The Application And Research Of The Situational Language Teaching In Junior English Class

This thesis is about the application and research of the situational language teaching method in teaching process in class. The basic operating form of English education is classroom teaching in China. At present, the general existing problems are short of necessary language environment. Applying situational language teaching to construct the atmosphere of English teaching,creating learning circumstance is one of English learning forms. Situational language teaching is to reappear to teaching materials by material object, wall picture, simplifies picture, acting, and multimedia. It is a teaching method to offer situation. It makes students gain more perceptual cognitions in full interests. In schools of English teaching, Situational language teaching break through the framework of traditional teaching methods, whose features are words, behavior, situation, whose core is to stimulate students'affections?According to the Constructivist theory, the circumstance in learning environment must be beneficial to what learners learned. In teaching designing the most important link and aspect are creating environment which is benefit to learners. By the guide of constructivist theory. Teacher should create the question circumstance in order to pilot students to the forming process of concepts, to make them have recreation of thinking. Teacher should evoke students'hearts through plentiful pictures of our real lives, and then relate the content which is going to learn with the related personal experiences. It means that teacher let students gain the pleasure of aesthetic, the pleasure of exploration, and the pleasure of morality through circumstance teaching approach. Thus teaching becomes active and self-needed activity. In addition, teacher should arouse students'sense organ to study by creating sweet-sounding. And pleasure to the eye and heart. Let students participate in study personally in order to spur them study initiatively.Feuerstein suggests that right from birth a child's learning is shaped by the intervention of significant adults. He refers to these important figures in the child's learning as mediators or mediating adults, and the experiences that they provide as mediated learning experiences. These adults, parts of whom are teachers. Select and organize stimuli that they consider most appropriate for the child, shape them and present them in the ways considered most suitable to promote learning. They also intervene in shaping the child's early attempts at responding to stimuli, directing and encouraging more appropriate responses whilst explaining why one response is more useful or appropriate than another. It is believed that children develop at their own pace through interaction with the environment, the way in significant adults interact with children is considered to play a central part in the latter's cognitive development. This enables the child to construct a view of the world and his or her place within it. Cognitive, social and emotional development is seen as inextricably linked. And the establishment of an appropriate climate in the home or classroom within which this can be effectively fostered is as important as the content of what is conveyed. The teacher, to be...