中学英语教学中的情景创设原则Situation-simulating Strategies in Middle School English Teaching毕业论文
English has become an indispensable component of Chinese middle school educational system. However, under the influence of exam-oriented education, cramming method of teaching dominates the teaching process. And in fact, it does harm to the English competence of Chinese students in a certain degree. Under this circumstance, several efforts should be put on the reform of traditional English teaching patterns. After comprehensive consideration, Situational Language Teaching (SLT) is recommended in this paper. SLT is a kind of teaching method, which focuses on creating situations related to real life in the process of teaching and simulating students’ passion for learning so as to promote their competence. Students’ learning is put in imaginary or real situation and they are engaged in the situation.
Currently, SLT is commonly applied in middle school second language classes, especially in English classes. But not many teachers are capable enough of using the method properly and wisely. Based on the simple analysis of SLT principals, this paper will introduce SLT from five perspectives, brief introduction, definition, history and development worldwide, significance of conducting SLT in Chinese English classes, case study and finally a conclusion. This paper aims at giving some suggestions to the application of situational language teaching in English class in Chinese middle school and SLT may be used in future teaching as well.
Key words: middle school English teaching; Situational Language Teaching; teaching strategies
1 Introduction 1
2 Literature Review 3
3 SLT and English Teaching 4
3.1 Promoting the Educational Reform 4
3.2 Enhancing Students’ Participation and Interest 4
3.3 Improving Students’ Efficiency in English Learning 5
4 SLT and English Teaching in Chinese Middle School: Case Study 7
4.1 Preparations for Conducting SLT 7
4.2 Situational Language Teaching—Case Study 8
5. Conclusion 17
Situation-simulating Strategies in Middle School English Teaching
Under the influence of exam-oriented education, English class in Chinese middle school is dominated by cramming method which is mainly realized through classroom instruction. Little practice and communication is done during the class time and few chance and platform is provided for outdoor study after class. Admittedly, this makes no contribution to students’ English study. In this case, SLT is recommended to improve teaching and learning efficiency.
SLT has its advantages in Chinese middle school English class because of the outstanding superiority of stimulate and maintain learning interest and emphasis of vocabulary and sentence construction. Students in middle school are in the initial stage of English learning. They are neither interested in learning English consciously nor capable enough to construct their knowledge. But SLT emphasizes situations, and students are engaged in situations. Thus, it changes the role of students from listeners to participants. They no longer study passively, but actively. It enhances the study interest. There is a saying that interest is the best teacher. In SLT class, self-motivation comes to be the major reason for learning. On the other hand, SLT simplifies the key points in textbooks. Teachers introduce or create situations related to the content in purpose of helping students master the knowledge. What’s more, situational teaching in the given situation provides certain clues to motivate the original cognitive structure. And after thinking of internal integration function, students will have a new insight or cognitive structure.