本科毕业设计-on-the-application-of-the-situational-teaching-method-in-the-primary-school-english-cla.doc

毕业论文

题 目: On the Application of the Situational Teaching Method in the Primary School English Class

院 系: 外国语学院
专业年级: 2010级英语专业专升本
姓 名: 于飞
学 号: 103020208
指导教师: 李彩霞（副教授）

2012年4月30日

Thesis: On the Application of the Situational Teaching Method in the Primary School English Class
浅谈情景教学法在小学英语课堂中的应用
School or Department: College of Foreign Languages
Grade and Specialty: 2010, English Education
Name: Yu Fei
Advisor: Li Caixia(Associate Professor)

April 30, 2012

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本人郑重声明：所呈交的毕业论文（设计）是本人在指导老师指导下取得的研究成果。除了文中特别加以注释和致谢的地方外，论文（设计）中不包含其他人已经发表或撰写的研究成果。与本研究成果相关的所有人所做出的任何贡献均已在论文（设计）中作了明确的说明并表示了谢意。

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Abstract
Along with the development of China’s economy, English becomes more and more important in people’s daily life. The English teaching method which is used in each stage receives a lot of attention. After Chinese educational system reform, the Situational Teaching Method comes into being. Till now it has got great achievements in the English teaching of primary school. As for English teaching of the primary school, it pays focus attention to the Situational Teaching Method. The scenes originate from social practice. They are the products of people’s daily lives. This method emphasizes the integration of the dynamic process and the life situation, pays great attention to students’ understanding of life, pays great attention to students’ ability development in the active process, and stimulates their interest from various aspects. It helps students to understand the teaching materials and develop students’ psychological functions through the scenes which can produce vivid images. The core of the Situational Teaching Method is to stimulate students’ emotion.
Key words：English; the Situational Teaching Method; the primary school; application

摘 要
随着中国经济与社会的发展，英语在人们的日常生活中显得越来越重要。相继而来的各个阶段所采用的英语教学方法也在受到各方面的关注，情境教学法也随着中国教育体制的改革而出现，并在小学英语的教学中取得一定的成就，在中国的小学英语教学中，情境教学法是一种值得参考和采用的方法。情境来源于社会生活实践活动，是人们现实生活中的一种产物。它强调运动过程和生活情境的一体化，注重学生对活动的认识，注重学生在活动过程中能力的发展，从各方面激发学生自主学习的兴趣。它能通过在教学中产生生动形象的情景来帮助学生理解教材，并使学生的心理机能能得到发展的教学方法。情境教学法的核心在于激发学生的情感。
关 键 词: 英语；情景教学法；小学英语课堂；应用

Table of Contents
Abstract i
Table of Contents iii
Chapter 1 Introduction 1
Chapter 2 The Theory of the Situational Teaching Method 2
2.1 The Definition 2
2.2 The Characteristics 2
2.2.1 The Reality of Image 2
2.2.2 The Reality of Emotion 2
2.2.3 Containing Theories Abundantly 3
2.2.4 Broaden Situation 3
2.3 The Principles of the Design 3
2.3.1 Authenticity 4
2.3.2 Clarity 4
2.3.3 Benefit 5
2.3.4 Communication 5
2.3.5 Non-verbal Method 5
Chapter 3 The Significance of the STM in the Primary School English Class 6
3.1 Enhancing Pupils’ Interest in Learning English 6
3.2 Cultivating Pupils’ Practical Abilities of Using English 7
3.3 Mastering Knowledge 7
3.4 Fitting Pupils’ Physiological and Psychological Characteristics 8
3.5 Reducing the Difficulty of Teaching 8
3.6 Reducing the Degree of Pupils’ Fatigue 8
Chapter 4 The Application of the STM in the Primary School English Class 9
4.1 The Application Approaches 9
4.1.1 The Appreciation of Music 9
4.1.2 The Use of Teaching Aids 9
4.1.3 The Use of Brief Strokes 9
4.1.4 The Use of Role-play 10
4.1.5 The Use of More English in the Class 10
4.1.6 The Use of Multimedia 10
4.1.7 The Use of Body Language 11
4.1.8 The Use of Game Activity 11
4.2 The Concrete Class Design of the Application 12
Chapter 5 Conclusion 15
Bibliography 16
Acknowledgements 17

- ii -
On the Application of the Situational Teaching Method in the Primary School English Class
Chapter 1 Introduction
With the development of the society, the education of China has met a series of challenges in the 21st century. Many teachers in our daily English teaching still use, consciously or unconsciously, the traditional “Spoon-feeding Teaching” method, which makes the class boring and students passively accept knowledge. This teaching method doesn’t fit the pupils’ characteristics of their mentality and age. Therefore, it is essential that teachers should create the “mother-tongue” environment for the students in English teaching. Teachers must try to establish various kinds of environment and let students experience them and understand different contexts and information expressed in language atmosphere. The Situational Teaching Method is such an innovation in English teaching field and this advanced method of teaching is very popular in Chinese students’ English teaching nowadays.
The Situational Teaching Method （the STM）means that in the teaching process, teachers purposefully introduce or create some certain vivid concrete scenes to arouse students’ certain emotional experience, thus it will help students understand the teaching materials and promote their ability of learning language in situational environment.
As for the Situational Teaching Method (the STM) in the primary school, there are many advantages. It is well known that pupils are not good at understanding the perceptual knowledge but adept in keeping concrete knowledge in mind. According to this, it can be found that the Situational Teaching Method (the STM) is quite suitable to pupils especially in the lower grades to learn a foreign language. Meanwhile, creating scenes is the essence of the Situational Teaching Method (the STM) and pupils are interested in scenes. Therefore, the Situational Teaching Method (the STM) is a good way to create the real language environment for students. It can be found that pupils can benefit a lot from the Situational Teaching Method (the STM).
This thesis introduces the theoretical basis of the Situational Teaching Method (the STM) at first. Then it mainly focuses on the application of the Situational Teaching Method (the STM) in the primary school English class.

Chapter 2 The Theory of the Situational Teaching Method
2.1 The Definition
The Situational Teaching Method（the STM）means that in the teaching process, in order to help the students understand the textbook, the teacher establishes a lively or concrete situation or scene with the emotional color by the body of image to draw the students’ attention to make them learn actively and happily. The basic requirement of the STM is to fully motivate students’ sensory organs to apperceive the objects to be learned through seeing, hearing even touching them.
As for the STM in the primary school English class, it can be comprehended that in the English teaching process, an English teacher should be an actor or a leader, who establishes English teaching scenes through language descriptions, body gestures, material object demonstrations, music exaggerations, games, activities and so on to stimulate students’ study initiative and enthusiasm. The relationship between teacher and students is friendly and harmonious.
Generally, the STM refers to the teaching context, learning situation, student-teacher relationship, classroom design and other factors that contribute to the total of psychological and physical environment.
2.2 The Characteristics
The STM has four main characteristics. They are as follows:
2.2.1 The Reality of Image
In order to make the students feel true and real, it requires that the image must completely be the same as the outside of the real object, but also the same with the spirit. It is not the copy of an object, not as taking a photograph. It is by a simplified figure, which is the same structure with the corresponding object. Then they can join in the situation step by step.

2.2.2 The Reality of Emotion
It is well known that emotion joins in our learning and study, it requires teachers to find real emotion and genuine purpose to fully arouse students’ study interest. If emotion joins in class well, it will be the highest boundary of teaching and studying. This can be achieved easily through using the pattern of the STM.

2.2.3 Containing Theories Abundantly
Abundantly containing theories means that abstract theory comes up with images, this can help students to understand the cognition efficiently. It is clear that in the process of learning English, the teacher’s leading role is to build up a bridge between the language and cognition, while this effective bridge is the language environment. The good way to create the language environment is undoubtedly the STM. With this method, students can build up a bridge between the abstract cognition and the concrete things by themselves, so that they can understand the abstract cognition more easily.
2.2.4 Broaden Situation
In the process of teaching English, the STM does not mean illustrating something and then setting something up mechanically, it is often treated as a whole. It is regarded as the situation in which is wide and broad; and this also refers to that there is enough room for students to exert their imagination. As a result, the students’ abilities of dependent learning and solving problems will be developed. It is often required that teachers should show something in front of the students and then make them feel the “direct impression”; the situation can stir the students’ emotion and then it becomes the pusher of their needs.
Using the STM makes the role of students changed, from passive to active. The role of teachers also has changed from pure teaching to the guide of the students. The roles of students and teachers can be fully played with this method. It is clear that the STM requires that the situation should make the students feel easy and enjoyable, flat and peaceful, and fresh from all aspects. And by such kind of teaching method, better teaching effect can be achieved.
The essential characteristic of the STM is to push the students into learning more efficiently and to arouse the students’ interest and emotion in learning.
2.3 The Principles of the Design
It is well known that English is used as a tool for communication and the teaching of English must mainly focus on its practical communicative function. Therefore, the STM which emphasizes on students’ basic abilities of listening and speaking has become more and more important in the English teaching process. The STM can make the content changed from abstract to specific.
As Bloomfield thinks “the successful foreign language classroom instruction should establish a great many situations in the lesson and then let students have opportunities to use the language materials that have already been learnt.” （Bloomfield,1933:59）As for most of Chinese pupils who often lacks the atmosphere of learning the English language, it is of great necessity to create various scenes for their English learning. Scenes should be set up according to the content, the topics and the pupils’ characteristics by the English teacher. If the creation of the scenes is reasonable, vivid, lively and accurate, the students will be able to activate their thinking and then they can be able to understand the messages more easily. As a result, it will stimulate the students’ thirst for learning knowledge. Such vivid and reasonable scenes and the colorful images can not only help the students to put knowledge into vivid scenes, but also can enhance their interest in learning English. Therefore, in order to create a reasonable and vivid scene, the English teachers should follow the following principles in the situational setting of daily classroom teaching. They are as follows:
2.3.1 Authenticity
It is well known that context is of great importance in the English teaching system. Therefore, in order to create a reasonable and vivid context, the English teacher should create the situation according to the day-to-day knowledge, as well as the authenticity of migration start.
The STM can provide adequate situations and examples by purposefully designing some circumstances and specific scenes of authenticity and associate authenticity. For example, when an English teacher teaches the word “apple”, he can make use of the real object—an apple to teach pupils how to read and speak. Meanwhile, he can write the word “apple” on the blackboard and read it again to teach students. By doing like this, pupils can use this word proficiently when they see an apple. These materials can be found easily in our daily life, so English teachers can make full use of these common materials to create scenes.
23.2 Clarity
A reasonable situational design must be explicit. It is well known that the class time is limited, so the teacher should try his/her best to make the teaching content as easy as possible for the students to understand. A good situational design should include different factors of the context, that is, it can be divided into eight parts: scene, character, idea, style, phonetics and intonation, grammar and vocabulary and language aids.

2.3.3 Benefit
In the process of teaching English in primary school, it is in great need of an English teacher to create the most colorful and practical situations for the pupils. It is beneficial to enrich the teaching content and to arouse the students’ learning interest. As a result, it will encourage the students’ great curiosity about knowledge and develop their abilities of finding-and-solving problems. At the same time, they will be initiative and creative. Therefore, the pupils can understand the English learning materials more and more easily than before, so that they can make the books and teaching materials in English become “their own English,” which means they can truly grasp the ability of using English. With the STM, the students’ comprehensive abilities turned out to be developed.
2.3.4 Communication
The essence of a foreign language is the communicative function, which embodies a person’s comprehensive ability of using the language. In the process of English teaching, in order to make the pupils use English correctly and fluently, the teacher usually arrange some communication activities for them. The communication activities include four parts: listening, speaking, reading and writing, which is a two-way speech communication process. By this method, the pupils’ communicative ability can be developed.
2.3.5 Non-verbal Method
In the process of English teaching, language is mainly expressed through sound and text, which is as common cultural communication backbone. However, language is not the only choice for the English teacher in the actual process of communicating with the pupils. There are many other means, one of which is the non-verbal means, such as body postures, facial expressions and actions accompanied with the language and so on. The proper use of non-verbal means not only reflects correct response of the pupils to the situation, but also it is a part of the teaching strategy. Fo