A Study On The Application Of Situation-Deductive Method To English Tense Teaching In Ordinary Senior High School

English tense learning,as an important grammar knowledge,helps learners to use the language correctly,but if the tense used is not appropriate,it will lead to our misunderstanding.English tense is a crucial aspect of English grammar and plays a vital role in enhancing the development of ordinary senior high school students’ English comprehensive abilities.However,the current state of English tense grammar teaching in ordinary high schools is not promising,with numerous problems present.Traditional English tense teaching revolves around teachers,often resulting in students lacking interest in grammar learning.It is also difficult to apply the grammar learned to real communication.In this study,the situational deductive teaching method is applied to ordinary senior high school English tense grammar instruction.Compared with the traditional teacher-centered grammar teaching,it allows students to understand tense grammar through real-life situations.This study primarily addresses three questions.(1)How does situational deduction affect the interest of ordinary senior high school students in grammar learning?(2)How does situational deduction affect the participation of ordinary senior high school students in grammar classes?(3)How does situational deduction affect the academic performance of ordinary senior high school students?In this study,120 students from the second,third,and fourth classes of grade one in a public high school in Qiqihar City,Heilongjiang Province,served as the experimental subjects,with a four-month experiment conducted.Through a questionnaire,we examined the current state of ordinary senior high school students’ grammar learning,students’ attitudes and interests in grammar learning,and the results of the first monthly exam after the start of the school year as the pre-test results.The target grammar was tense,and the experimental hypothesis employed situational deduction.The research tools consisted of questionnaires,interviews,and tests,with statistical analysis applied to the data to study the interview results.The findings indicate that situational deductive teaching positively affects students’ learning.Through the questionnaire and interview results,we determined that the situational deductive teaching method enhances students’ interest in learning and improves classroom participation.Test results revealed that the situational deductive teaching method also boosts students’ academic performance.Consequently,the situational deductive teaching method effectively addresses the shortcomings of traditional grammar teaching and can be widely implemented in English grammar instruction in ordinary senior high schools.