A Study On The Application Of The Situational Teaching Method To English Teaching In Secondary Vocational School

Secondary vocational education is an important component of China’s education and it’s a fundamental link in cultivating high-quality skilled professionals.With the deepening of the process of economic globalization,the Chinese economy is facing a transformation and upgrading.Especially since the implementation of the “One Belt and One Road”initiative,the exchanges and cooperation between China and other countries in the world have achieved a new leap in scope and level.In this process,the role of English will be more prominent.However,English teaching in domestic vocational schools has been relatively weak for a long time.English classes are difficult to organize.Most students cannot actively participate in classroom activities.Students are in a state of passive acceptance of knowledge.Poor,low interest,lack of enthusiasm for participation,and other reasons are also inseparable from the unreasonable provision of curriculum,old textbooks,and unrepresented student status.This seriously affects the students’ enthusiasm,interest,and motivation.As a result,the current status of English teaching in secondary vocational schools and teaching effectiveness are not optimistic.This article uses the literature analysis method,questionnaire survey method,and experimental research method to take the Xianning Finance and Trade Business Management School as an example to explore the specific application of the situational approach to English teaching in secondary vocational school,through the establishment of assessment classes,contrast classes,and the use of questionnaire survey method,and experimental research method are used to understand whether there are changes in learning interest,learning initiative,learning status and learning styles among students in the English teaching classroom using contextual teaching methods.Finally,the role of situational approach in English teaching in secondary vocational colleges is explained.In this dissertation,the main research contents are as follows: Firstly,analyze and elaborate the relevant research status and conclusions of the situational teaching methods at home and abroad;secondly,understand the situational concepts and analyze the situational teaching methods in the teaching of English in secondary vocational schools.Thirdly,the application of situational teaching method in English teaching in secondary vocational schools is carried out and analyzed.Fourthly,the tactical thinking on improving the application effect of situational teaching method is proposed.This study finds that combining the interests and hobbies of the vocational students with their age characteristics,they adopt a situational approach in English teaching to specifically integrate various context elements in the teaching process to provide a variety of teaching methods for English teachers in the secondary vocational school.And means,making English classroom teaching activities rich and colorful,student interest in learning has improved significantly,learning initiative increased,learning attitudes are also more correct,effectively improving the effectiveness of the English classroom teaching;At the same time putting forward some of the deficiencies include some personal recommendations for situational instructional design,teacher-student status in teaching,situation creation supporting work,and assessment and evaluation mechanisms for the current situational teaching method in the implementation of the English class in secondary vocational school.