An Analysis Of The Status Quo Of Situational Teaching In Junior Middle School English Classroom

With education reform,the indoctrinated teaching model has gradually been eliminated by the wave of the times.Teaching has increasingly focused on cultivating students’ interest and turning it into a stable learning motivation.Situational teaching is a teaching mode in which teachers grasp the teaching objectives,combine students’ interests,create vivid images,promote students’ learning emotions,stimulate students’ interest in classroom,and enable students to participate in classroom situational learning voluntarily and improve students’ learning efficiency.Undoubtedly,situational teaching concept totally meets the requirements of the education reform.More and more English teachers are beginning to focus on the effect of situational teaching and how to apply it.Teachers need to combine the corresponding teaching objectives and teaching content,then create context based on students’ psychological cognition and existing experience,so that students can acquire knowledge in a relaxed and harmonious learning atmosphere,which truly improves students’ language Comprehensive ability.This research is carried out mainly through four research methods: literature review,questionnaire survey,class observation and teacher interview.A large number of domestic and foreign related literatures were reviewed,and the previous studies were classified and analyzed.It was found that most of the previous researches on situational teaching were directed at primary education,and there were few studies on the status quo in combination with specific disciplines.On the basis of drawing on and absorbing the research of predecessors,this study carefully studies the requirements and directions of English curriculum teaching for new curriculum reform,analyzes the cognitive psychology of junior middle school students,and thinks about how to improve the English class’ s quality of junior middle school while situational teaching meets the needs of the new curriculum reform..And conducted a targeted investigation and understanding of the current situation of junior middle school English classroom teaching in Z junior Middle School,Shaoyang City,Hunan Province.The surveys in this paper are divided into: first,having a Questionnaire survey of English teachers in Z middle school in Shaoyang City,to obtain their understanding of the connotation of junior middle school English classroom situational teaching and its implementation in junior middle school English classroom.Second,conduct questionnaires for students to understand students’ attitudes towardsthe implementation of situational teaching in junior middle school English classes and students’ feedback on teachers’ situational teaching.Third,observe the behaviors of teachers and students in the English teaching classroom of junior middle school,and understand the application of situational teaching and student’s feedback.Besides,this study will analyze and sort out the issues in the process of situational teaching via class observation,and combine the successful English situational teaching cases in the junior middle school to summarize the Scientific strategy in the situational teaching,so that the situational teaching can optimize English teaching in a true sense,and provide reference for the front-line educators about how to carry out situational teaching.