Research On Situational Teaching Strategies Of Activating Junior Middle School Students’ English Inert Knowledge

In recent years, the thoughts of Situational Teaching and educationalconcept have gradually occupied an important position. From ancient times to thepresent, many education masters have attached great importance to the SituationalTeaching, such as Confucius(the famous master of education in ancient China) andAristotle(the great educator in ancient Greece) evaluate highly about SituationalTeaching. Especially in the new round of curriculum reform, more and more educatorshave pay much attention to Situational Teaching. In China, the large number of teachersuse situational teaching method in practice teaching and Li Jilin is the representative ofthem. The Situated Teaching Method is fit for English teaching and meets the newcurriculum standard. So, it has been elevated to a more important position. Although, alot of people are using situational teaching, there is a phenomenon that many studentshave acquired inert knowledge. What’s more, the phenomenon does not arise enoughattention. The inert knowledge hinder the growth of knowledge and block the students’ability. This paper mainly pays attention to the students’ inert knowledge in thesituational teaching. Under the guidance of a series of strategies, we can make the inertknowledge into active knowledgeThis thesis consists of four chapters, the study of inert knowledge and SituationalTeaching is the basis of the paper. The paper uses classroom observation, interviews andquestionnaires to obtain information, and then the author will extract types of Englishinert knowledge. Last, the author aims to summary a series of effective strategies tomake the inert knowledge to active knowledge.The first chapter, the author summarize the researching progress and result of inertknowledge and Situational Teaching through the literature retrieval.In the process of thethesis, the author will carry out the work of this study through classroom observation,interviews and questionnaires. The second chapter, the author aims to find out status of inert knowledge throughclassroom observation, questionnaires and interviews. Then the author survey on120junior students and12teachers to know better about the status of the inert knowledge.The third chapter, the author analyze the reasons why English inert knowledgegenerated.The fourth chapter, according to the status of inert knowledge and reasons whyinert knowledge generated, the author try to summarize a series of situational strategiesto activate the junior students’ inert knowledge.The author thinks that inert knowledge is very common and it has already impededour teaching practice. However, this kind of knowledge is often neglected by teachersand researchers.Through the literature searching,the author finds out that there are just afew articles about inert knowledge in China.In the thesis, the author aims to summarizesome situational strategies to activate junior students’inert English knowledge.