Research On The Application Of Situational Teaching Method In Senior English Listening And Speaking Class

In the 1930 s,with the rapid development of pedagogy,some scholars proposed the contextual teaching method.Compared with traditional teaching methods,teachers prepare lesson plans step by step,and mainly use language output and writing on the blackboard to transfer knowledge.The situational teaching method is more "younger","flexible" and "interesting".Teachers who adopt the situational teaching method In the teaching process,more diversified knowledge presentation methods will be considered,that is,a vivid and specific learning situation will be created for students,so that students can have a deeper sensory and emotional experience in such a situation,thereby deepening their learning The impression and understanding of the content is not only conducive to students accepting written knowledge,but also conducive to the development of students’ minds.The main reason is that by setting a certain context,students can learn knowledge in the context,which can effectively stimulate students’ participation and desire to learn,strengthen students’ sense of teamwork,use novel teaching models to promote the development of students’ thinking,inspire students’ imagination and creative thinking,and further cultivate students’ interest in learning English,so that students can actively learn English and improve In addition to English scores,it can also improve students’ comprehensive abilities.Undoubtedly,the situational teaching method is in line with the educational values and standards advocated by the new curriculum reform,new curriculum standard,and new college entrance examination,and requires teachers to actively learn and apply it in the real teaching process.However,under the influence of the traditional English teaching model,the focus of English classroom teaching is to focus on students’ mastery of English grammar knowledge and vocabulary accumulation,and does not pay attention to the cultivation of students’ listening,speaking,reading and writing skills and language communication skills.At the same time,In the process of classroom teaching and teaching design,high school English teachers often regard students’ mastery of language knowledge as the focus of classroom teaching,and often ignore the training of students’ listening,speaking,reading,writing and language communication skills,and occasionally go to the listening class also focuses on the teaching of listening skills,while ignoring the practical use of English as a language.Over time,although students can achieve good results in the reading and writing of the English test,they cannot communicate in English,which is contrary to the communicative principles of language.Based on this,this article focuses on understanding the teaching status of English listening and speaking classrooms in high schools in my country.It conducts investigations and studies in Class B of School A where the author has taught.It mainly uses observation methods,questionnaire survey methods,case study methods and other methods to carry out research.The situational teaching method is applied scientifically in high school English listening and speaking classes to test whether the conclusions are in line with the facts.In this regard,the author will focus on the following topics for research and in-depth analysis:(1)What are the students’ learning attitudes,willingness to participate in classroom activities,and attitudes towards teachers’ listening and speaking of classroom teaching methods in high school English teaching classrooms?(2)What are the problems in high school English listening and speaking classes?(3)What are the research suggestions for the problems that arise in the high school English listening and speaking class?The author observes from the actual English teaching classrooms of different grades that high school students are most interested in learning English.After figuring out the inherent teaching routines of the English teacher’s teaching language points,the high school students of high school two and high three are more enthusiastic in English classes.Decreased,students’ impression of English learning is only left to endorse and memorize knowledge points,thus gradually losing their interest and motivation in English learning.All this has aroused the thinking of English teachers.Through the author’s research and analysis,data collection and analysis,and data sorting,it is concluded that the use of contextual teaching in high school English listening and speaking classes has improved students’ English performance and interest in English learning,and improved learners’ learning to a certain extent The habit and way of thinking in English can help you learn English more scientifically.Finally,the author puts forward his own opinions and suggestions on the research content and process,hoping to provide reference for first-line high school English teachers or educators who adopt situational teaching methods.