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【Abstract】In order to avoid the boring educational model, English teachers need to start from the students’ actual situation in primary schools. At the same time, the primary English teachers also should do everything possible to mobilize the enthusiasm of the students according to the level difference of pupils. As a good English teacher, you should not ask pupils to answer the very difficult questions, and should give them the chances of success in the English classroom, so as to stimulate their interest in learning. Without doubt, once the students’ interest is triggered, they naturally got about overly emotional displays in the situation, and they are also easy to practice English sentences. For the situational teaching method, the English teachers can provide a good indication or inspiration for students, and training their creative thinking, as well as cultivating their ability to adapt. Therefore, this paper will explore the application of the situational teaching method in English Teaching in primary schools.
【Key words】Situational Teaching Method；English Teaching；Primary Schools；Pupil; English Teacher
【中图分类号】H31 【文献标识码】A 【文章编号】2095-3089（2014）04-0002-03
1. Introduction
As we all know, in the process of English Teaching in primary schools, most of the teachers are struggling with it, and wanting to finding the best learning method for students’ foundation. After all, English is not the mother tongue of the students, introduced as a foreign language in teaching, the English teacher must find the method that how to let the pupil accepted the English knowledge and got in for keener interest in teaching at the same time. That is to say, many teachers need to keep trying to find a way. As a mater of fact, the situational teaching method that is effective so far in practice.in English teaching in primary schools.
The situational teaching method particularly pays attention to the experience in the process of students’ situational learning, so the pupils only fully experience something, their learning initiative can be mobilized. Thus, through the creation of a better language environment and provides a lot of opportunities for language practice, the students must realize their own experiences, perceptions, practices, participation and communication, in order to form the sense of language. Besides, under the guidance of teachers, the students can master the language law and form an effective learning strategy ultimately through such means as observation, detection and antibody.
The effectiveness of new curriculum reform further stressed that the teaching should be linked to students’ life, create the real language situations as much as possible, and organize the language practice activities with communicative significance. As the main body for implementing the new curriculum, the English teachers should learn how to naturally combine English study with experience in life. Therefore, in English teaching in primary schools, the very good use of situational teaching method can enable students to perceive actual life situation in samll environment in the classroom, integrate into the lager social environment, and truly apply what they have learned, it is particularly important. This paper discusses the application of situational teaching method in English teaching in primary schools, clarify the theory, and put forward the role, and conducted an in?鄄depth analysis, in order to stimulate students’ interest and motivation in learning English, as well as develop students’ creativity, so as to improve the effect of English teaching in primary schools.
2. The Concept of Situational Teaching Method
So?鄄called the situational teaching method, it means that the teachers always create a relevant circumstance to stimulate students’interest and motivation in learning according to the specific circumstances, with a clear, vivid video pictures of the literary language and the beauty of the music, and leading students to learn, further improve the students’ ability, in order to analyze and solve the problems, at the same time develop the students’ creativity. About the core of situational teaching method, that motivate the students’ multiple senses, stimulates students’ emotions, and carry out the teaching activities of fusion of feelings with the natural setting between teachers and students. Besides, as for the basic spirit of the situational teaching method, according to the requirements of teaching content, combined with the arguments, created the right atmosphere and specific teaching situations, in order to make the students infected by emotions, as well as caused the emotional resonance. That is to say, under the situational teaching method, the teacher can enhance students’ understanding of abstract concepts.
3. The Principle of the Situational Teaching Method
3.1 Intuitive Principle
About the intuitive principle, it is intuitive and concise, that required by English classroom teaching. Because the only way, the teacher can shorten the distance between the English and expressional things, so as to speed up the rhythm of English teaching, and improve the efficiency of English teaching. In the situational teaching, as long as the teachers fully use of the figurative pictures and realia, it will improve the effect of English teaching in primary schools.
3.2 Interesting Principle
About the interesting principle, it mainly makes the fun for students, that’s not only their characteristics, but also their blood. In general, in the English classroom, we should appropriate to add some interesting games, that inevitably inspires the sense of students’ participation, and enhances their motivation to learn. For example, when teaching the words of “face”, “mouth”, “ear” and “nose”, the teacher can use the games of blackboard drawing graph corresponding. In the meanwhile, the English teacher also can ask the students to performance, so as to enhances the taste of learning.
3.3 Practical Principle
About the practical principle, it is also a very important content in modern teaching. Generally speaking, the class hours of primary English class is very short, and coupled with the gap of time is too long, this is necessarily bad for English learning. For examples, in order to remedy this adverse situation, it is necessary to develop the contents of English teaching in primary schools. In the classroom, the teachers should utilize multimedia to increase the rendering amounts of informations as much as possible, and opening up the second class of English learning, such as English essay and oral English competition activities.
For example, in the Unit 11 of the Teaching 3 in primary English books, when makes an introduction of character, the English teacher can be very passionate about his eyes and said: “Look，my eyes are small”. By passionate body language of teachers, the students will be infected. Because the psychological distance is shortened between students and teachers, the students will more confident come into learning. Without doubt, through describing their own physical characteristics, thanks to the real situations of experience, the primary English knowledge that students are taught will be particularly strong.
5.2 Properly Use of Multimedia Means
Due to multimedia modern technology showed many advantages in classroom teaching，as long as take the flexible and scientific means of multimedia teaching in primary schools, inevitably improve the English classroom teaching activities and liveliness in the situational teaching, and exposure students to a certain English learning environment, at the same time fully experience the practical use of English. Under assisted by multi?鄄media teaching methods, because the students’ listening, watching and saying, student can understand the learning objects more thoroughly ann more solid by multi?鄄angle powerful message offensive. Besides, in the graphic detail of English stories, the pupils’ sense of language and hearing is bound to be enhanced. Meanwhile, the students’ learning objects will be more intuitive in English animation. Because of the strong sensual light advantages of multimedia, it aroused the enthusiasm of students’ learning, allow them to fully enjoy their taste of English learning class, then their learning is more effective.
5.3 Using Living to Show the Situation
The situational teaching is fusion of a conscious mental activity and unification of unconscious mental activity, it has suggestive of enlightening students’ cognitive, thereby making the students accepted the education consciously and unconsciously, such as getting about overly emotional displays,which may make the students’ cognition more firmer. Due to limitations of teaching and learning environment, teachers could not be moved the real?鄄life situations into the classroom, but can simulate real?鄄life situation, creating close to real?鄄life locales, so that students who make it. This helps students to understand the content of learning in an English lesson. If simply told by teachers, students read several times, under this monotonous environment, students’ interest in learning will not be very high, and students also can not learn it proactively.
In order to change this situation, the teachers can fully penetrate games related to the instructional content, and requires students to participate, that can fully reflect students’ principal role. Using this way of teaching, on the one hand it can cultivate students’ interest in learning, on the other hand it can enhance students’ thinking abilities. That is to say, as long as the students learn in a relaxed atmosphere to learn, it must play a facilitating role to to teaching. At last, the physical image is very important. For example, in the English classroom teaching, the teacher cantake some objects to teach the physical words, such as the “book”, “banana”, “bag”, “pen” and so on. As it to these words, the teacher can teach by using the “book”, “ banana”, “pen”. Anyway, on the basis of image and intuitive, students will naturally put into learning.
5.4 Using the Music to Render the Situation
In the classroom teaching, the relaxed pleasant learning atmosphere is very important. In the learning atmosphere with music, students will no pressure, and will be more relaxed and better able to release students’ learning potential, then students’ minds should be extremely clear, and more receptive to new information of the outside world. As a matter of fact, there are a lot of English songs in the book of English teaching in primary schools, this is the readily available materials. In addition, teachers can fully edit their own learning content into the already familiar songs, this will increase the students’ interest. In the real?鄄world situations, students are more easily into the role, at the same time the classroom atmosphere still is very active. That is to say, a good start and full of artistic will give students’ natural learning situations, and can stimulate students’ learning emotion, interest and appetite, so that students can find pleasure to learn and love to learn. Therefore, teachers should ingeniously begins to teach within the shortest possible time, enable students to study at the best learning state. Here use of English songs to start, it can draw students into a full of passional classroom , for the following teaching opened a good start. When teaching a new lesson, such as the “shoes”, “socks”, “pants”, “jeans” and “shorts”, the English teacher can have the song of My Clothes imported classes, then allowing students to listen to the song, and find clothes that had learned before. In fact, some clothes were not studied in this song, in order to attract the students and lay the groundwork for a new lesson, thereby connecting the contents of a lesson and making the teaching more vividly.
5.5 Experience the Situation through Performance
In English teaching in primary schools, the teacher can also use such methods—showing. For example, in the lesson of Welcome Back to School, the English teacher can make a tiara of three children, such as Amy, Mike and Bailing, then ask students to wear these headdresses to show three characters, and let students introduce themselves to the class as these three characters. Through the performances, making students experience the situations, bringing students into the everyday communicative situations, it can effectively raise the enthusiasm of the students and perceived language, so as to achieve the aim of teaching and applying knowledge, as well as complete the teaching tasks very well. That is to say, the performance can bring the students to situations of daily communication, effectively improve the students’ initiative to learn. However, in creating simulated performance in English teaching situation, it often is limited to spatial and temporal restrictions, and cannot be achieved. In this case, you can use audio, video, projectors, slide projectors and other multimedia teaching means to transplant rendering scenarios, vividly recreate the dialog, audio and video combined, informative, that suit pupils’ curiosity, seeking fun, and new age characteristics.
5.6 Creating Situational Games
Games are an important part of English teaching, it is a good way to learn, consolidate knowledge and create situations, in which games can make the classroom more engaging. For example, in the third unit of grade four in primary English book, when teaching words of the unit of clothing, the teacher can create a situational game that hidden the socks to a student before class appointed. In the process of the class, the teacher intentionally was surprised to find sock on the way out, and can then ask the students, “ Where are my socks?” the appointed student can answer, “What color?” The teacher can say that the green, dark, white, and so on. At last, the appointed student should bring the socks and say, “Here, here you are”, such a situation easily bring students into the stuff of everyday life, and enhance the students’ memory of English learning. Therefore, in the design of English teaching in primary schools, the game situation of suitable pupils’ taste is a good method to teach, and the pupils are very easy getting themselves into the in?鄄depth role in the game situations, as well as it also can improve the students’ abilities of using language.
6. Conclusion
In the English teaching in primary schools, the teacher need to create the vivid teaching situations, seek the best entry point for design of teaching situation, and the teachers also accurately locate the starting point of teaching content and real?鄄life, thereby effort to activating the teaching materials and bringing students into the living stage. As it to the English teachers, they should use the old method to promote the new method, and create situation on the basis of the knowledge points have learned, in order to show a new lesson. Therefore, in English teaching in primary schools, using the situational teaching method，it can enable students to love learning, happy learning, and practicing the ability of using language, cultivating students’ thinking ability and spatial ability, enhancing students’ interest in learning English, so as to lay a good foundation for students to further learn English.
Reference：
[1]Chunhua Luo.《Exploration on Situational Teaching Method in English Teaching in Primary Schools》.Read,Writing，Counting.2013,(23).
[2]Huimin Xu.《The Use of Situational Teaching Method in English Teaching in Primary Schools under the New Course Standard》.Happy Teaching.2012,(11).
[3]Xihua Xu.《Discussion on the Use of Situational Teaching Method in English Teaching in Primary Schools》.The Learning of New Course.2010,(1).
[4]Yuwen Feng.《Analysis on Reflecting of Situational Teaching Method in English Teaching in Primary Schools》.Success(Education).2012,(8).
【Key words】Situational Teaching Method；English Teaching；Primary Schools；Pupil; English Teacher
【中图分类号】H31 【文献标识码】A 【文章编号】2095-3089（2014）04-0002-03
1. Introduction
As we all know, in the process of English Teaching in primary schools, most of the teachers are struggling with it, and wanting to finding the best learning method for students’ foundation. After all, English is not the mother tongue of the students, introduced as a foreign language in teaching, the English teacher must find the method that how to let the pupil accepted the English knowledge and got in for keener interest in teaching at the same time. That is to say, many teachers need to keep trying to find a way. As a mater of fact, the situational teaching method that is effective so far in practice.in English teaching in primary schools.
The situational teaching method particularly pays attention to the experience in the process of students’ situational learning, so the pupils only fully experience something, their learning initiative can be mobilized. Thus, through the creation of a better language environment and provides a lot of opportunities for language practice, the students must realize their own experiences, perceptions, practices, participation and communication, in order to form the sense of language. Besides, under the guidance of teachers, the students can master the language law and form an effective learning strategy ultimately through such means as observation, detection and antibody.
The effectiveness of new curriculum reform further stressed that the teaching should be linked to students’ life, create the real language situations as much as possible, and organize the language practice activities with communicative significance. As the main body for implementing the new curriculum, the English teachers should learn how to naturally combine English study with experience in life. Therefore, in English teaching in primary schools, the very good use of situational teaching method can enable students to perceive actual life situation in samll environment in the classroom, integrate into the lager social environment, and truly apply what they have learned, it is particularly important. This paper discusses the application of situational teaching method in English teaching in primary schools, clarify the theory, and put forward the role, and conducted an in?鄄depth analysis, in order to stimulate students’ interest and motivation in learning English, as well as develop students’ creativity, so as to improve the effect of English teaching in primary schools.
2. The Concept of Situational Teaching Method
So?鄄called the situational teaching method, it means that the teachers always create a relevant circumstance to stimulate students’interest and motivation in learning according to the specific circumstances, with a clear, vivid video pictures of the literary language and the beauty of the music, and leading students to learn, further improve the students’ ability, in order to analyze and solve the problems, at the same time develop the students’ creativity. About the core of situational teaching method, that motivate the students’ multiple senses, stimulates students’ emotions, and carry out the teaching activities of fusion of feelings with the natural setting between teachers and students. Besides, as for the basic spirit of the situational teaching method, according to the requirements of teaching content, combined with the arguments, created the right atmosphere and specific teaching situations, in order to make the students infected by emotions, as well as caused the emotional resonance. That is to say, under the situational teaching method, the teacher can enhance students’ understanding of abstract concepts.
3. The Principle of the Situational Teaching Method
3.1 Intuitive Principle
About the intuitive principle, it is intuitive and concise, that required by English classroom teaching. Because the only way, the teacher can shorten the distance between the English and expressional things, so as to speed up the rhythm of English teaching, and improve the efficiency of English teaching. In the situational teaching, as long as the teachers fully use of the figurative pictures and realia, it will improve the effect of English teaching in primary schools.
3.2 Interesting Principle
About the interesting principle, it mainly makes the fun for students, that’s not only their characteristics, but also their blood. In general, in the English classroom, we should appropriate to add some interesting games, that inevitably inspires the sense of students’ participation, and enhances their motivation to learn. For example, when teaching the words of “face”, “mouth”, “ear” and “nose”, the teacher can use the games of blackboard drawing graph corresponding. In the meanwhile, the English teacher also can ask the students to performance, so as to enhances the taste of learning.
3.3 Practical Principle
About the practical principle, it is also a very important content in modern teaching. Generally speaking, the class hours of primary English class is very short, and coupled with the gap of time is too long, this is necessarily bad for English learning. For examples, in order to remedy this adverse situation, it is necessary to develop the contents of English teaching in primary schools. In the classroom, the teachers should utilize multimedia to increase the rendering amounts of informations as much as possible, and opening up the second class of English learning, such as English essay and oral English competition activities.
For example, in the Unit 11 of the Teaching 3 in primary English books, when makes an introduction of character, the English teacher can be very passionate about his eyes and said: “Look，my eyes are small”. By passionate body language of teachers, the students will be infected. Because the psychological distance is shortened between students and teachers, the students will more confident come into learning. Without doubt, through describing their own physical characteristics, thanks to the real situations of experience, the primary English knowledge that students are taught will be particularly strong.
5.2 Properly Use of Multimedia Means
Due to multimedia modern technology showed many advantages in classroom teaching，as long as take the flexible and scientific means of multimedia teaching in primary schools, inevitably improve the English classroom teaching activities and liveliness in the situational teaching, and exposure students to a certain English learning environment, at the same time fully experience the practical use of English. Under assisted by multi?鄄media teaching methods, because the students’ listening, watching and saying, student can understand the learning objects more thoroughly ann more solid by multi?鄄angle powerful message offensive. Besides, in the graphic detail of English stories, the pupils’ sense of language and hearing is bound to be enhanced. Meanwhile, the students’ learning objects will be more intuitive in English animation. Because of the strong sensual light advantages of multimedia, it aroused the enthusiasm of students’ learning, allow them to fully enjoy their taste of English learning class, then their learning is more effective.
5.3 Using Living to Show the Situation
The situational teaching is fusion of a conscious mental activity and unification of unconscious mental activity, it has suggestive of enlightening students’ cognitive, thereby making the students accepted the education consciously and unconsciously, such as getting about overly emotional displays,which may make the students’ cognition more firmer. Due to limitations of teaching and learning environment, teachers could not be moved the real?鄄life situations into the classroom, but can simulate real?鄄life situation, creating close to real?鄄life locales, so that students who make it. This helps students to understand the content of learning in an English lesson. If simply told by teachers, students read several times, under this monotonous environment, students’ interest in learning will not be very high, and students also can not learn it proactively.
In order to change this situation, the teachers can fully penetrate games related to the instructional content, and requires students to participate, that can fully reflect students’ principal role. Using this way of teaching, on the one hand it can cultivate students’ interest in learning, on the other hand it can enhance students’ thinking abilities. That is to say, as long as the students learn in a relaxed atmosphere to learn, it must play a facilitating role to to teaching. At last, the physical image is very important. For example, in the English classroom teaching, the teacher cantake some objects to teach the physical words, such as the “book”, “banana”, “bag”, “pen” and so on. As it to these words, the teacher can teach by using the “book”, “ banana”, “pen”. Anyway, on the basis of image and intuitive, students will naturally put into learning.
5.4 Using the Music to Render the Situation
In the classroom teaching, the relaxed pleasant learning atmosphere is very important. In the learning atmosphere with music, students will no pressure, and will be more relaxed and better able to release students’ learning potential, then students’ minds should be extremely clear, and more receptive to new information of the outside world. As a matter of fact, there are a lot of English songs in the book of English teaching in primary schools, this is the readily available materials. In addition, teachers can fully edit their own learning content into the already familiar songs, this will increase the students’ interest. In the real?鄄world situations, students are more easily into the role, at the same time the classroom atmosphere still is very active. That is to say, a good start and full of artistic will give students’ natural learning situations, and can stimulate students’ learning emotion, interest and appetite, so that students can find pleasure to learn and love to learn. Therefore, teachers should ingeniously begins to teach within the shortest possible time, enable students to study at the best learning state. Here use of English songs to start, it can draw students into a full of passional classroom , for the following teaching opened a good start. When teaching a new lesson, such as the “shoes”, “socks”, “pants”, “jeans” and “shorts”, the English teacher can have the song of My Clothes imported classes, then allowing students to listen to the song, and find clothes that had learned before. In fact, some clothes were not studied in this song, in order to attract the students and lay the groundwork for a new lesson, thereby connecting the contents of a lesson and making the teaching more vividly.
5.5 Experience the Situation through Performance
In English teaching in primary schools, the teacher can also use such methods—showing. For example, in the lesson of Welcome Back to School, the English teacher can make a tiara of three children, such as Amy, Mike and Bailing, then ask students to wear these headdresses to show three characters, and let students introduce themselves to the class as these three characters. Through the performances, making students experience the situations, bringing students into the everyday communicative situations, it can effectively raise the enthusiasm of the students and perceived language, so as to achieve the aim of teaching and applying knowledge, as well as complete the teaching tasks very well. That is to say, the performance can bring the students to situations of daily communication, effectively improve the students’ initiative to learn. However, in creating simulated performance in English teaching situation, it often is limited to spatial and temporal restrictions, and cannot be achieved. In this case, you can use audio, video, projectors, slide projectors and other multimedia teaching means to transplant rendering scenarios, vividly recreate the dialog, audio and video combined, informative, that suit pupils’ curiosity, seeking fun, and new age characteristics.
5.6 Creating Situational Games
Games are an important part of English teaching, it is a good way to learn, consolidate knowledge and create situations, in which games can make the classroom more engaging. For example, in the third unit of grade four in primary English book, when teaching words of the unit of clothing, the teacher can create a situational game that hidden the socks to a student before class appointed. In the process of the class, the teacher intentionally was surprised to find sock on the way out, and can then ask the students, “ Where are my socks?” the appointed student can answer, “What color?” The teacher can say that the green, dark, white, and so on. At last, the appointed student should bring the socks and say, “Here, here you are”, such a situation easily bring students into the stuff of everyday life, and enhance the students’ memory of English learning. Therefore, in the design of English teaching in primary schools, the game situation of suitable pupils’ taste is a good method to teach, and the pupils are very easy getting themselves into the in?鄄depth role in the game situations, as well as it also can improve the students’ abilities of using language.
6. Conclusion
In the English teaching in primary schools, the teacher need to create the vivid teaching situations, seek the best entry point for design of teaching situation, and the teachers also accurately locate the starting point of teaching content and real?鄄life, thereby effort to activating the teaching materials and bringing students into the living stage. As it to the English teachers, they should use the old method to promote the new method, and create situation on the basis of the knowledge points have learned, in order to show a new lesson. Therefore, in English teaching in primary schools, using the situational teaching method，it can enable students to love learning, happy learning, and practicing the ability of using language, cultivating students’ thinking ability and spatial ability, enhancing students’ interest in learning English, so as to lay a good foundation for students to further learn English.
Reference：
[1]Chunhua Luo.《Exploration on Situational Teaching Method in English Teaching in Primary Schools》.Read,Writing，Counting.2013,(23).
[2]Huimin Xu.《The Use of Situational Teaching Method in English Teaching in Primary Schools under the New Course Standard》.Happy Teaching.2012,(11).
[3]Xihua Xu.《Discussion on the Use of Situational Teaching Method in English Teaching in Primary Schools》.The Learning of New Course.2010,(1).
[4]Yuwen Feng.《Analysis on Reflecting of Situational Teaching Method in English Teaching in Primary Schools》.Success(Education).2012,(8).