Research On Primary English Teachers’ Teaching Situation Ability

A person’s growth is embedded in the situation; teaching and learning are also embedded in the situation. Teachers and students’ growth as well as teaching activities are undergoing in the specific situation. Faced with such a kind of special teaching activity, teachers’ situation ability appears especially important, it is the heart of teachers and students’ growth. On one hand, to help teachers establish their self-development awareness, promote the generation of practical knowledge; on the other hand to help students get cognitive thinking, build the confidence of situation, promote the maturation and development of mind. Based on the reflection of existing achievement, although studies on teachers’ creation ability showed rising trend and achieved fruitful results, studies in a comprehensive perspective of teachers’ situation ability still missed. Teachers’ situation ability includes not only the situation creation ability, but also includes of situation cognition, situation experience, and situation construction etc. Through the correct cognition,reasonable regulation and construction of teaching situation, to make both teachers and students embedded into situation come true.Based on the above thinking, and the English subject background, the thesis carries on the research of primary English teachers’ teaching situation ability. Suggestions are given for the teachers’ independent professional development.The study carries on from the following aspects. Firstly, read and analyze the relevant literatures, define the core concepts and the values of the study. Secondly, the relevant situation theories are combed to provide the theoretical support to the promotion of teachers’ teaching situation ability. Then by the questionnaire form, interview and classroom observations acquire situation ability status of primary English teachers. Finally, according to the analyze of the survey results, extracting improvement suggestions of primary English teachers’ situation ability.Under the existing conditions, the conclusions of the study are as follows:Firstly, the results of questionnaire and interview surveys show as follows:1. The overall cognition level appears in general,but English teachers’ scores are higher than other subject teachers on the dimension of situational transfer, situational regulation and situational understanding;2. The level of teachers’ professional development and the cognition level of teachers’ situation ability are in the direct ratio, which means that the cognition level of expert teachers is better than novice teachers;3. The cognition level of situation sensitive scores lowest, which means that primary English teachers have dull awareness of the changes of teaching situation;4. Teachers hold a positive attitude on the importance of teaching situation, but ambiguous about the specific connotation and value of teaching situation.Then, the results of classroom observation show as follows:1. Lack of the guidance of situation theories. This means that teachers’ actions in the teaching situation are lack of the support of situation theories.2. Lack of refines and summarize of situational knowledge. This means that teachers are lack of the reflection and summarize of meaningful situation knowledge which can help them to build their own knowledge discourse system.3. Situation regulations are lack of cohesion and integrity.4. Instrumental tendency of teaching situation, and ignore of students’ experience.5. Missing of the real situational experience.6. Lack of flexible and reasonable path of situation transfer.Based on the analysis outcomes of questionnaire and interview, combining the classroom observation outcomes, the following suggestions are put forward:Firstly, suggestions of cognitive aspect:1. Wake up teachers’ perception. The premise of teachers’ perception of others and situations is to sensitive himself;2. Treat correctly of the exist of English teaching situation. It is the important cognitive object, not just the teaching tools and condition.3. The reconstruction and upgrade of teachers’ cognitive structure. Teachers should internalize and reconstruct the situation theories, and establish teacher’s personal knowledge discourse system.4. Simplify the unique values of English teaching situation.Then, suggestions of practical aspect:1. Reasonable controlling of English teaching situation. Teachers should make appropriate adjustment according to the changes of the students;2. Properly construction and timely generation. Teachers should values students’ knowledge and experience in the situation construction process;3. Adopting multi-dimensional interactive to promote the real situation experience. Teacher can use his charming English speaking, positive emotions and feelings awaken to drive students emerge into the situation;4. Explore the appropriate path of situation transfer. Teachers should abandon of the simple transplant and application of English teaching situation, help students to realize the situated application of English knowledge and skills.