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摘要 情境教学是指在教学过程中为了达到既定的教学目标，从教学需要出发，根据教材创设以形象为主体的，从而引起学生的情感体验，引导他们从整体上理解和运用语言，提高教学效率的一种教学方法。本文在介绍情境教学法概念和特点的基础上，分析了我国传统语法教学中存在的问题，并阐述了情境教学法在初中语法教学中的应用，如创设活动情境、问题情境、矛盾情境、直观情境、合作情境、文化情境等。通过研究，作者发现情境教学法可以将语法知识的教学与语言交际能力相结合，促使学生“学中用，用中学”，从而起到事半功倍的教学效果。23798
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毕业论文关键词：情境教学法；英语语法教学；情境；
Abstract
Situational teaching is a method of teaching which takes image as the main body and adapts to the teaching content, to create the emotional context or environment, interest and enthusiasm of students and guide them to understand and use the language as a whole and improve the teaching efficiency in order to achieve the teaching goal in the teaching process. On the basis of the introduction to characteristics of situational teaching model, the paper analyzes the problems in traditional English grammar teaching and discusses the application of situational teaching model to English grammar teaching of junior middle school, for example, to create the activities situation, problems situation, conflicts situation, visual situation, cultural situation, emotional situation and cooperation situation. Though the research, the author finds that the situational teaching method can combine teaching grammar and language communicative ability, promote students “learn to use, and use to learn” so as to get twice the result with half the teaching effect.
Key words: situational teaching method; English grammar teaching; situation
Contents
摘 要 i
Abstract ii
Ⅰ. Introduction 4
Ⅱ. The Definition and Characteristics of Situational Teaching Model 5
2.1 The Definition of Situational Teaching Model 5
2.2 The Characteristics of Situational Teaching Model 5
Ⅲ. The Problems in Traditional English Grammar Teaching 6
3.1 Indoctrination of Grammar 6
3.2 Mechanical Drills 6
Ⅳ. The Application of Situational Teaching Model to English Grammar Teaching 7
4.1 Activities Situation 7
4.2 Problems Situation 8
4.3 Competition Situation 9
4.4 Visual Situation 9
4.5 Cooperation Situation 10
4.6 Emotional Situation 11
4.7 Cultural Situation 12
Ⅴ. Conclusion 13
Bibliography 14
Acknowledgements 15
The Creation of Situation in English Grammar Teaching of Junior Middle School
Ⅰ. Introduction
The so-called situational teaching model that creates appropriate teaching scene or the atmosphere, and causes the emotional experience of students, to help students understand the teaching material quickly and exactly in order to achieve the teaching purpose.(Johnson,34)
In China, the English grammar teaching of middle school is deeply influenced by the traditional grammar translation. It appears the phenomenon of “five major and five minor” grammar teaching. Namely: pay more attention to the knowledge, but little skills training; more detailed explanation, little practice; more written exercises, little oral practice; more grammar analysis, little grammar in use; more rules, little instances. Therefore, in the process of English grammar teaching, it is very important to establish the good teaching situations. Creating a real-life communicative situation, and putting the abstract grammar in a pleasant situation to make the grammar teaching full of vitality, and improve the quality of grammar teaching. Situational teaching model can cultivate students’ interest in learning, stimulate students’ desire for knowledge, and promote students’ active participation. The design is close to the student life, and suitable for the target grammar context, to let students explore the grammatical rules, use grammar rules, internalize the grammar knowledge in the context of situation, to lay the foundation for a real language communication. The deliberately creation of teaching situation can make the grammar teaching is in a relaxed and happy environment, at the same time, to make the students learn grammar rules and apply the grammar rules flexibly. Combining the teaching grammar and language communicative ability, promotes students “learn to use, and use to learn”. The boring teaching atmosphere is changed to be lively and vivid, which can improve the quality of English grammar teaching.