The Application Status And Strategy Research Of Situational Teaching Method In English Vocabulary Teaching In The Third Stage Of Primary School

Since its introduction to China,situational teaching method has attracted the application and exploration of various disciplines.Situational teaching method can stimulate students’ emotions in the classroom,enabling them to practice and apply knowledge in real or simulated classrooms created by teachers.At the same time,it can also stimulate students’ interest and make them more actively participate in the classroom.However,after the author’s visit and investigation,the application of this method in the actual English vocabulary teaching process of the third stage of primary school is not the expected effect.Therefore,understanding the current application status of situational teaching method in English vocabulary teaching in the third stage of primary school and proposing optimization strategies is an important measure to enhance the effectiveness of this method in English vocabulary teaching in the third stage of primary school.This study adopts questionnaire survey,interview,and case analysis methods to conduct research.Based on the "constructivist theory" and "situational teaching theory",it investigates the current situation of English vocabulary teaching in the third stage of primary school.Through objective questionnaire data and case analysis,the current situation of situational teaching method in English vocabulary teaching in the third stage of primary school was summarized.It was found that there are four problems in situational teaching of English vocabulary in the third stage of primary school,including teachers’ neglect of the development and utilization of vocabulary teaching situational resources,lack of real-life creation of teacher vocabulary classroom environment,single method of creating teacher vocabulary classroom environment,and lack of situational evaluation methods for teacher vocabulary classroom.In response to the problems that arise in teaching,combined with teaching practice,the reasons for teachers’ tight time and heavy tasks,weak awareness of creating real-life vocabulary classroom situations,lack of experience and ability in contextualized vocabulary teaching,and low ability in contextualized vocabulary classroom evaluation are summarized.In response to the above-mentioned problems and reasons,combined with my own teaching practice,I have proposed certain improvement strategies.I have also proposed strategies such as combining diverse situational resources to teach vocabulary,linking teachers with students’ daily life to teach vocabulary,improving teachers’ ability to use context in vocabulary teaching,and cleverly using evaluation to construct a situational vocabulary classroom feedback system.