《On the Functions of the Situational Teaching Methodology in Middle School Classes谈情景教学法在中学课堂上的作用.docx》由会员分享，可在线阅读，更多相关《On the Functions of the Situational Teaching Methodology in Middle School Classes谈情景教学法在中学课堂上的作用.docx（23页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、 谈情景教学法在中学课堂上的作用On the Functions of the Situational Teaching Methodology in Middle School Classes摘 要随着英语教学的开展，教学改革的推进，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又效果的教学方法。情景教学法强调语言学习的真实情景。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。由于其强调语言和环境的结合，可以增强学生对语言的感性认识。中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中学生学习语言时使用。关键词：小学英语；情景教学法；学生
2、特征；作用AbstractWith English carrying out in middle schools and teaching reforms promoting, lots of scientific and efficient teaching methods appear in classroom teaching. Situational teaching methodology is a novel and effective teaching method.Situational teaching methodology which emphasizes the rea
3、l scene of language learning cultivate students listening and speaking abilities by means of creating the scene of language learning and regarding the scene as the center. As the result of its combination of language and environment, situational teaching methodology can enhance students perceptual u
4、nderstanding of language. For students are not good at understanding but adept in keeping perceptual knowledge in mind, situational teaching methodology is quite suitable to pupils especially the lower grades to study language.Key words: middle English; Situational teaching methodology；Students char
5、acteristics；FunctionContents 摘要 .iAbstract iiI. Introduction .1II. Literature reviewIII. . The Basic Theory of Situational Teaching MethodologyThe principle of interaction between emotional and cognitive activities The intuitive principle of understandingHumans awarenessIV. The Importance of Situati
6、onal Teaching Methodology1. to develop students interest2. to cultivate students practical ability to use English3. to master knowledge and comprehending the difficulties V. The Foundation and Significance of the Application of Situational Teaching MethodologyFoundation: 1. the students psychologica
7、l characteristics 2. the structure of textbook 3. the standard requirements of new curriculumsSignificance： 1. To reduce the difficulty of teaching 2. To reduce the degree of fatigue 3. To stimulate and improve students interestVI. carry on Situational Teaching Methodology1. Set up the scene of list
8、ening and speaking2. Create visual scenes3. Create a successful scenario VII.ConclusionBibliography . IntroductionSince the purpose of teaching a foreign language is to enable learners to use it, then it should be heard, spoken, read and written according to a realistic situation. Neither translatio
9、n nor mechanical exercise can help if they are not related to practical life. Drilling of words and sentence structure or make the most out of the substitution table, will inevitably lead to unreality, boredom, and the remoteness of the language. So it lies in the fact that the structure should be p
10、resented in a situation where they can be used.As is known to all, the status of English as an international language and a major medium in the Information Age is more and more important in the 21st century. So to start the English education from middle school students has become necessary. Furtherm
11、ore, 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 just like the rings on a chain. On this chain, middle school is the special ring for it is the starting point and foundation for others. Childhood is t
12、he ideal phase to acquire a native or foreign language. So it is vital to start English teaching in middle school. English is a very practical tool for discipline, the use of practical English communication is the main performance. Therefore, English teaching in middle schools must provide students
13、with sufficient English for effective use of the opportunity to practice, So that students can deepen understanding and familiar with the use of a firm grasp, to achieve the purpose of learning. Bloomfield also thinks “the successful foreign language classroom instruction should establish a great ma
14、ny situations in the lesson, let students have opportunities to use the language materials that have already been learnt.” These have fully reflected that characteristics of children naivety and activeness. The traditional English teaching methods, “Duck-stuffing” and “translates from English to Chi
15、nese”, not only make the atmosphere of the classroom depressive but also have the students accept the knowledge passively, and moreover they dont fit for the pupils psychology and age characteristics at all. In order to change this phenomenon, we can adopt the corresponding interesting and intriguin
16、g means based on the different contents of courses to excite students interest to study English. This thesis is one of the many attempts aimed at the goal to enable to students learn English effective and be willing to learn English. II. Literature ReviewWhat is the situational teaching method? This
17、 is an audio-visual method that emerged after World War II in Europe. The so-called scene teaching Method (Situational Method) also called audio-visual Method (the Audio-visual Method), refers to use visual illustration, multimedia, role playing, experiment and many other kinds of means to create th
18、e classroom teaching situation, and make the thinking in image and the abstract thinking cognitive and emotional, which combined teaching and learning skills, gave full play to the classroom teaching of middle school, made students enthusiastic, initiative and creative, and changed the old teaching
19、methods that students simply accept a kind of knowledge passively (Richard & Rodgers 10-16). It pays attention to intuitive image, vivid knowledge representation and concrete practice and exercises, to arouse students positive emotional experience and train students active learning attitude. To make
20、 the students experience learning a foreign language, the seen and heard of the nature should be linked to help students to understand and gain the knowledge or skill, so that the students psychological function will be developed (Brumfit 186).Situational Teaching Method means a lively or concrete s
21、ituation or scene the teacher establish with the emotional color by the body of image, in order to draw the students attitude experience, to help the students understand the textbook, also improve the students mentality development. The center of Situational Teaching Method is to motivate the studen
22、ts emotion. Make them learn actively and happily.Its main features:a. Image realityIt inquires the image which is not only the same outside with the real object, but also the same within the spirit. It is not the copy of an object, not as taking a photograph. It is by a simplified figure, suggest te
23、chnique to get an image which is the same structure with the corresponding object, in order to make the students feel the truth and reality. Then join in to the situation step by step.b.Emotion realityThis means real emotion and genuine purpose. Emotion can join in our learning and studying, it will
24、 fully motivate the students initiative. Emotion join in class is the highest boundary of teaching and studying. This can come true by using the pattern of Situational Teaching Method easily.c.Broaden situationIt refers to the situation which is wide and broad; this also means enough rooms for the s
25、tudents to exert their imagination, give them a good chance to imagine. Situational Teaching Method does not mean illustrate something and then set something up mechanically. It is treated as a whole, and then show it in front of the students, make them feel the “direct impression”; the situation st
26、irred the students emotion and then become the pusher of their needs.d.Contain theories abundantlyAbundantly contain theories means abstract theory come up with image, this can increase the students cognition efficiently. Start off from the Centre of the textbook, the teaching form is depending on t
27、he teaching content. While teaching, establish situation group by group surrounding the teaching centers. “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 final
28、ly to achieve the goal of making students effectively know the significance of what they studied” (Wang Xibao,1996). It will get better results to let students in the specific situations and they would put the knowledge into practice through simulating the situations.To sum up, the situational teach
29、ing 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. The theoretical basis of the Situational teaching methodology1. The principle of the intera
30、ction between emotional and cognitive activitiesThe research of emotional psychology shows that the individual emotions have at least three functions: motivating, strengthening and adjusting functions. Motivating function refers to the emotions increase or decrease the efficiency of cognitive activi
31、ties, namely the healthy and positive emotions play an active role in cognitive activities while the negative and unhealthy emotions hinder or restrain cognitive activities. The emotions increase the efficiency of cognitive activities, from which we gain new enlightenment on solving the problem that
32、 at present the middle students have insufficient motive power. Emotional adjusting function refers that the emotions organize or disintegrate cognitive activities. But too strong or too weak mood and bad mood may cause confusion in thinking and difficulty in memorizing. The situational teaching met
33、hodology requires creating the proper situation which makes students feel relaxed, pleasant and calm. Neurophysiological studies have shown that the image of the right brain in charge of thinking, is the emotional brain. Creation of scenarios is the golden key to open the right brain. In specific si
34、tuations to your liking, that English will not only stimulate the brain, activates the right brain, causing a high degree of excitement. Turn left and right brain so excited, thinking and language not only caused by resonance, and can greatly develop the potential of the brain, the students will not
35、 feel tired, but was clear-headed, quick thinking. The studies of cerebral science show that peoples left and right cerebral hemisphere is in charge of logical, rational and analytic thinking, including verbal function. While the right one is responsible for intuition, creativity, and imagination, i
36、ncluding emotional activities. The situational teaching methodology always let students feel first and then express in language, or make students feel at the same time innervate the internal language. When feeling, the right cerebral hemisphere which is in charge of the visual ideation excites; when
37、 expressing, the left one which has the function of abstract thinking excites. In this way, the two hemispheres of the brain excite and restrain alternately or excite and cooperate simultaneously, which can help to tap people cerebral potentialities greatly. And students could study in comfortable a
38、nd pleasant atmosphere. So the situational teaching method can obviously get better teaching result than traditional teaching.2. The intuitive principle of cognitionAccording to the methodology, the situational teaching method carries out based on the principle of theory of reflection and the effect
39、 of objective reality influencing childrens subjective consciousness. And the images of world just enter the childrens consciousness through visualization. Consciousness is a reflection of objective reality. The context which the situational teaching method creates is conducive to the development of
40、 children in the external environment for it is consciously created by man and optimized. This optimized objective context places the children in specific situation under the domination of teachers words. It not only affects the childrens cognitive psychology but also prompt the childrens emotional
41、activities to involve in learning, which leads to the childrens own self-movement.More than 300 years ago, the Czech educator Comenius wrote in the “Didactica magna”: “All the knowledge starts from the sensory organ.” This exposition reflected an important aspect of students understanding the law in
42、 the teaching process: visual representation could bring about the reification and visualization of abstract knowledge and it also could help students improve the system of perceptual knowledge. The situational teaching method places the students in the particular circumstance to show them vivid and
43、 specific images (including direct and indirect images) so that the students can achieve the perception of abstract and rational cognition from visual perception on one hand; and on the other hand it arouses students learning spirits and interests, making learning become students initiative and cons
44、cious activities.4. The persons cognition is the process of combination of conscious and unconscious mental activities.As we all know, the conscious mental activity is the summation of psychological activities that subject realizes the object, including intentional consciousness, intentional memory,
45、 intentional attention, intentional recognition, intentional recollection, intentional imagery, intentional representation, logical and verbal thinking, and intentional experience etc. The final aim of situational teaching is to evoke and utilize the cognitive potential that unconscious mentality pr
46、ovides. The unconscious mental phenomenon has been paid much more attention by scholars since Freud. The so-called unconscious mentality is the sum of all the psychological activities which people are conscious of, the unification of the unconscious cognition and internal experience, and the necessa
47、ry reactive forms. It consists of unintentional perception, unintentional memorization, unintentional recognition, intentional presentation, and intentional imagery, nonverbal thinking, unintentional attention, unintentional experience etc. This definition emphasizes two functions of unconscious men
48、tal activities:(1). an unconscious cognitive function on the object. For example, when we are talking while walking along the road, we would not have much impression on the roadside scenery and other things. But we will not be stumbled by a pile of stones on the road. The reason is that the stones actually draw our attention and make us generate a physical reaction of “dodging” which is unconscious, unheeded and involuntary.(2). an unconscious internal experienced function o