情景教学法.docx

情景教学法.docx

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情景教学法

TheEffectofSituationalTeachingMethodinJuniorHighSchool’sEnglishTeaching

外语系系（部）英语教育专业113班学号2011110727姓名韦文锋

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Abstract:

Recentyears,sincethenecessaryneedofEnglishinallkindsofsocialareas,thestatusofEnglishbecomesmoreandmoreincreasingintheeducationalarea.However,therequirementofitturnedtobehigheratthesametime,andfacestheunprecedentedchallengeandpressure,especiallyinhighschooleducation,thetraditionaleducationmodelhasnolongeradaptedtheneedofnowadays’teaching.Undersuchabackground,situationalteachingmethodisputforwardbymanyeducatorsandhasbeenprovedtobeacorrectandeffectiveeducationalmethodafterpractice;situationalteachingmethodhasbeenpopularizedcontinuallyinrecentyears.

Keywords:

situationalteachingmethod,juniorhighschoolEnglish,effect.

情境教学在中学英语教学中作用探究

摘要：

近年来，由于英语在社会各领域的必要需求，英语在教育领域中的地位也在提高，要求也更严格，同时也面临着空前的挑战与压力，尤其是在中学的英语教育中，传统的教学方法方式已不能再适应当前的教学需求了，在这种背景下，许多教育工作者提出了情景教学法并通过实践证明其有效性，取得了很好的效果并不断在英语教育领域中得到推广。

关键词：

情景教学法；初中英语；作用。

Ⅰ.Introduction

Situationalteachingmethodisateachingmethodwhichisnewlyraisedintheeducationalarearecentyears,comparedwithtraditionaleducationmethods;situationalteachingmethodhasmanyadvantages,suchasmoreflexibleandmoreeffective.Situationalteachingmethodisthattheteachersintentionallybringinorcreateacertainextentlivelyandvisualsceneswhicharefilledwithemotionalcoloringandimagetobethemainrole,inordertostimulatethestudents’attitudeandexperiences,thushelpsstudentsunderstandtheteachingmaterialeasier,andthestudents’psychologicalfunctionwillgetanimportantdevelopmentinsituationalteachingmethod.Thecoreofsituationalteachingmethodistomotivatethestudents’emotions,suchasthevividlanguagedescription,playinggamesduringtheclasses,rolesplaying,recitationofpoemsorpainting,gymnastics,appreciatingtothemusic,travellingandsoon.Thesethingscanbringtheeducationalcontentstoareifiedsituation,andgiveaninsinuationtoit.

II.LiteratureReview

Whatisthesituationalteachingmethod?

Thisisanaudio-visualmethodthatemergedafterWorldWarIIinEurope.Theso-calledsceneteachingMethod（SituationalMethod）alsocalledaudio-visualMethod（theAudio-visualMethod）,referstousevisualillustration,multimedia,roleplaying,experimentandmanyotherkindsofmeanstocreatetheclassroomteachingsituation,andmakethethinkinginimageandtheabstractthinkingcognitiveandemotional,whichcombinedteachingandlearningskills,gavefullplaytotheclassroomteachingofmiddleschool,madestudentsenthusiastic,initiativeandcreative,andchangedtheoldteachingmethodsthatstudentssimplyacceptakindofknowledgepassively（Richard&Rodgers10-16）.Itpaysattentiontointuitiveimage,vividknowledgerepresentationandconcretepracticeandexercises,toarousestudents’positiveemotionalexperienceandtrainstudents’activelearningattitude.Tomakethestudentsexperiencelearningaforeignlanguage,theseenandheardofthenatureshouldbelinkedtohelpstudentstounderstandandgaintheknowledgeorskill,sothatthestudents’psychologicalfunctionwillbedeveloped（Bruit186）.

SituationalTeachingMethodmeansalivelyorconcretesituationorscenetheteacherestablishwiththeemotionalcolorbythebodyofimage,inordertodrawthestudents’attitudeexperience,tohelpthestudentsunderstandthetextbook,alsoimprovethestudents’mentalitydevelopment.ThecenterofSituationalTeachingMethodistomotivatethestudents’emotion.Makethemlearnactivelyandhappily.Itsmainfeatures:

Imagereality,Emotionreality,Broadensituation,Containtheoriesabundantly.

Tosumup,thesituationalteachingmethodbasesonthemodernpsychology,paysmuchattentiontostudents’feelings,andabsorbstheadvantagesoftraditionalteachingmethods.Itstandsforthedevelopingtrendofmodernteachingapproach.

Ⅲ.ThetheoreticalbasisoftheSituationalteachingmethodology

1.Theprincipleoftheinteractionbetweenemotionalandcognitiveactivities

Theresearchofemotionalpsychologyshowsthattheindividualemotionshaveatleastthreefunctions:

motivating,strengtheningandadjustingfunctions.Motivatingfunctionreferstotheemotionsincreaseordecreasetheefficiencyofcognitiveactivities,namelythehealthyandpositiveemotionsplayanactiveroleincognitiveactivitieswhilethenegativeandunhealthyemotionshinderorrestraincognitiveactivities.Theemotionsincreasetheefficiencyofcognitiveactivities,fromwhichwegainnewenlightenmentonsolvingtheproblemthatatpresentthemiddlestudentshaveinsufficientmotivepower.Emotionaladjustingfunctionrefersthattheemotionsorganizeordisintegratecognitiveactivities.Buttoostrongortooweakmoodandbadmoodmaycauseconfusioninthinkinganddifficultyinmemorizing.Thesituationalteachingmethodologyrequirescreatingthepropersituationwhichmakesstudentsfeelrelaxed,pleasantandcalm.

2.Theintuitiveprincipleofcognition

Accordingtothemethodology,thesituationalteachingmethodcarriesoutbasedontheprincipleoftheoryofreflectionandtheeffectofobjectiverealityinfluencingchildren’ssubjectiveconsciousness.Andtheimagesofworldjustenterthechildren’sconsciousnessthroughvisualization.Consciousnessisareflectionofobjectivereality.

Thecontextwhichthesituationalteachingmethodcreatesisconducivetothedevelopmentofchildrenintheexternalenvironmentforitisconsciouslycreatedbymanandoptimized.Thisoptimizedobjectivecontextplacesthechildreninspecificsituationunderthedominationofteachers’words.Itnotonlyaffectsthechildren’scognitivepsychologybutalsopromptthechildren’semotionalactivitiestoinvolveinlearning,whichleadstothechildren’sownself-movement.

3.Theperson’scognitionistheprocessofcombinationofconsciousandunconsciousmentalactivities.

Asweallknow,theconsciousmentalactivityisthesummationofpsychologicalactivitiesthatsubjectrealizestheobject,includingintentionalconsciousness,intentionalmemory,intentionalattention,intentionalrecognition,intentionalrecollection,intentionalimagery,intentionalrepresentation,logicalandverbalthinking,andintentionalexperienceetc.Thefinalaimofsituationalteachingistoevokeandutilizethecognitivepotentialthatunconsciousmentalityprovides.

TheunconsciousmentalphenomenonhasbeenpaidmuchmoreattentionbyscholarssinceFreud.Theso-calledunconsciousmentalityisthesumofallthepsychologicalactivitieswhichpeopleareconsciousof,theunificationoftheunconsciouscognitionandinternalexperience,andthenecessaryreactiveforms.Itconsistsofunintentionalperception,unintentionalmemorization,unintentionalrecognition,intentionalpresentation,andintentionalimagery,nonverbalthinking,unintentionalattention,unintentionalexperienceetc.Thisdefinitionemphasizestwofunctionsofunconsciousmentalactivities:

（1）.anunconsciouscognitivefunctionontheobject.

（2）.anunconsciousinternalexperiencedfunctionontheobject.

Ⅳ.TheImportanceofSituationalTeachingMethodology

Thesituationalteachingmethodologyreferstothattheteachersmakeuseofcertainmeanstocreatetheneededteachingscenessothatthestudentscanunderstandandapplytheknowledge.Itcaninspirestudents’cognitionfromseveralaspects;enhancetheirenthusiasmandtheawarenessofparticipating.Andtheclassteachingeffectwillbegreatlyimprovedasthesituationalteachingmethodappliestotheclassteaching.

1.Developandenhancestudents’interest

ThemiddleperiodistheenlightenmentphaseofstudentslearningEnglish.Duringthisperiod,theinterestisespeciallyimportant.InourcountrythepupilslackthereallanguageenvironmentwhenlearningEnglishandthereforetheyarenotveryinterestedinEnglish.Ithelpstodevelopandenhancestudents'interestinlearningEnglishtocreatethelanguageenvironmentoflisteningandspeakingEnglish.ItwillbeveryhelpfulforstudentstofindinterestinlearningEnglishbystimulatingtheirsensoryorgans.

2.Cultivatestudents’practicalabilitytouseEnglish

Thepurposeofwelearningknowledgeistomakebetteruseofknowledge,andthiswasparticularlyprominentinlanguageteaching.TheteachingcontentsofEnglishteachingmaterialsareplacedinacertainlanguageenvironment.Wesetupafeasibleandappropriatelanguagecontextaccordingtothespecificcontentofteachingmaterialsandourprocessingandstudentswillnaturallyplaytheirownpartunderteacher’sguidance.Forinstance,intheunitsofshoppingofthetextbookofGradeFour,teacherscandesigntheclassroomasashopbasedonthevocabularyanddialoguesintheseunits.Learninginthedesignedsituationandusinginthecontexthavestudentsnotonlyunderstandthemeaningofdialoguesmoreclearlybutalsoallowthemtoexperiencepersonallyonthescene.Inthiswaytheirinterestsaretobearousedandtheywillthenbeabsorbedinclassroomtolearnnewknowledge.

3.Masterknowledgeandcomprehendingthedifficulties

SomekeypointsanddifficultpointswhenconveyeddirectlyarequitedrabandboringinEnglishteachingmaterials.Studentsmaynotbeabletounderstandthem,butitiswillbeeasierforstudentstolearnwhenthoseareputinacertainlanguagecontext.Forexample,inthefirstunitofthetextbookofGradeFive,thereisadialogueof“Who’syourmathteacher?

Mr.Zhao.What'shelike?

He'sthinandshort.He'sverykind”.Forstudentsitisawfullyboringanddiff