高中英语阅读情景教学.doc

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题 目 高中英语阅读情景教学

院 （系） 外国语学院
专 业 英语语言文学
年 级 2009 级
学生姓名 黄 瑜
学 号 2009212720
指导教师 余 波

二〇一三年四月

1

Situational English Reading Teaching
in Senior High School

A thesis submitted to the School of Foreign Languages CCNU
In partial fulfillment of the requirements for BA degree
In English Language and Literature

by Huang Yu

Supervisor: Yu Bo
Academic Title: Lecturer

Signature:
April 2013

华中师范大学
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Contents

Abstract in Chinese ……………………………………………………………
i
Abstract in English …………………………………………………………….
ii
1. Introduction………………………………………………………………….
2. Literature Review………….……….…………………………….....….……
2.1 Definition of situational teaching….………………………………….......
2.2 Features of situational teaching…………………………………………...
2.3 Studies of situational teaching…………………………………………….
2.3.1 Studies of situational teaching abroad………………………………..
2.3.2 Studies of situational teaching in China……………………………...
3. English Reading Teaching …………………………………….....................
3.1 Definition of reading teaching …………………………….......................
3.2 Models of reading teaching ……………………………............................
3.2.1 Bottom-up model…………………………………………………….
3.2.2 Top-down model……………………………………………………..
3.2.3 Interactive model…………………………………………………….
3.3 Problems of English reading teaching in senior high school……………..
4. Situational English Reading Teaching in Senior High School……………
4.1 Pre-reading stage.…………………………………………………………
4.2 While-reading stage……………………………........................................
4.3 Post-reading stage………………………………………………………...
5. Conclusion………………………………………………………..…………..
Bibliography………………………………………………………...………….
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内容摘要

目前我国许多高中英语教师受传统的应试教育观的影响，英语阅读教学课堂上只重视语言知识的讲解，而忽视了对学生的信息获取能力和阅读技巧的训练，教学模式单一，使学生丧失对英语阅读课的兴趣。随着我国近年来对情景教学法研究的不断深入，情景教学法以其生动性和形象性也逐渐被一些老师运用到课堂上，起到了激活英语课堂、调动学生学习热情的作用。
本文依据国内外专家学者对情景教学法的研究及笔者的教学实习经历，采用文献资料法、教学案例分析等方法对情景教学法对我国高中英语阅读教学的作用做了深入的探讨。本文旨在为我国高中英语课堂教学的改革提供一些参考，并且为笔者将来的英语教学提供一些借鉴。

关键词：情景教学法；英语阅读教学；高中

Abstract

At present most high school teachers in our country are deeply influenced by traditional exam-oriented concept. They attach great importance to language knowledge and conduct cramming teaching method but ignore the development of students’ ability of getting information and reading skills. The boring teaching model makes students lose interest in English reading. With further studies on situational teaching in recent years in our country, it is gradually used in class by many teachers for its vividness and figurativeness, playing an important role in activating English class and mobilizing students’ study enthusiasm.
The thesis, based on the studies of situational teaching abroad and home and the author’s teaching internship experience, mainly discusses the effects of situational teaching on English reading teaching in senior high school through consulting literature and analyzing teaching cases. It aims at providing some references for the reform in English teaching in senior high school and helping improve the author’s future English teaching career.

Key words: situational teaching; English reading teaching; senior high school

ii

1. Introduction

Reading teaching is a very important part in English teaching for reading ability reflects one’s capacity of getting information. As is a major skill in the process of learning English, reading is vital for students because it accounts for nearly 27% in the English paper of the college entrance examination. However, in China the situation of English reading teaching is not very good. There are many problems in both students’ reading ability and teachers’ teaching methods. Many teachers have adopted the cramming method of teaching under the influence of traditional exam-oriented education for a long time. They regard language knowledge teaching as the key point of English reading teaching, during which they mainly teach vocabulary and grammar and translate the whole text sentence by sentence, but ignore the development of students’ reading skills and ability. It results in the boring classroom atmosphere and low teaching efficiency, which is not good for the integrated development of students.
Therefore, the current English reading teaching must be improved and reformed. With better understanding of the law and essence of foreign language teaching in recent years, more and more people advocate mobilizing the enthusiasm and initiative of students. Situational teaching, as an effective way to arouse students’ learning interest, is more and more widely used in teaching. It can not only activate the conventionally boring English class, but also promote the reform in education and transform the traditional teacher-centered teaching model to student-centered model. Teachers create various situations to interest students in reading and improve their English reading capacity and turns students to the main body of classroom activities. Applying the situational teaching to English reading teaching is significant. It’s necessary to optimize teaching process and develop students’ comprehensive language application ability.
This thesis mainly introduces situational teaching and its application in English reading teaching in Senior High School. It presents the definition, features and current studies of situational teaching, analyzes the current English reading models and the problems of English reading teaching in senior high school of our country. Moreover, the fourth part combines situational teaching with English reading teaching. It points out the purposes of reading teaching and the functions of situational teaching in English reading teaching to fulfill those aims, and gives some teaching situations to embody how situational teaching help to promote English reading teaching and solve the problems of English reading teaching in senior high school.
2. Literature Review

2.1 Definition of situational teaching
Psychologists think that situation is a concrete environment which can stimulate people directly with biological and social meanings. It plays a certain role in activating people’s affection (Yu Aihua, 2011). Situational teaching is a teaching method that with the aim at achieving good teaching efficiency, teachers employ and create vivid and specific situations to arouse students’ emotional experience while teaching in order to help students understand teaching materials and develop their mental function (Zhong Xinyue, 2005). It breaks through the traditional teaching model and is in line with the law of language teaching and the development of thinking, which indicates that teaching is not only to impart knowledge, but also a process to exchange and share emotions with students. Situational teaching includes real situation, associational situation, graphic situation and so on (Qian Zhaoxia, 2011). The core of situational teaching is to stimulate students’ interest (Wang Jimao, 2004). It can activate students’ study motivation and create relaxing classroom climate. It’s an effective method to teach language.
2.2 Features of situational teaching
Situational teaching is more and more valued by educators and teachers for it has some distinguished features compared with traditional teaching method. It can provide visual teaching aids, keep students interested and get them actively involved in class (Xue Ning, Zhu Yingyu, 2011). The three features do not exist in isolation but influence and promote each other. They will be introduced as follows.
1) Providing visual teaching aids
Providing visual teaching in situational teaching makes it vivid and figurative. The reason why traditional teaching can’t draw students’ attention is that teachers always use mechanical rigid teaching method, which may eventually make students lose interest in study (Xue Ning, Zhu Yingyu, 2011). Visual aids are regarded as the most direct and effective means used in situational teaching (Qian Zhaoxia 2011). Teachers can show students real objects. Powerpoint presenting is another frequently-used means in situational teaching. Teachers can present pictures and sound through PPT. Many other things such as students’ stationery, scenery outside the classroom or things familiar to people can also serve the situational teaching to help students understand and make classes attractive.
2) Keeping students interested
Situational teaching should keep students interested in study. Most students are passive receiver in class now partly because classes are too boring to attract them. Being interesting in situational teaching is very important as it can make students participate in teaching process actively (Xue Ning, Zhu Yingyu, 2011). Teachers should design teaching situations according to students’ psychological characteristics, that’s to say, taking pleasure in teaching. Playing games is an effective way to mobilize students’ subjective initiative and creativity and draw their attention and it’s loved by them. They can get not only knowledge but also happiness from situational teaching. Teachers can also design other forms of activities like competition of memorizing words, idioms solitaire and English speech contest to make students become active in class (Xue Ning, Zhu Yingyu, 2011).
3) Getting students actively involved
The aim of learning is to communicate with the world, especially in language study (Xue Ning, Zhu Yingyu, 2011). Teaching is an interactive process that teachers exchange with students so teachers should train students’ communicative ability and skills while teaching. Situational teaching is to activate students’ enthusiasm and initiative to be active in class so getting students actively involved is a very important feature. Teachers should encourage students learn to cooperate with others and express themselves in class. Activities such as group discussion and role playing are very common in situational teaching and more than one sense of students are involved and mobilized. Real and vivid situations give students an immersive feeling and make them participate in class actively (Xue Ning, Zhu Yingyu, 2011).
2.3 Studies on situational teaching
2.3.1 Studies of situational teaching abroad
Situational teaching emerged and became popular in England from 1930s to 1960s, and then has been valued in the educational world (Wen Jialing, 2008). Linguists and educators have conducted further studies about the function of situational teaching. The distinguished American educator Dewey attached great importance to situational teaching. He thought teachers should create situations and then set teaching aims and made plans to stimulate students’ learning motivation and interest and inspire them through creating teaching situations, which greatly boosted the practice of situational teaching (quoted in Yu Aihua, 2011). In 1950s, based on situational teaching, the famous Bulgarian philosopher George Lozanov put forward the Suggestive Method, which suggested using some teaching situation to activate students’ learning motivation and interest (quoted in Wen Jialing, 2008). In 1960s, the former Soviet Union educator Sukhomlinskii, who also made great contribution to the development of situational teaching, often used the colorful nature as a real situation to inspire students’ thinking and train their imagination and creativity (quoted in Qian Zhaoxia, 2011). In 1960s, L.G.Alexander compiled the famous New Concept English, which used situational teaching and has been widely used so far. Swiss philosopher Jean Piaget emphasized the overall teaching method and thought teaching should be laid in meaningful situations and that the knowledge learnt previously can be applied was the most ideal condition (quoted in Qian Zhaoxia, 2011).
2.3.2 Studies of situational teaching in China
The exploration of situational teaching in China originated from the English Teaching started by Zhang Shiyi in 1948 (quoted in Qian Zhaoxia, 2011). The studies started with Li Jilin’s experiments of situational teaching. Li Jilin, the author of Experiments and Studies of Situational Teaching, Theory and Practice of Situational Teaching, advocated teachers creating situations to help students acquire knowledge in practice. With his leading, the theory and practice of situational teaching in China made great achievements. Zhong Xinyue (2005) published an article named The Research and Practice of Situational Teaching in Senior High School, in which he researched and discussed situational teaching and its application in senior high school in detail according to his own teaching experience. He Xiaohua (2009) said that situational teaching could activate linguistic knowledge and the vividness and figurativeness of situations could arouse students’ interest and change the former dull situation in his paper The Application and Thinking on Situational English Teaching. Xue Ning and Zhu Yingyu (2011) thought that teachers should use various methods to create interactive situations to activate students’ study initiative and communicative ability. Sun Chunqin (2011) said that the application of situational teaching can effectively reflect the interactive feature of language study and stimulate students’ affection. According to the principles of situational teaching, situational educator Han Zhongliang put forward the model of situational education and combined theory with practice, which had profound guiding significance for English teaching in China (quoted in Qian Zhaoxia, 2011).

3. English Reading Teaching
3.1 Definition of reading teaching
Reading is a complex intellectual activity to get knowledge from various written materials (Qian Zhaoxia, 2011). It’s a very crucial way to learn English, and the foundation of acquiring linguistic knowledge, getting information and improving language application ability (Li Hui, 1999). Reading ability reflects one’s integrated language