2。1 Situated learning theory

As a teaching method, the concept of situational teaching first proposed in Situated Cognition and the Culture of Learning in 1989 by Brown, Collin, Duguid。 They believe that knowledge can only make sense in the context of their generation and application。 And knowledge must not be isolated from the environment in which it is located。 The best way to learn knowledge is to do it in the context。 (Brown, Collin and Duguid 33) In our country, Li Jilin first proposed the concept by the situational teaching experiment。 In her point of view, situational teaching is a kind of teaching mode, which is based on the combination of vivid intuition and language description, the creation of a typical scene and the stimulation of enthusiastic emotion, so as to promote their active participation in learning。 Lai Ping defines the situational teaching as follows: in the English classroom teaching, teachers use specific image or a certain situation to stimulate students’ emotional experience according to teaching contents。 And then, teachers through meaningful practice help students understand and master what they have learnt, which is a method to improve the efficiency of English learning。 (Lai 8)

This shows that the experts do not have an exact conclusion on the definition of situational teaching。 However, no matter how people define the situational teaching, it always has the essential and rich connotation。 It can be summed up with a few words, such as situation, emotion, thinking and active construction。 That is based on the students’ experience to create a meaningful situation which can arouse students’ learning interest and autonomy。 We know, the core of situational teaching is thinking。 The teaching process is the process of construction of autonomous meaning, where teachers who are promoter or assistant inspire students thinking and help them understand knowledge construction through communication and cooperation。 Based on the above understanding, the primary school situation-based teaching in this paper refers to that teachers by combining with the students’ psychological characteristics based on teaching materials create a variety of real situation in line with the characteristics of learning psychology and actual life。 In addition, teachers skillfully combine their cognitive activities and emotional activities, promoting the coordinated development of thinking and improving the quality of thinking。 Simultaneously, on the basis of practical teaching resources and flexible teaching method, specific or virtual situation can be created to exert an influence on learners, making them understand and grasp the content accurately。 Then the teaching effectiveness is optimized。

The theory of situated learning claims that knowledge is not a thing or collection of facts and rules。 It is related to everyday life and how learning occurs。 It is a theory about the nature of human knowledge。 The practical application will be in that situation。 Language learners should understand language use situations and go directly to the natural language output。

2。 2 Studies on situation-based teaching

Just as the saying goes, “There are a thousand Hamlets in a thousand people’s eyes。” Researchers’ views concerning the definition, use and classification of the situation vary from area to area。 Mclellan considered that context can be real-world scenarios, or the virtual substitute of the real working environment, and an environment that can be stuck, such as videos, multimedia programs。 (Mclellan 10) Ci Hai published by Shanghai Lexicographical Publishing House pided the situation into three categories as follows: real situation, imagined situation, implied situation。 The real situation refers to the actual existence of others or groups around you, while the imagined situation attribute to person or groups in consciousness。 The implied situation is a symbolic meaning of others and their actions。 The interpretation of the term “situation” in Oxford modern advanced English-Chinese dictionary is “position or place; job or occupation, especially in the condition of the development of things at a certain time。” Therefore, the situation can be virtual and real, conceptual and physical。 Moreover, it can be based on the school and classroom, as well as society, nature and daily life。