The Application of Situational Teaching Method in Primary School English Reading Teaching.docx

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1、The Application of Situational Teaching Method in PrimarySchool English Reading TeachingAbstractEnglish reading plays an increasingly important role in primary school English teaching. In the traditional teaching of reading, teachers often adopt the method of infusing and explaining”, while ignoring

2、 the relationship between students， physical and mental characteristics, life world and reading materials. Tn the English reading teaching, the scene teaching presents a lively classroom atmosphere. Situational teaching plays an important role in English learning. At present, there are many research

3、es on the application of situational teaching in the process of primary school English learning, but there are few researches on learning segments. In the sub-level learning section, scholars have carried out a lot of research on the low level and high level of situational teaching in primary school

4、s. However, the application of English reading at the medium level of primary school is not too much. The medium level students mentioned in this study refer to the students in Grade three and grade four, who are beginners in English reading. In this paper, the situational teaching method is applied

5、, primary school students and teachers are taken as the research object, and various methods are used to conduct investigation and interview, to find the existing problems and defects in primary school English reading teaching, and to put forward corresponding improvement measures from the whole. Ke

6、y words： Situational teaching; Primary school; Medium level;analyze the interaction between people. Context consists of three levels. First, the whole social context is composed of three aspects: objective environment, individual and group preexisting attitude, and individual interpretation of socia

7、l context. Second, the individuaT s response to the external world is not only influenced by the external environment, but also by people* s subjective ideas. Third, everyone，s cognition of things is meaningful and therefore has objective influence. The original definition of situation“ was put forw

8、ard for the specific external environment. A situation is an environment that is optimized for teaching purposes. Under such artificial optimization conditions, it can realize the organic combination of enterprise initiative and environment, so as to realize the improvement of comprehensive quality

9、and the full development of personality. Therefore, the environment is an educational living space, but also a teaching space composed of multiple scenes. The construction of the scene should follow three basic principles: first, the principle of fidelity, that is, the loyalty to the teaching materi

10、al, the emphasis on the purpose and content of the environment. The second is the growth principle, which emphasizes that the situation should be closely combined with the actual experience of students and attaches importance to the ways and methods of the construction of the situation. The third is

11、 the aesthetic principle, emphasizing environmental art, emphasizing the form and function of the environment. On this basis, this paper puts forward that emotion is humans subjective emotion, and “environment is the place where people are in their activities.The “situation is centered on the readin

12、g material and based on the best reading environment, so that students can actively participate in the reading. Situational teaching is a process that combines emotion and situation. The purpose of love is to inspire students empathy, attach importance to sludents understanding of reading materials,

13、 attach importance to the relationship between students physical and mental development characteristics and reading materials, and attach importance to the integration of students， life world and reading materials.3 “Environment refers to the creation of environment, through real objects, multimedia

14、, pictures, music, stories, body language and other carriers, to create a teaching environment suitable for the content of the textbook. Primary school students have strong image thinking ability and a high degree of understanding and mastery of specific knowledge, while the language is more abstrac

15、t, focusing on the unity of expression, behavior and emotion. Situational teaching can make the language vivid and vivid, stimulate students interest in reading and learning enthusiasm, and improve students reading level. Therefore, situational teaching plays an important role in foreign language te

16、aching.II. The Current Situation of Situational Teaching in PrimarySchool English Reading TeachingIn order to better understand the situation of primary school English reading teaching, this paper also conducted interviews with teachers and students. Interviews with teachers and students are helpful

17、 additions to the article. Students interviews are usually easy to answer questions, so that students can easi 1 y ask questions, while students* interviews are mainly to understand their preferences, reasons and their teaching effects. The interviews of teachers were mainly conducted in the office,

18、 with the purpose of understanding teachers， views and significance on primary school English teaching, teachers, application and integration of the situation, teachers, selection and basis of the situation, teachers opinions on the generation of the situation, choice of teaching effect and evaluati

19、on, problems encountered by teachers in the process of using the situation teaching and countermeasures.A. The Single FormEnglish reading is an indispensable part of primary school English curriculum, and situational teaching is an important method to promote primary school English reading to achiev

20、e good teaching results. As the builder of teaching situations, teachers should first have a certain understanding of the significance of situational teaching. So what do teachers think about the significance of using situational teaching in primary school Engl ish reading teaching? The survey is sh

21、own in the table below:Table 1 Teachers understanding of the significance of situationalSelection typeNumber of peopleHelp to stimulate students) interest in English reading32Help to improve students, English reading comprehension18Help to enhance the reading experience of students26Help to improve

22、students，ability of using English language15On the question of teachers， understanding of situational teaching, 32 teachers selected the options that can stimulate pupils interest in English reading, which shows that teachers all realize that situational teaching plays an important role in English t

23、eaching to improve their interest in English reading. In addition, 18 teachers chose to help primary school students improve their English reading ability, a total of 55%, 85% of them chose to help them improve the primary school reading experience, 48% of the teachers chose to help them improve the

24、 use of English. It can be seen from this point that most teachers are aware of the importance of situational teaching in primary school English reading teaching. However, some teachers, understanding of situational teaching in primary school English reading teaching is still superficial. They only

25、pay attention to how situational teaching can cultivate primary school English reading interest and improve reading experience, but do not know much about the cultivation of deep learning ability.The biggest shortcoming of Chinese traditional education is that the single teaching method takes the cl

26、assroom as the main body and the students， ideological activities are limited. Also, teachers mostly indoctrinate and indoctrinate, and what is taught is done in textbooks and test papers. Tn teaching, students lack the time to think independently and can only passively follow the pace of the teache

27、r. There is no denying that this method can make students get a good learning effect. But for primary school students, they have just come into contact with the outside world, their thinking and thinking have not been constrained by the fixed teaching method, if the teacher uses the traditional meth

28、od to teach, it will suppress students，curiosity, in the long run, not only can not expand and improve students* thinking ability, but will make them tired of reading English.B. Lack of InteractionIn English teaching, students* listening, speaking, reading and writing are taught. The survey is shown

29、 in the table below:Teible 2 Teachers, understanding of listening, speaking, reading andwriting in situational teaching methodsSelection typeNumber of peopleSituational approach is suitable for listening teaching23Situational approach is suitable for reading teaching28Situational approach is suitabl

30、e for oral teaching29Situational approach is suitable for writing teaching1372% of the English teachers surveyed believed that situational approach was suitable for listening teaching; 87% of English teachers think that situational approach is suitable for reading teaching; 90% of English teachers t

31、hink that situational approach is suitable for oral English teaching; But only 40% of English teachers think that situational approach is suitable for writing teaching. In this kind of teachers reading, 25% of the teachers use conversational reading, which stimulates the relaxed learning atmosphere

32、of the students and stimulates their original knowledge reserve, and naturally introduces the reading about colors in this class. Teachers introduce songs that students arc familiar with in the new lesson, which can not only integrate the knowledge background of primary school with the existing know

33、ledge background, but also enhance students ability to accept the new knowledge. A few teachers use the pictures in the textbook and multimedia technology to advance the content of the text layer by layer and guide the students to have good communication. On the basis of mastering the text, we encou

34、rage students to observe the clothes around them, create situations, and use the way of role playing to improve students* language application ability.As a language, English is both a written and spoken language. Through the interview, it is found that there is little communication between teachers

35、and students, and students dare not ask questions in the process of reading, which leads to teachers, unclear understanding of reading teaching. It can be seen from the above data that situational teaching method has good application in various fields of English teaching, especially in listening, sp

36、eaking and other fields.English is the language. Interview teachers and students less, students in reading dare not out, the teachers recognition of teaching. The love teaching method of English is in listening and speaking.C. The Small Effect of Situational TeachingTeaching effect is one of the sta

37、ndards for teachers to measure teaching methods. The quality of teaching effect promotes teachers thinking and research on teaching methods. The interview is shown in the table below:Table 3 How situational teaching helps students ability andachievementSelection typeNumber of peopleSituational teach

38、ing can improve students speaking, listening and reading skills25Situational teaching can make students pay more attention21Situational teaching can arouse students* curiosity and enhance their thirst for knowledge16Situational teaching can improve students English performance4Through the interview,

39、 all the teachers agree that the application of situational teaching in primary school can stimulate the enthusiasm of Primary school students in English reading. Tn addition, 78% of the teachers believe that the application of situational teaching in English reading can improve students， speaking,

40、listening and understanding of texts; 66% of teachers believe that the application of situational teaching in English reading can improve students, interest in learning and promote the connection between students and students; 50% of the conclusions are: the application of situational teaching in En

41、glish reading can arouse the curiosity of Primary school students and improve their interest in learning; Only 13% of teachers believe that situational teaching can effectively promote the learning effect of primary school English learning. It can be seen from this point that the application of situ

42、ational teaching in English reading can effectively arouse Primary school students interest in reading, but cannot effectively promote students, learning.Through the above interviews, we find that situational teaching in Engl ish reading cannot effectively improve the effectiveness of English learni

43、ng in primary school. First of all, teachers can hardly speak English in class and student , s lack of language communication opportunities after class. Second, the learning situation in primary school is complicated. English knowledge reserve, learning strategies and other factors have a great impa

44、ct on the learning effect of primary school students.III. Problems of Situational Teaching in Primary SchoolEnglish Reading TeachingA. Insufficient Understanding of Situational TeachingSituational English teaching is familiar to English teachers, and each teacher will explain the corresponding theor

45、y and application method. Through the questionnaire survey and interview of English teachers, we find that situational teaching plays a very important role in the English reading teaching of primary school. However, some teachers* understanding of situational teaching is still on the surface, believ

46、ing that situational teaching can promote primary school students, interest in English reading and improve their reading experience, while cultivating deeper abilities, such as reading abi1ity and oral learning.For example, in the reading class, teachers often use a variety of situations to attract

47、students attention and make the class lively. However, in this case, students often try in vain.3 This kind of situational English reading teaching can neither meet the purpose of reading nor meet the needs of reading teaching. In order to improve students reading level and pragmatic level in Englis

48、h reading, it is necessary to create situations and organize them accordingly. Therefore, how to apply situational teaching to English reading teaching is particularly urgent.B. Neglecting Textbook ResourcesReasonable and effective environmental resources can promote the effective conduct of English

49、 reading teaching, which is conducive to improving students reading level and stimulating students* interest in reading. Through the survey and interview, it is found that teachers generally believe that the reading environment resources provided by primary school English textbooks are too simple, and there is a lack of in-depth analysis and mining of the textbook environment resources, which indicates that teachers are not enough to use