Research On The Application Of Situational Teaching Method Based On Information Technology In English Vocabulary Teaching In Junior Middle School

The 21 st century is also known as the Internet age.Information technology,as one of the driving forces of the rapid development of the Internet,can facilitate students' learning and communication,and promote the improvement of teachers' teaching skills.The new curriculum reform and the reform of new textbooks make the original teaching ideas and knowledge of teachers unable to meet the needs of the teaching situation.As a teacher in the new era,mastering the necessary means of information technology can make the finishing point in teaching.Situational teaching method was first systematically applied to Chinese teaching in primary schools in China.It is a widely used teaching method in current English classroom teaching.Teachers can stimulate students' emotional experience,improve students' interest in English learning,and enhance students' willingness to participate in classroom interaction so as to improve English teaching efficiency.Vocabulary,as the cornerstone of English learning,plays a crucial role.Junior middle school is a crucial period for students' English learning.The author tries to apply the situational teaching method under information technology to junior middle school English vocabulary teaching and carries out experimental research.The research aims to solve the following three problems: Firstly,what is the current situation of vocabulary learning among junior middle school students? Secondly,Can the situational teaching method based on information technology improve students' interest in vocabulary learning and ultimately improve their overall English scores? Thirdly,how should information technology-based situational teaching method be applied to junior middle school English vocabulary teaching?The research experiment was conducted in Harbin No.76 middle school.The author selected a total of 81 students from two classes of grade eight to conduct the four-month experimental research.Before the start of the experiment,the author filtered through eighth grade in English last term,select the English achievement gap the smallest two classes as experimental class and that in comparative classes,and then again before the test confirmation through the experiment subjects,before the start of the experiment for the whole grade eight student to carry on the questionnaire survey,the questionnaire is mainly used to answer the first research question of this study,the experimental process,in addition to test before and after the test,the author also conducted a short test and ten times,four tests,short and long testing aims to improve the accuracy of the experimental data and reduce the accident of the experimental results.According to the post-test results,the author selected five persons with high,medium and low grades for interviews.The interviews and tests were used to answer the second question of this study.In addition,the author also records two actual teaching cases in this paper to answer the third question of this study.Finally,the author draws the conclusion that it is an effective method to use information technology-based situational approach in junior middle school vocabulary teaching.Learning vocabulary in a specific situation helps students to understand the meaning and usage of words.Students' enthusiasm for learning English is obviously increased,and their memorizing speed and accuracy are also greatly increased.The classroom atmosphere has become active,and students' English scores have been improved.Therefore,the author believes that the situational teaching method based on information technology can promote students' vocabulary learning.