A Survey On The Application Of Situational Teaching Method In Primary School English Teaching

Situational teaching method shows strong vitality in the teaching process of primary school,which is called the teaching method of “evoking” life.As a new teaching method,situational teaching method,its characteristics,principles and educational functions provide a new way for the realization of the educational concept advocated by the new curriculum reform.The situational teaching method has the characteristics of “formation,love,far-sightedness,and rationalization”.The application of situational teaching method in primary school English teaching can make boring words,grammar and sentence patterns in real and three-dimensional.In the English environment,students can create a relaxed and enjoyable English learning environment,so that students can actively learn and develop good study habits,thus helping primary school students to produce language internalization.Therefore,the situational teaching method should be actively applied in the teaching of various subjects in the primary school stage,and the application of the situational teaching method in the teaching of primary school English subjects has also received much attention.Based on the situational teaching method and the content of the survey,the investigation method is mainly used to investigate the situation of the application of the situational teaching method in the primary school English subject,which provides a realistic basis for the improvement of the situational teaching method.The survey results show that:Situational teaching method has been widely used in primary school English teaching.For example,89.3%of English teachers believe that situational teaching method is in line with the new curriculum reform concept,96.9% of English teachers believe that it is necessary to use situational teaching method in teaching,100% English teachers will give priority to the use of situational teaching methods when preparing lessons,and 95.4% of English teachers believe that their peer English teachers also recognize situational teaching methods.At the same time,it has achieved certain results in the application process,such as improving the effectiveness of primary school English classroom teaching,improving students’ English learning efficiency,and optimizing the effectiveness of education and teaching.However,the situational teaching method also has some problems in the application process.For example,the created situation is only “scenery” and less“love”,mostly electronic situation and less field threshold situation,biased towards mother tongue interpretation and less English language The situation of the English language is more than that of the English language.The English situational teaching method has been promoted but not fully covered,the urban school situation resources are many,and the township schoolshave fewer situational resources.In order to analyze the above problems,the causes of these problems are mainly caused by the lack of training in the theoretical system of teaching methods,the influence of the concept of exam-oriented education,the deviation of teachers’ perceptions of situational teaching methods,and the insufficient investment in township schools.Aiming at a series of problems in the application process of primary school English situational teaching method,this paper puts forward the solution to the situational approach of“Emotion + Environment”.The “Emotion + Environment” situational teaching method emphasizes that in primary school English teaching,it is necessary to provide objective reality and create an empirical background of subjectivity.Based on constructivist theory,situational cognition theory,and English multimodal theory,it creatively proposes a series of specific solutions.English teaching can be implemented by providing and creating multi-type situations,such as creating situations using classroom situations,creating contexts using“Internet +”,creating situations using life situations,creating contexts in contexts,creating moods in contexts,and creating emotional experiences.Situations,etc.,improve teachers’ awareness of situational teaching through special training,and enrich teaching context resources by increasing investment in township schools.