Research On The Application Of Situational Teaching Method In English "Past Tense" Grammar Teaching At Junior Middle School

In recent years,situational teaching method has been widely used in English classes,but it is still mainly used in the teaching of oral English and reading,and rarely used in the teaching of writing or grammar.There are many researches on situational English teaching at home and abroad,but there are few thesis that provide cases of systematic and comprehensive teaching of grammar knowledge by using situational English teaching method and explore the practical effects and problems.This thesis aims to explore the research and application of situational teaching in “past tense” grammar teaching in junior middle school.The main research issues include: 1.What is the influence of situational teaching method on students’ "past tense" grammar achievement? 2.How does situational teaching method improve students’ learning ability and grammar application? 3.What problems still exist in the practical application of situational teaching method in “past tense’ grammar teaching?In order to explore the application of situational teaching method in English “past tense” grammar teaching at junior high school,the author chose two parallel classes of junior high school to conduct teaching experiment.Data were collected by pre-test,post-test and questionnaire survey.Before the experiment,grammar tests and questionnaires were conducted to understand the interest and attitude of students in junior high school grammar.In the experiment,under the condition that the learning objectives are consistent,the author used the situational teaching method to teach English grammar in the EC,and found out the problems of the situational grammar teaching through classroom observation.The traditional translation teaching method was carried out in the CC.At the end of the experiment,the two classes were tested again,and questionnaires were issued to observe the changes in students’ interest,attitude,learning style and learning effect in junior high school grammar learning before and after the experiment.The experimental results show that:(1)The use of situational teaching method in junior middle school English “past tense” grammar class let more students realize the importance of grammar in English learning,arouses their enthusiasm for junior middle school English grammar learning,activates junior middle school English grammar class,promotes the communication between students and teachers,and to a certain extent,eases the students’ learning difficulties;(2)In the short term,the application of situational teaching method in junior high school English “past tense” grammar teaching has no obvious advantage compared with traditional translation teaching method teaching method in improving the accuracy,but it has a significant advantage in improving students’ comprehensive use of grammar knowledge;(3)In the short term,situational grammar teaching has no obvious effect on promoting the grammar comprehension or application ability of high-level and low-level students,but it has a prominent effect on promoting the grammar learning of middle-level students.Based on the above results,the author comes to the conclusion that the application of situational teaching in junior middle school English “past tense” grammar teaching is helpful to the improvement of students’ grammatical ability,but in the specific implementation process,attention should be paid to the overall control,so as to make situational grammar teaching effective.