The Application Of Story-based Situational Teaching Method In Secondary Vocational School

With the exchanges and integration of world economy and culture,English becomes more and more popular in China.English is one of the most important subjects in Chinese Secondary vocational schools.However,most secondary vocational school students lack confidence and interest in English learning.English skills hinder their career development.English classes need to be reformed urgently to improve students’ interest and achievement.This study aims to explore how Story-based Situational Teaching Method affects students’ learning attitude and outcomes in secondary vocational school.Literature research,experiment,questionnaire survey and observation methods were used in the study.The research process is divided into three stages: before,during and after the experiment.Before the experiment,the author analyzed the results of the questionnaire survey and the pre-tests.During the experiment,the teaching materials and learning situation were analyzed;and the story-based situational teaching was conducted in a group with better communicative skills.The general concept of story-based situational teaching was reflected through the specific teaching cases.By the end of the experiment,the study results were analyzed and compared to give the conclusion.In this study,students are selected from four classes of grade one in a technical secondary vocational school in Qinhuangdao.Two classes adopted Story-based Situational Teaching Method,and the other two chose general teaching method.In the process,teachers created real and semi-real story situations to stimulate students’ interest.Six months later,it can be seen that students from the experiment class have been improved in their interest and enthusiasm in learning English and their English grades have been elevated,by analyzing the data of the two questionnaires before and after the experiment and comparing the results of the two tests before and after the experiment.