Research On The Application Of Situation Teaching In The Primary School On Vocabulary English Teaching

Situational teaching method based on constructivism has become a common English teaching method nowadays.Situational teaching method conforms to the psychological development and learning characteristics of primary middle school students.It can stimulate students' learning interest,mobilize their autonomy and interactivity,enable students to expand their thinking and improve their ability in a real and open language environment.Vocabulary is the basic material of language.Human interaction and communication are accomplished by the word of the sentence.Vocabulary is the foundation of English knowledge learning and plays an important role in the middle of primary English teaching.Traditional vocabulary teaching methods not only increase students' burden,but also lead to low efficiency of English vocabulary teaching.The English curriculum standard revised by the ministry of education in 2011 makes the English vocabulary teaching in primary schools step into a new stage.Therefore,it is an important measure to understand the current situation of situational teaching method in the middle of primary school English vocabulary teaching and propose optimization strategies to improve the effectiveness of English vocabulary teaching in primary school.This paper mainly includes five parts.The first part is the introduction,which mainly explains the research background.At the same time,it summarizes the current research situation of English vocabulary situational teaching at home and abroad,The related concepts and theories are also introduced,which provide a theoretical basis for the research of this paper.The second part analyzes the role and characteristics of English vocabulary situational teaching in the middle of primary school,and expounds the type of situation,the role of situational teaching method and the characteristics of English vocabulary situational teaching in primary school.The third part analyzes the current situation of English vocabulary situational teaching in the middle of primary schools.Through questionnaire survey of some students and all English teachers in the third and fourth grade,and field observation of English vocabulary situational teaching lessons in the classroom,grasping the applicationsituation of situational teaching method in English vocabulary teaching in the middle of primary school.The fourth part analyzes the problems in the process of English vocabulary situational teaching in the middle of primary school and finds out the main reasons.The fifth part is to put forward the relevant improvement countermeasures.In this paper,some students and all English teachers in grade 3 and grade 4 of A primary school in shijiazhuang city are taken as research objects,and the current situation of situational teaching of English vocabulary in the middle of primary school is investigated and analyzed by means of literature review,questionnaire survey and classroom observation.Through the investigation,it is found that there are four problems in the situational teaching of English vocabulary in the middle of primary school,namely,single means of situational creation,stiff situational design,deviation of situational teaching activities from teaching objectives,poor effect of group cooperation and excessive and repeated evaluation and praise.The causes of these problems are analyzed.This paper puts forward the relevant strategies from four aspects of improving teachers' situational teaching quality,improving situational teaching methods,effectively carrying out group cooperation and improving teaching evaluation methods.