2。2。2 Situationism theory 5

2。3 Principles of situational teaching in primary school English 6

2。3。1 Paying attention to the students’ previous knowledge and experience 6

2。3。2 Connecting with real life 6

2。3。3 Creating ways to enrich the situation 7

Chapter Three Strategies for the  Improvement  of Situational Teaching  in  Primary School English Teaching 8

3。1 Paying attention to the collection of teaching materials 8

3。1。1 Use of teaching materials 8

3。1。2 Use of multi-media resources 8

3。1。3 Use of existing resources 9

3。2 Strengthening the effectiveness of the process of creating situation 9

3。2。1 Centering on the objectives of teaching 9

3。2。2 Focusing on cognitive characteristics 10

3。2。3 Enhancing situational interaction 10

3。3 Analysis of classroom observation cases 12

Chapter Four Conclusion 15

References 16

Situational Teaching in Primary English Classes

Chapter One Introduction

1。1 Background

Under the background of a new round of curriculum reform, the English curriculum emphasizes the students’ learning interest, life experience and the level of knowing, advocating experience, participation, cooperation and exchange of learning and developing students’ comprehensive language utilization ability。 This reform makes the language learning process become that students can form a positive emotional attitude, proactive thinking, bold practice and the ability of autonomous learning, which is consistent with the visual image of the situational teaching method。 More and more teachers are willing to take participate in the exploration and adoption of situation teaching。 However, some problems exist in the practical application of situational teaching in primary school English and make situational teaching  formal。 Li Jilin in Situation Teaching Experiment and Research pointes out that “Situational teaching promotes the harmonious development of children’s overall for the main purpose。” Suhomlinski also believes “Intelligence is the theoretical thinking of the place to start, vivid intuition is not the ultimate goal, but a means。” It should take the students as the center and pay attention to the growth of students。 This study tries to explore the key factors in the creation of situational teaching in the constructivism theory。 It provides the base for scientific and effective English situational teaching in primary school。论文网

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