experience under the aim of teaching, strategies and evaluation in the process of teaching(Finocchiaro 113). That is, teachers lead the students to join in the designed activities voluntarily in terms of the teaching aim and use different teaching methods to lead primary students learn about the process of exploring. Finally, they raise appropriate perspectives combining with the ability of students to solve teaching problems in real life. Teacher must pay more attention to the students now and then and supervise regularly, Teacher also should lead and evaluate at the regular time. Teacher also takes different ways to set up harmonious atmosphere in classroom in terms of students’ real fact and demand of the development of teaching materials. This shows the process of using the situational teaching method to classroom teaching is a process of mutual edge, mutual cooperation, and mutual development between teachers and students.

5.2 Stimulating students’ problematical awareness

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