2。 Literature Review

Educators have been using traditional teaching methods until educators started to use situational teaching method。 Li Jilin proposed situational teaching research first in 1995。 From his point of view, situational teaching method combines vivid figures with language。 And it can motivate students’ learning emotions and encourage them to participate in teaching activities positively by setting representative situations。

Another educator, Fu Daochun explained situational teaching method carefully。 In his opinion, situations are made up of conditions and circumstances on a narrow sense。 (Fu 79) Generally speaking, situations also include pictures, videos, gestures and so on。

Yu Yao thought that teachers should set and use various situations from the angle of linguistics, which can help students take in language materials。 Therefore, they can present their views on society and inner thoughts by themselves。 As a result, they can develop a good study habit in the process (Yu 65)。

In the opinion of Long Wenzhen, students can understand the information and language materials in a specific situation if they have the help of real or fictitious language situation。 Situations can stimulate students’ willingness to express their own ideas and train their ability to use foreign language (Long 87)。

In foreign countries, situational teaching method first proposed in France in the 1950s。 Smith, an American educator, emphasized using situational teaching method widely。 He thought that teaching effects could be obvious and students’ interest and desire could be aroused (Smith 183)。论文网

Another foreign educator, George Pittman put situational teaching method into practice。 What’s more, L。G。Alexander put situational teaching method in his book New Concept English。 And we all know, this book is still popular among teachers and students。

A famous educator, Sukhomlinskii from the Soviet Union held that we should educate students and motivate their mental development and creative ability by making full use of nature and the colorful real situation。

With the appearance of function method in the 1970s, people find that communication is the essence of a language。 The fundamental goal of language teaching is to develop students’ ability to use language。 And communication is connected with situation, so language teaching should be held in specific situations。

In the middle of the 1980s, John Dewey, an educator from America, thought that education was life and people should learn to educate in social situation。 He paid much attention to situational teaching method。 He also held that students in middle schools should not only acquire knowledge by seeing and listening, but also by practical experience。 So, teachers should first set situations in teaching process and motivate students’ ideas by setting situations。 In the end, this method proves to be useful。

3。 Situational Teaching Method

3。1 Definition of situational teaching method

Situational teaching method means based on situational teaching materials and theories, teachers design teaching activities and tasks to construct the context in order to achieve the teaching targets。 Teachers get the utmost out of the context related to students’ daily life and then design or create vivid situations for the sake of making the students access to English and apply English with the development of their physical and mental (Qi 13)。 The teachers organize the teaching activities and the students can take part in these activities in harmonious atmosphere。 In practical teaching, situational teaching method is an approach that teachers bring new knowledge into a very interesting situation, scene or part of the story。  Imagining the pictures of life and the images of the text is the essence of scene contents。 By asking key questions needed in the course of interesting situations, students’ interests will be aroused in finding, analyzing and solving the problems。 It is helpful for students to understand text content and cultivate their autonomous learning ability。