情景教学法

The Effect of Situational Teaching Method in Junior High School’s English TeachingAbstract: Recent years, since the necessary need of English in all kinds of social areas, the status of English becomes more and more increasing in the educational area. However, the requirement of it turned to be higher at the same time, and faces the unprecedented challenge and pressure, especially in high school education, the traditional education model has no longer adapted the need of nowadays’ teaching. Under such a background, situational teaching method is put forward by many educators and has been proved to be a correct and effective educational method after practice; situational teaching method has been popularized continually in recent years.Key words : situational teaching method, junior high school English, effect. 情境教学在中学英语教学中作用探究 摘要：近年来，由于英语在社会各领域的必要需求，英语在教育领域中的地位也在提高，要求也更严格，同时也面临着空前的挑战与压力，尤其是在中学的英语教育中，传统的教学方法方式已不能再适应当前的教学需求了，在这种背景下，许多教育工作者提出了情景教学法并通过实践证明其有效性，取得了很好的效果并不断在英语教育领域中得到推广。

关键词：情景教学法；初中英语；作用。

. Introduction Situational teaching method is a teaching method which is newly raised in the area recent years, compared with traditional education methods;effective. Situational teaching method is that the teachers intentionally bring in or create a certain extent lively and visual scenes which are filled with emotional coloring and image to be the main role, in order to stimulate the students’ attitude and experiences, thus helps students understand the teaching material easier, and the students’ psychological function will get an important development in situational teaching method. The core of situational teaching method is to motivate the students’ emotions, such as the vivid language description, playing games during the classes, roles playing, recitation of poems or painting, gymnastics, appreciating to the music, travelling and so on. These things can bring the educational contents to a reified situation, and give an insinuation to it.II. Literature ReviewWhat is the situational teaching method? This is an audio-visual method that emerged after World War II in Europe. The so-called scene teaching Method (Situational Method) also called audio-visual Method (the Audio-visual Method), refers to use visual illustration, multimedia, role playing, experiment and many other kinds of means to create the classroom teaching situation, and make the thinking in image and the abstract thinking cognitive and emotional, which combined teaching and learning skills, gave full play to the classroom teaching of middle school, made students enthusiastic, initiative and creative, and changed the old teaching methods that students simply accept a kind of knowledge passively (Richard & Rodgers10-16). It pays attention to intuitive image, vivid knowledge representation and concrete practice and exercises, to arouse students’ positive emotional experience and train students’ active learning attitude. To make the students experience learning a foreign language, the seen and heard of the nature should be linked to helpstudents to understand and gain the knowledge or skill, so that the students’ psychological function will be developed (Bruit 186).Situational Teaching Method means a lively or concrete situation or scene the teacher establish with the emotional color by the body of image, in order to draw the students’ attitude experience, to help the students understand the textbook, also improve the students’ mentality development. The center of Situational Teaching Method is to motivat e the students’ emotion. Make them learn actively and happily. Its main features: Image reality, Emotion reality, Broaden situation, Contain theories abundantly.To sum up, the situational teaching method bases on the modern psychology, pays much attention to students’ feelings, and absorbs the advantages of traditional teaching methods. It stands for the developing trend of modern teaching approach. Ⅲ. The theoretical basis of the Situational teaching methodology1. The principle of the interaction between emotional and cognitive activitiesThe research of emotional psychology shows that the individual emotions have at least three functions: motivating, strengthening and adjusting functions. Motivating function refers to the emotions increase or decrease the efficiency of cognitive activities, namely the healthy and positive emotions play an active role in cognitive activities while the negative and unhealthy emotions hinder or restrain cognitive activities. The emotions increase the efficiency of cognitive activities, from which we gain new enlightenment on solving the problem that at present the middle students have insufficient motive power. Emotional adjusting function refers that the emotions organize or disintegrate cognitive activities. But too strong or too weak mood and bad mood may cause confusion in thinking and difficulty in memorizing. The situational teaching methodology requires creating the proper situation which makes students feel relaxed, pleasant and calm.2. The intuitive principle of cognitionAccording to the methodology, the situational teaching method carries out based on the principle of theory of reflection and the effect of objective reality influencing children’s subjective consciousness. And the images of world just enter the children’s consciousness through visualization. Consciousness is a reflection of objective reality.The context which the situational teaching method creates is conducive to the development of children in the external environment for it is consciously created by man and optimized. This optimized objective context places the children in specific situation under the domination of teachers’ words. It not only affects the children’s cognitive psychology but also prompt the children’s emotional activities to involve in learning, which leads to the children’s own self-movement.3. The person’s cognition is the process of combination of conscious and unconscious mental activities.As we all know, the conscious mental activity is the summation of psychological activities that subject realizes the object, including intentional consciousness, intentional memory, intentional attention, intentional recognition, intentional recollection, intentional imagery, intentional representation, logical and verbal thinking, and intentional experience etc. The final aim of situational teaching is to evoke and utilize the cognitive potential that unconscious mentality provides.The unconscious mental phenomenon has been paid much more attention by scholars since Freud. The so-called unconscious mentality is the sum of all the psychological activities which people are conscious of, the unification of the unconscious cognition and internal experience, and the necessary reactive forms. Itconsists of unintentional perception, unintentional memorization, unintentional recognition, intentional presentation, and intentional imagery, nonverbal thinking, unintentional attention, unintentional experience etc. This definition emphasizes two functions of unconscious mental activities: (1). an unconscious cognitive function on the object. (2). an unconscious internal experienced function on the object.Ⅳ. The Importance of Situational Teaching MethodologyThe situational teaching methodology refers to that the teachers make use of certain means to create the needed teaching scenes so that the students can understand and apply the knowledge. It can inspir e students’ cognition from several aspects; enhance their enthusiasm and the awareness of participating. And the class teaching effect will be greatly improved as the situational teaching method applies to the class teaching.1. Develop and enhance studen ts’ interestThe middle period is the enlightenment phase of students learning English. During this period, the interest is especially important. In our country the pupils lack the real language environment when learning English and therefore they are not very interested in English. It helps to develop and enhance students' interest in learning English to create the language environment of listening and speaking English. It will be very helpful for students to find interest in learning English by stimulating their sensory organs.2. Cultivate students’ practical ability to use EnglishThe purpose of we learning knowledge is to make better use of knowledge, and this was particularly prominent in language teaching. The teaching contents of English teaching materials are placed in a certain language environment. We set up a feasible and appropriate language context according to the specific content ofteaching materials and our processing and students will naturally play their own part under teacher’s guida nce. For instance, in the units of shopping of the textbook of Grade Four, teachers can design the classroom as a shop based on the vocabulary and dialogues in these units. Learning in the designed situation and using in the context have students not only understand the meaning of dialogues more clearly but also allow them to experience personally on the scene. In this way their interests are to be aroused and they will then be absorbed in classroom to learn new knowledge.3. Master knowledge and comprehending the difficultiesSome key points and difficult points when conveyed directly are quite drab and boring in English teaching materials. Students may not be able to understand them, but it is will be easier for students to learn when those are put in a certain language context. For example, in the first unit of the textbook of Grade Five, there is a dialogue of “Who’s your math teacher? Mr. Zhao. What's he like? He's thin and short. He's very kind”. For students it is awfully boring and difficult to learn it directly. At this time instructor can make use of multimedia to place the teachers’ various photos of different subjects on the screen and ask students to describe the photos. The students want to describe the characteristics of their teachers when they see the photos. In this way they will bear the words or sentences in mind unconsciously and can use the flexibly. Because the characteristics of teachers are different, students would make their efforts to learn the new words by heart in order to speak out in front of the classmates.V. ConclusionIn short, junior high school stage is the preparatory stage in learning English.The situational approach is to improve the quality of middle school English and the students’ learning activities in a good way. T he purpose of middle school English is to excite students’ interests greatly to learn English and make study easy through lively classroom activities. To train student’s listening, speaking, reading and writing ability, prompt them form the good study habit, and lay the foundation of the intonation of the pronunciation; all these will make further improvement in teaching middle students’ English. And the English situation teaching method of middle school, not only follows the development of physical and mental characteristic of children but also accords with the English teaching law of middle school. The interest is the best teacher, and the multi-purpose situation teaching method in the English teaching practice of middle school will run with the wind. It gets rid of the barriers of traditional teaching and learning, makes a harmonious integration of teachers and students as a whole, and creates relaxed and vibrant atmosphere to inspire students’ learning enthusiasm.But everything has two sides. Situational language teaching method also has some drawbacks. Learning in this way, even though the student can speak English fluently, there are grammatical and structural errors or some informal usability that will prevent students from mastering the language. They probably have no problem in talking but a lot of writing. Since there is no perfect method of teaching in the world, people look better.BibliographyHarmer. The Practice of English Language Teaching New Edition [M]. Beijing: Foreign Language Teaching and Research Press, 1991.Jeremy Harmer. How to teach English [M]. Shanghai: Foreign Language Teaching and Research Press, 2000.Wilga M.Rivers & Mary S. 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