| Situational teaching method is a teaching method in which teachers present specific and vivid scenes with emotion and image as the main body to realize the close combination of students’ emotional activities and cognitive activities.The purpose of situational teaching method is "everything for children’s development",so that children can realize the comprehensive development of interest,feeling,thinking,emotion and language application in the optimized situation.It is not only the original intention of Teacher Li Jilin to create the theoretical system of situational education,but also in line with the requirements of English curriculum standards.However,the current application effect of situational teaching method is not satisfactory.Many primary school English teachers fail to implement the principle of situational teaching method to promote children’s comprehensive development.On the basis of paying attention to teachers’ behavior of creating situations,this paper lays emphasis on the overall state of students in situations,so as to comprehensively analyze the problems in the application of situational teaching method in primary school English teaching.In addition,this paper analyzes the reasons and puts forward countermeasures from the perspective of teachers,which can not only promote primary school English teachers to correctly understand and use situational teaching method,but also promote students to realize the combination of cognitive activities and emotional activities in high-quality situations and form comprehensive language application ability.The research methods adopted in this paper include classroom observation,interview and literature research.Through the literature research method,this paper combs the relevant literature of situational teaching method and confirms the theoretical basis of situational teaching method.Classroom observation was used in36 English classes applying situational teaching method in Xi’an G primary school to investigate the creation and effect of situation from the perspective of teachers and students.Problems can be concluded as follows: situational materials are divorced from real life;situational forms are exquisite but shallow;situational relations lack coherence and progressiveness;situational processes lack openness and inclusiveness;too much attention is paid to emotional activities or cognitive activities,knowledge learning is emphasized while knowledge application is ignored;students’ imagination and thinking activities are ignored.Based on the results of classroom observation and interview with all nine English teachers of G primary school in Xi’an,this paper analyzes the reasons for the problems of situational teaching method in primary school English teaching from the perspective of teachers’ quality.Reasons can be concluded as follows: Firstly,from the perspective of the educational concept of primary school English teachers,the concept of situational teaching method and English curriculum need to be updated;secondly,in terms of the knowledge of primary school English teachers,the knowledge of situational teaching method,English subject professional knowledge,knowledge of teachers’ self and students need to be improved;finally,in terms of the ability of primary school English teachers,the ability of presupposing situations,implementing situations and evaluating and reflecting needs to be enhanced.Aiming at the problems arising from the application of situational teaching method in primary school English teaching,this paper combines the theoretical knowledge,practical operation,evaluation and reflection of situational teaching method with the objective requirements of primary school English teaching,and puts forward optimization strategies from the actual needs of teachers.Strategies can be concluded as follows: Firstly,strengthen the theoretical knowledge training of situational teaching method by clarifying the importance,nature and function of situational teaching method;secondly,enhance the practical operation guidance of situational teaching method by clarifying the basis of creating situations,enriching the resources of creating situations,expanding the ways of creating situations,coordinating situational relations,optimizing situational process;finally,help teachers establish a sound situational evaluation mechanism and long-term situational reflection mechanism. |
