The Effective Study Of The Situational Teaching Method In Junior Middle School

With the further in-depth globalization of the economy and culture, English language teaching in China raised higher and higher requirements, especially in fundamental education of the junior middle school English teaching. Although teachers are guided by the concepts of the new curriculums and have used the Task-based Approach in English teaching, the teaching result can not satisfy the expectations of teachers and students.In fact, several years after the implementation of the new curriculum standards, junior middle school students' interests in learning English can't be evoked and few improvements can be made. Based on the characteristics of middle school students themselves, the authors believe that the Situational Method used in junior middle school English teaching is the most appropriate choice. With a lot of scholars and experts'achievements, and according to the real situation of junior middle school students, the author adjusts the use of Situational Method in junior middle school to the overall design of the teaching objectives, with someone or something as the main line, setting up a series of situations to complete the teaching task. Aimed at improving the junior middle students' interests in learning English and the quality of teaching so that students are able to gain successful experiences constantly, hereby enhancing students' learning self-confidence.In this paper, from psychology, pedagogy, linguistics point of views, under the guidance of Constructivist Learning theory, Krashen's Input Theory and Situational Cognitive theory, English learning was input effectively with the Situational Method by integrating with Go For It, which was recommended to be used in junior middle school by People's Education Press. And the author adopts an action research whose aim is to find out whether the Situational Method is suitable for junior middle school students, whether the Situational Method can raise students'interests and achievements when it is employed in an English class.Because of the time limitation and textbooks restriction, the author conducts the experiment in her own two teaching classes for sixteen weeks. The author regards one of her class as an experimental class in which the Situational Method is used.and the other a controlled class which general teaching is used in.Both of the two classes use the same textbook, Go For It Students'Book, the first term of Grade Eight.In order to test how much the effect of the Situational Method is in junior middle school, the author used a questionnaire, teacher-student interviews, and SPSS statistical analysis software to analyze the two terms' achievement results of the experimental class and the controlled class, study the effectiveness of the Situation Method. Studies have shown that the new target with the situational pedagogy of teaching English, can be well integrated applications to improve student proficiency in English. At the same time, the design of specific teaching situations helps to improve the boring English learning to enhance students'interests in learning. In short, the Situation Method to some extent on the teaching junior middle school English classroom teaching and learning can solve problems, improve the efficiency of classroom teaching and learning.