A Current Situation And Strategic Research On English Situational Teaching

In the background of the new curriculum reform,English curriculum emphasizes the students' learning interest,life experience and cognitive level of advocates experience,practice,participation,teaching ways of cooperation and exchange of learning style and task oriented,the development of students' comprehensive language ability,make the process of language learning become students form the positive emotion attitude,active thinking and practice,improve the process of cross-cultural awareness and the form of the independent learning ability.The English curriculum standard in 2011 the newly revised pointed out,the English curriculum not only focus on the language ability,but also pay attention to the teaching and learning process and methods,focus on the students' emotion,attitude and values,to stimulate students' interest in learning,enhance students' language practice ability,to lay the foundation for the long-term development of students.English teaching is different from the native language teaching,there are plenty of opportunities to practice in the life practice and the use of the environment,and in teaching English often lack of specific communication environment and practice opportunities.It is such a kind of situational teaching can stimulate students' interest in learning,to mobilize students' autonomy and interactive,so that students in a harmonious,relaxed atmosphere,teachers in the creation of real natural,simple and reasonable,flexible and vivid situation,understand the knowledge better and faster,the construction of meaning.Just as Bloom said: " successful foreign language classroom teaching should create more situations in the classroom,so that students have the opportunity to use the language materials that have been learned." At present,most of primary school English teachers can use situational teaching in teaching,which can improve the effect of classroom teaching and improve students' ability of comprehensive language application.Therefore,situational teaching method is widely used in English classroom teaching,and it has a far-reaching significance for primary school English teaching.This study through the literature method,survey method,observation method,case study method of these four methods.In this study,through consulting a large number of domestic and foreign literature,theoretical basis of reference and absorption on situation teaching,through the analysis and collation,summed up the research situation of primary school English teaching from the situation,and put forward their own views.At the same time,through in-depth investigation and Research on the two aspects of our school teachers and students on the implementation of situational teaching,combining the teaching case,through classroom observation,to the data collection and analysis,find out the problems in the process of implementing situational teaching and attribution,explore problems,analyze the reasons,and put forward the strategies and suggestions,to provide some valuable suggestions for new textbooks of two curriculum reform,and provide a new perspective for English teachers to implement primary school English situational teaching in the teaching practice The research has certain theoretical and practical significance to guide,so as to achieve effective teaching effect.This study is divided into five parts: the first part mainly introduces the research background,research purpose,content and significance,in-depth analysis of the situational teaching research ideas,methods and innovation,and summarizes the related research situation of the domestic and foreign teaching.The second part expounds the concepts of the definition and theoretical basis,respectively introduces the important concept of situation and situational teaching and the English teaching situation,at the same time in this section also describes the theoretical basis of this study,in-depth analysis of the modern brain science theory,situated cognition theory and constructivism theory and Fink's D.the significance of learning classification of these four theories in the theory of situational teaching.The third part through the understanding of situational teaching,teacher cognition,language context and analysis of students' feedback and the two aspects of the questionnaire and classroom case to in-depth basic status of the implementation of English situational teaching in primary school English Teaching in the understanding,and through data analysis and illustrates the problems in the implementation process of the situation the problems in teaching and its attribution.The fourth part,according to the problems existing in the implementation of situational teaching,puts forward the corresponding countermeasures.The fifth part is the summary of this research,analyzes the shortcomings of the study,and looks forward to the future of situational English Teaching in primary school.