摘 要

随着经济全球化的发展，学好英语的重要性日益凸显，在中国掀起了一阵学习英语低龄化热潮。科学研究表明，幼儿阶段是语言发展的敏感时期，及时地进行第二语言的刺激有利于语言中枢神经的发展。幼儿认知水平有限、专注力弱，自律能力不足,传统的教学模式过分强调知识的灌输，使得幼儿在学习过程中的主体地位缺失，导致幼儿对学习英语失去兴趣。因此，合理高效的情景创设在幼儿教学中的地位举重若轻。

本文首先援引相关理论分析了幼儿的认知心理特点,接着基于构建主义理论提出四个情景创设基本原则：诱发性原则、接近性原则、真实性原则、层次性原则。文中还结合自己在幼儿英语培训机构两年的英语教学经历，探究了适合不同年龄儿童的情景创设策略，并对每种策略的内涵、可行性和必要性进行了论述，以期为幼儿英语从教者提供参考。

关键词：情景创设；学前儿童；英语教学；原则；策略

Abstract

With the development of economic globalization, the significance of learning English well has been increasingly prominent, and there has been a fever of learning English at a younger age in China. Scientific research shows that the early childhood stage is a sensitive period of language development, and timely stimulation of second language information for young children contributes to the development of the brain language central system. Children are characterized by limited cognitive level, poor concentration and self- discipline. In traditional teaching model, the instillation of knowledge was so emphasized that children’s initiative cannot find its place, thus gradually lost interest in English. Therefore, reasonable and effective situation-creating strategies play a key role in pre-school English teaching.

Firstly, this paper analyses the cognitive characteristics of children theoretically. Based on the theory of Constructivism, the author proposes four basic principles for situation creation: induction principle, proximity principle, authenticity principle and level principle. Combined with the two-year immersion English teaching experience, the author explores the situation-creating strategies suitable for children of different ages, and discusses the connotation, feasibility and necessity of each strategy, so as to provide reference for Pre-school English teachers.

Key Words: Situation-creating; Pre-school children; English teaching；Principle; Strategies

Contents

1 Introduction 1

2 Literature Review 1

2.1 Research on Situation-Creating Methodology Abroad 2

2.2 Research on Situation-Creating Methodology at Home 3

3 Situation-Creating Methodology in Pre-school 4

3.1 Influencing Factors 4

3.2 Four Basic Principles 5

3.3Three Situation-Creating Strategies 7

4 Case Study: Situation-Creating Strategies Implemented in “Tata Subject English” 10

4.1 For Children Aged 3 to 4-- Game-based Situational Teaching Method 12

4.2 For children aged 5—Life-based Situational teaching method 13

4.3For children aged 6—Story-based Situational teaching method 14

5 Conclusions 16

References 17

Acknowledgements 18

Situation-Creating Strategies in Pre-school English Teaching

1 Introduction

Childhood is the best time to learn language. Therefore, children's English education has also attracted people's attention. Educational institutions and parents have begun to invest efforts into English, so this has pushed children's English learning to a climax. English learning is showing a trend of younger age. Faced with the problem that the rigid form of traditional education led to the lack of interest and initiative of young children, situational teaching was advocated in pre-school English teaching.

Situational teaching is a teaching method based on 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’s knowledge is embedded in the activity, context, and culture in which it was learned.^[1] An important step to situational teaching is situation-creating. Only by creating the situation that is suitable for children’s cognitive level, stimulate children’s interest and meet their learning needs, the goal of situational teaching can be achieved. Good situation-creating strategies will help construct a favorable classroom atmosphere which facilitates the improvement of teaching effect and the establishment of interaction relationship between teacher and children. In fact, many teaching modes that claim to use situational teaching are in name only.