The Application Of Situational Teaching In English Reading Teaching In Primary School

As is known to all, English is one of the most widely used languages in the world. It's very important for students to learn English well, especially for elementary school students in the subject. The basic skills of English, the same as Chinese, are including listening, speaking, reading and writing. Reading is one of the important input forms of language learning, which can help students cultivate self-confidence and comprehensive reading. According to the requirement on Primary English by New Curriculum, which says students in this stage should read simple story and cultivate the habit of reading by the meaning word in groups. According to the requirement on Primary English by New Curriculum, which says students in this stage should read simple story and cultivate the habit of reading by the meaning word in groups. In the context of learning is the best way for language learning. The application of situational teaching in primary school English reading teaching can arouse the enthusiasm of the students reading, active students thinking, promote the development of students' ability of comprehensive language using, so as to improve the students' ability to analyze and solve problems. In addition, the situational teaching promotes the development of students' ability, also the teachers' ability at meantime, and realizes the teaching is learning.I engage in English teaching in Dongguang experiment elementary school, by observing the English reading classroom situation of two schools, find out the existing problems and make attribution analysis, and put forward to improve situational teaching in primary school English reading teaching effective use of specific strategies.This reasearch is divided into six parts. The first part is introduction. It expounds the reason of the problem, and summarizes the domestic and international research on the situational teaching. The author uses the literature method, the questionnaire method and the observation method to carry on the research. The second part is about the theoretical analysis of situational teaching and its significance and value in the teaching of English reading in primary schools. The author expounds it from three aspects: Situated cognition theory, Constructivism theory and the teaching theory of Humanism. The third part is about the English reading teaching problems and reason analysis of situational teaching in primary school. Through the analysis of questionnaire and classroom observation data, it is found that the primary school English teachers have the understanding, attitude and practice of situational teaching, which lays the foundation for the following strategy research. The fourth part is about English reading teaching specific strategies to enhance the situational teaching in primary schools. The fifth part is about the attentions in specific application. The teachers should pay attention to the following problems: The teachers should consider the cognitive characteristics of primary school students; The creation of context in reading teaching should be meaningful; Reading teaching should pay attention to the infiltration of cultural background; The teachers should use nonverbal means in reading teaching; The teachers should pay attention to the formation of reading teaching. The sixth part is a summary, and prospects for the future of situational teaching in primary school English reading teaching.