The Application Of Situational Teaching Model To English Vocabulary Teaching For Senior One Students Of Middle School

In high school English teaching in China,the teaching and learning of vocabulary is the most basic content.With the promulgation of the English Curriculum Standards(2011 edition),the English learning requirements for students have also increased a lot.However,the current situation of English teaching is not ideal,and there are many problems.For example,students can easily forget the spelling and meaning of words in a short time,and the time of memory is short.For example,ordinary English vocabulary teaching can not stimulate students’ interest in learning.The teaching effect is generally equal.To this end,English teachers need to constantly explore new teaching methods to change the current status.Through the study of situational cognition theory,social constructivism theory,the author attempts to use the situational teaching model to study English vocabulary teaching.In recent years,there have been many researches on this teaching model in high school English teaching,but there are relatively few explorations for high school English vocabulary teaching.Therefore,this paper draws a conclusion that situational teaching model is helpful for senior high school students to memorize vocabulary through a comparative experiment between traditional teaching method and "context-cognition-construction" situational teaching model.Based on the situational teaching model,this paper takes the students of Class one and Class two of the middle school attached to the X university as the research object,and the number of them is 90.Among them,Class one is the experimental class,and the situational teaching model is used;Class two is the control class,and the traditional teaching method is used for teaching.The authors present the following three research questions:(1)What is the current situation of English vocabulary learning for senior one students in the middle school attached to the X University in Urumqi?(2)Can the situational teaching model improve students’ vocabulary scores in the exam?(3)Can the situational teaching model cultivate students’ positive vocabulary learning strategies in English vocabulary learning?The author made a comparative analysis of two questionnaires and two test-papers,and summarized the interview contents of the interviewed teachers and students.The above data analysis shows that the use of the situational teaching model can changethe current situation of students’ English vocabulary learning,so that students can learn the vocabulary in a proper way and with less effort,and achieve good results;it can effectively improve the vocabulary scores of students in the examination;It can develop students’ positive English vocabulary learning strategies.Therefore,it is very necessary to use the situational teaching model to teach vocabulary.