Study On The Application Of Situational Teaching Video In English Class Of Senior One

Since American Khan Academy has achieved success in teaching by video, the development and construction of video teaching resource become the hotspot once again in the research of instructional technology field. The informatization of education has brought lashes to traditional education mode to some degree. However, in China, today’s English teaching in senior high school is still College Entrance Examination-oriented. It regards high scores as the only standard to assess student’s ability and neglects the application of English, especially the cultivation of listening and speaking ability.In the light of the above situation and the own characteristics of high school in the first grade, this paper aims at how to utilize modern information technology to better the teaching and learning in English class. It puts emphasis on the following questions: Does situational teaching video trigger student’s passion and enthusiasm? Is situational teaching video helpful to students in the field of grammar, vocabulary and language sense? In which area does situational teaching video have the most prominent effect, such as listening, speaking, reading and writing? How does teacher utilize situational teaching video to make the teaching effect better?This paper consists of five parts. The first one is the introduction part, mainly explains the background of the paper research, the related research status, the definition, the worth and method of the research. The second is the related basic theory, which chiefly introduces the theory of “cone of experience”, second language acquisition and the theory of modern cognitive information procession. The next presents the teaching status of senior high school in first grade, including the personal trait of students, teacher’s teaching situation and student’s learning status. The forth is the core part of the paper. Taking five units of the Compulsory Two of the PEP Grade 1 English book for instance, it explicitly introduces the design and creation of situational teaching video. The last part is the inspection of teaching effects after utilizing situational teaching video. Taking Class 11 and Class 12, senior Grade 1 as object, obtain the feedback of using situational teaching video by questionnaires, and then analysis the impact of situational teaching video on students. In conclusion, sort out the advantage of situational teaching video and understand how to optimize situational teaching video to get the promising teaching effects.