ApplicationofSituationalApproachinJuniorHighSchoolEnglishTeaching.docx

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1、Application of SituationalApproach inJunior High School English Teaching1 IntroductionChapter one is a short introduction to the background and the significance of theresearch.At the same time,the structure of the thesis is also described in this chapter.1.1 Background of the StudyWith the rapid pro

2、gress of information society and the increasing internationalcommunications,English teaching functions as a key role in education.However,inrecent years,English teaching in junior high school is not satisfactory.First,someEnglish teachers can not change their traditional teaching concepts.Most teach

3、ersalways explain some knowledge points and then summarize some rules for students.Students just need to write these knowledge points down in their books and theirnotebooks.Students dont need to think deeply,and just do some simple exercisesaccording to the knowledge points on their book,which can n

4、ot conducive todeveloping students independent thinking ability.That is to say,teachers are thecontrollers of the whole class.Besides,some teachers and parents are too fancy forscores,which will cause severe physical and psychological pressure on students.Under the circumstance of score-only theory,

5、students are only required to pursue theimprovement of their scores and even they are afraid of having the slightestretrogression.Therefore,students must do a lot of homework,having no opportunitiesto speak and use language to communicate with classmates.As a result,thoughstudents are learning Engli

6、sh for many years,they still fail to use English properly insome certain situations or speak English in their daily life.Thus,in order to cultivatestudents ability to speak and use English,there are some effective ways should betaken.In September 2001,the New English Curriculum Standard comes out,st

7、ressingstudents are the subjects of the whole class,not teachers.Besides,it is also mentionedthat students confidence and students communicative competence should becultivated in English study.Then students are able to use English to communicatewith others.English teachers should take some effective

8、 ways in order to encouragestudents to actively participate in the classroom.According to the New EnglishCurriculum Standard,students should play a very important role in the whole classwhile teachers should be guides and organizers.Teachers should create authentic ornearly true situations so as to

9、increase students feeling,then students are capable ofusing English properly in their daily life.For all these phenomenon mentioned above,it is important to explore some effective ways to teach English effectively.Somescholars do some researches and prove that it is a good choice for front-line teac

10、hersto use situational approach in English teaching.This study will be conducted onapplication of Situational Approach in junior high school English teaching and hopesto find some effective ways for English teachers of using situational teaching in thefuture.1.2 Significance of the StudyDue to the c

11、haracteristics and definition of Situational Approach,the applicationof Situational Approach has a profound influence on English teaching in junior highschool.The significance of this study is introduced in the following aspects.There areat least three aspects about the significance of this study.Fi

12、rst,it is conducive to expand the situational approach theory in Englishteaching.Through this thesis,it is very helpful to understand the meaning ofsituational teaching.The study is hoped to find out the teachers attitudes towards thesituational teaching in junior high school.And then,some feasible

13、ways can be putforward.These mentioned factors are beneficial to enrich the situational teachingtheory.Second,traditional English teaching has its deficiency that leads to low teachingefficiencyinEnglishteaching.However,situationalapproachisbasedonstudent-centered ideology.Whats more,it needs teache

14、rs to create nearly truesituations for students.Then,students can have opportunities to understand and useEnglish on their own,and students interest can be improved.Eventually,students arecapable of using the target language appropriately in various situations.It is beneficialto cultivate students l

15、anguage ability and the learning effects.Then,the teachingquality of English will be improved and teachersteaching ideas and methods can alsobe enriched.Last but not least,the studies about situational approach are abundant,but thestudies about situational approach to English teaching are rare.This

16、study will explorethe application of situational teaching,especially the English teaching in junior highschool.In a word,it has great significance of studying the application of situationalapproach in junior high school English teaching.1.3 Structure of the StudyThis paper is divided into five chapt

17、ers:Chapter one is an introduction part of this paper,which consists of thebackground,the significance and the structure of the study.Chapter two shows the literature review.First,it gives a detailed descriptionabout situation and situational approach.Then previous studies situational approachabroad

18、 and at home are recommended.Chapter three introduces some phenomena appeared in application of situationalapproach in junior high school English teaching.Then,some reason analyses to thesephenomena are introduced.Chapter four is a key part of this paper.Some suggestions are demonstrated indetails i

19、n this chapter.Chapter five gives a conclusion of the whole paper.2 Literature ReviewIn this chapter,the previous researches related to this research will be introducedand discussed.This part includes theoretical researches related to this study bothabroad and at home.2.1 Researches on Situational T

20、eachingAbroadIn the 19th century,Dewey,an American famous educator,first put forward theconcept of“situation”.He believes that the relationship between interaction andsituation is indivisible,interdependent and beneficial mutually.Firth(1950)putsforward the context of situation theory and points out

21、 the important function ofcontext in the learning process of learners.Firth believes that language,human life,and culture are an inseparable whole.Semantics,as the center of language,must bereturned to the verbal background and context.One of the key points of situationalteaching is to create the ac

22、tual situation which are organized by participants andrelated topics.At the end of the 20th century,some theories of situational teachingbegan to emerge.Brown,Collins,Duguid and others(1989)propose the concept ofsituational teaching first in a paper called Situated Cognition and the Culture ofLearni

23、ng.They propose that knowledge can make sense in the situation in which theyare generated and applied.The best way to learn knowledge is in some certainsituations.David H.Jonassen(2002)praises“situational-centered teaching”,which attractsthe attention of many scholars and points out the direction fo

24、r the development ofteaching in the future.Dewey(2008)puts forward that“thinking originates from thesituation of direct experience”(Dewey,2008:8)in his book How We Think.Hebelieves that the teaching process must create a situation,set the teaching aimsaccording to the teaching situation,and formulat

25、e a teaching plan,which caneffectively stimulate students learning motivation,reduce learning difficulty andimprove learning efficiency.Dewey advances the theory and practice of situationalteaching by a big step.Gardner(2010)believes that situational teaching is a teachingmodel,and the actual level

26、of students is the basis of the model.Ren,Y.J.and Ai,X.Z.(2017)find that the application of the situational approach can not only help studentsto master knowledge in the classroom,but also fully tap the potential of students.LeeKwo-Chen,Yu Chin-Ching and Hsieh Pei-Ling(2018)conduct experiments to st

27、udythe impact of situational teaching on students empathic learning.The conclusionshows that the relationship between situational teaching and students empathiclearning ability is positively correlated,that is,situation teaching can improvestudents empathy learning ability.Hammer(2018)holds that in

28、most cases teachingin the created situation will be helpful for students to learn the language.2.2 Researches on Situational Teaching at HomeSituational approach is not a native product of China,but an imported product.The situational approach was founded firstly by Li Jilin in China with the help o

29、fwestern theory and the actual situation of our country.Li Jilin(1990)points out thatsituational teaching is a kind of teaching method,which emphasizes that teachersmust purposefully create a situation according to what students will learn and triggerstudents emotional experience.This teaching metho

30、d can not only help students tobroaden their horizons and improve their enthusiasm for learning,but also helpstudents to understand knowledge quickly and improve their ability to analyze andsolve problems.Li Aihua(2010)believes that situational approach is a teachingmethod in which educators create

31、concrete and vivid scenes according to the needs ofteaching objectives,so as to effectively mobilize the non-intellectual factors of thelearners,and stimulate their enthusiasm for learning,and thus guide them tounderstand and use the language.Yao Xiaohui(2014)holds that the teaching situation,to som

32、e extent,can not only help to improve the traditional English learningclassroom,but also improve the teaching efficiency of the classroom.An Xinhua(2016)believes that in classroom teaching,teachers will be able to guide students tothink positively by creating some specific situations,which can give

33、full play tostudents subjective initiative.Peng Lixuan(2017)believes that situational teachingplays a connecting role.It is helpful to the study of English in senior high school andthe complements of the English teaching in junior high school.Liao Yan and YouXiangjing(2019)put forward that situation

34、al approach means that teachers createsituations that are close to students life according to teaching objectives and teachingcontents,in order to attract students attention,and improve students participation inthe classroom.Lan Yichao(2019)thinks that situational approach is a kind of methodthat is

35、 based on the law of students physical and mental development,and accordingto their own actual teaching needs,thus it not only has the characteristics ofhumanization,but also is closely related to the contents of classroom teaching.ZhangSu(2019)believes that situational approach,which not only helps

36、 students understandknowledge,but also helps students to grasp knowledge accurately.With the continuous reform and improvement of English class teaching,moreand more domestic scholars and teachers are paying attention to the Englishsituational teaching.To summarize what have been introduced above,it

37、 can be statedthat these theoretical and practical researches are beneficial to our further study insituational teaching.There are many theoretical researches on situational teaching,while there is less researches focusing on how to use situational teaching in juniorhigh school English teaching.In v

38、iew of this situation,the writer of this thesis hasconsulted some relevant research theories and conducted an in-depth research on theapplication of situational teaching in junior high school English teaching.Thepaper puts forward some reasonable suggestions for its effective application,with thehop

39、e that situational teaching can be more widely and effectively used in high schoolEnglish teaching.3 The Problems and the ReasonAnalysis ofApplying SituationalApproach in Junior High School English TeachingThis chapter mainly talks about the problems and reason analysis of applyingsituational approa

40、ch in junior high school English teaching.The first part focuses onthe problems of applying situational approach in junior high school English teaching.The second part is about the reason analysis of applying situational approach in juniorhigh school English teaching.3.1 The ProblemsTeachers have al

41、ready know that situations are playing a key role in the processof classroom teaching.But in some occasions,there are still some problems in juniorhigh school English teaching.3.1.1 Single Situation CreationIn the classroom teaching,the proper creation and application of situationalapproach can stim

42、ulate students interest and enthusiasm,and deepen studentsunderstanding of knowledge,and enhance the effectiveness of classroom teaching.But a single situation can not play an important role in teaching,and may affect thefinal effect of teaching.If a teacher always searches the Internet for download

43、ing materials directly,andthis materials are just a few simple pictures or small videos.Some teachers always dothis,cant create other innovative and interesting situation materials.Over time,students interest in English learning will also decline,therefore students are likely toget bored in the proc

44、ess of learning English.3.1.2 Single Teaching EvaluationThe encouragements are crucial for students,so it is necessary for teachers togive affirmation and appreciation to students.However,a small part of teachers,in theactual classroom teaching,always give positive evaluation to students.Whats more,

45、they often use the similar evaluation language.The teachers dont give guidance andcorrection timely to the students wrong answers.These evaluations can besummarized as repetitive and lacking of relevance.Classroom evaluations such as“Great!Good!Wonderful!Well done!Very good!”are used by teachers man

46、y times,this will cause students do not know where is good,thus these evaluations would notplay a positive influence of evaluation in the actual classroom.When students answerthe wrong questions,some teachers do not point out the students mistake in time,butcontinue to give the positive appraisal to

47、 the students,which will cause students cannot realize their own insufficiency in study.It is unfavorable to the students study.Therefore,such encouragement,guidance or error correction can not feedback theshortage of students timely.3.1.3ALow Level of Participation in ClassBecause of the complexity

48、 and abstraction of grammar knowledge,manystudents think that English is almost boring and theoretical,which will lead tostudents interest and enthusiasm in English is getting lower and lower.In addition,some students think that English is too far away from their daily life,and they can notuse Engli

49、sh in real life.That is to say,English has no value and significance in theirdaily life.They feel that English lessons are hypocritical subjects that can bedescribed as fake and empty.Even if the teacher takes great pains to createsituations to arouse students interest and enthusiasm,students have l

50、ittle enthusiasmfor learning,it is obvious that this method has little effect.3.2 The ReasonAnalysis3.2.1 Low Situations CreationAbilityScientific and reasonable arrangement and organization of situational teachingactivities is a reflection of teachers professional ability.But some teachers lack the

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