论情境教学法在小学英语课堂中的应用_英语论文

On the Application of the Situational Teaching Method in the Primary School English Class

摘要

现代英语课程的改革需要教学方法灵活多样，对于英语教学来说，情境教学法充分体现了现代教学理论，体现了以学生为中心的教学原则，发挥了教师的主导作用和学生的主体作用。在小学英语课堂上运用情境教学法，通过创设情境，充分利用视听手段来培养学生的听、说、读、写的能力，从而更好地培养学生的学习兴趣，提高学生的交际能力。教师通过这种方法可以创造浓厚的外语学习氛围，以达到优化课堂教学和提高教学质量的目的。对情境教学法及情境教学法的相关研究做简短介绍后，本论文主要探讨情境教学法在小学英语课堂教学中的应用以及在教学中达到的效果。

关键词：英语教学；情境教学法；小学英语

Abstract

Nowadays, the reform of modern English course requires flexible teaching methods. For English teaching, the situational teaching method (STM for short) fully embodies the modern educational theory and the student-centered teaching principle. The teacher plays the leading role and the student plays the main role. By creating situations, using audio-visual means, the STM in English teaching of primary school develops students’ abilities in listening, speaking, reading and writing, strengthening the students’ interest in studying, improving students’ communicative competence. Through this method, teachers create a strong atmosphere of foreign language learning, optimize the classroom teaching and improve the teaching qualities. After a brief introduction to the STM and related research on it, this thesis probes into the application of the STM in primary English classroom teaching and its effects in teaching.  

Key words: English teaching; the Situational Teaching Method; the primary school English        

Contents

1. Introduction 1

2. Literature Review 1

2.1 A study on the English teaching methodology 1

2.2 A brief introduction of the STM 4

3.The Significance of the STM in the Primary School English Class 4

3.1 Enhancing pupils’ interest in learning English 5

3.2 Cultivating pupils’ practical abilities of using English 5

3.3 Reducing the difficulty of teaching 6

4. The Application of the STM in the Primary School English Class 6

4.1 The use of multimedia 6

4.2 The use of role-play 7

4.3 The use of game activity 8

5. The Principle of the Implementation 9

5.1 Intuition 10

5.2 Interest 10

5.3 Practicality 11

6. Conclusion 11

Works Cited 13