High School English Grammar Teaching Based On Situated Cognition Theory

With the development of the globalization, English almost becomes the most practicalsubject when students enter their career after graduation. Meanwhile, grammar teachingalmost plays the most important role in the senior high school English teaching. The ChineseMinistry of Education issued the Regular High School English Curriculum Standard(Experiment)(hereafter referred to as the New Curriculum Standard) in2003, which proposedclear requirements and specific interpretations to the status, goals, methods and principles, etc.of the Senior High School English teaching. The New Curriculum Standard advocates thatpromote students’ language using ability by grammar teaching.For the stress of NCEE(short for National College Entrance Examination, commonlyknown as Gaokao), grammar teaching is a difficult item both to teacher and students.Cramming method and teacher-orientation are common phenomenon in English grammarclass, which develops students’ feeling of dread and resistant. Although some young teacherspay attention to create situation and interaction, but for the limitation of experience andsubject knowledge, they ignore the induction and collation of grammar knowledge. These allweaken the effectiveness of grammar teaching.Specific situation is the soil of language using. More and more scholars and teachersfocus on Situational Language Teaching, but the studies on senior high school Englishgrammar teaching based on this theory are rare. Based on situated cognition theory, this paperchooses “subjunctive mood” as the study point, to make investigation, proposes the view ofblending situated cognitive theory in grammar teaching, and discusses how to make studentsperceive and study English grammar knowledge by melting situation creation and cognitivetheory in the situated teaching. At last, make students understand and construct Englishgrammar system on the basis on their existing knowledge.By analysis and study, the conclusion can be got as follows: the students accept and likethe English grammar class which based on the situated cognition theory. In the relaxed andhappy atmosphere, the feeling of resistant goes down and the students can better involve invarious activities during the class. Situated cognition theory helps students utilize the targetgrammar better and find grammar principles by themselves. Listening, speaking, reading andwriting can naturally engaged in situated cognition grammar class. And grammar studying canpromote students utilizing accuracy of oral English and writing.