小学英语情景教学论文
情景教育在小学英语教学中运用论文
情景教育在小学英语教学中的运用【摘要】从走出校门到如今，不知不觉，教英语已有十年有余了。
在这十几年的课堂教学中，我尝试了许多教学方法，设计了许多教学案例。
始终觉得，情景教育在小学英语教学中，是十分有用的。
【关键词】学习英语英语学习心理学家皮亚杰曾经说过：”一切有效的工作必须是以某种兴趣为先决条件。
”英语学习更是如此。
低年级小学生活泼好动，注意力不能集中,要使小学生长期保持学习的兴趣并非易事。
情景教学能使学生在长时间的锻炼和熏陶中，从被动地接受知识变为主动地掌握知识，培养学生的个性和创造性的发挥，从而充分体现和发挥学生的主体作用，受到较好的教学效果。
通过不断到探索，我从以下几个方面着手，研究教材，并适时到创设相关的情境，多方位地激发学生的学习热情，促进学生认知和思维等多方位地发展。
一、课堂语言情景化小学阶段是学习英语的关键期之一，必须要有一定的语境才能学好。
低年级学生注意力不集中，但模仿性强是他们的优点。
教师要刻意去创造英语环境，努力营造英语气氛。
所以，我从第一节课开始，就用英语自我介绍：hello,every body.i am your english teacher.my english name is sally.you can call me sally.并且要求学生不论在学校里还是在路上，看到我都要用英语打招呼。
在课堂上，也尽量用英语组织教学。
我根据小学生在课堂上回答问题的好坏，会用英语说：good/very good/good job/excellent等等来表扬他们，激发小学生的学习热情。
为了更好的调节学习气氛，我还自编英语儿歌和小对话，利用所学教材内容设计生活语境，培养他们良好的语言交际能力，让他们学有所用。
如:在学习happy new year一课时,我把教室布置成新年的场景,让他们用学过的英语来互相祝贺。
二.课堂音乐情景化教唱英语歌曲可以融英语学习和音乐于一体，既可培养学生欣赏音乐的审美情趣，又可让学生在唱歌中学习英语，还可调节学习气氛。
小学英语精美论文-情景教学法在小学英语对话教学中的应用通用版
情景教学法在小学英语对话教学中的应用一、运用电教手段，调动学生的视听感官。
在英语课堂教学中模拟表演创设的情境，往往受时空限制无法全部做到，在这种情况下可运用录音、录像、投影幻灯等电化教学手段来移植情境，形象生动地再现有关对话的时空，做到声像结合，图文并茂，这适合小学生好奇、求趣、求新的年龄特点。
教师将学生要学的对话融于其中，会加深学生对语言的理解，帮助学生在语言与表达对象之间建立起联系，从而调动学习积极性，使学生更自觉、更有趣地进行英语交际活动。
例如：下雨的情景课堂上难以再现，让学生听预先录下的下雨声，先体会下雨时的情景，再学习有关下雨的对话内容，学生会很感兴趣。
学生在情景中深入角色，自觉主动实践，又在表演中充分展露自己的才华，在相互评价中体现自我。
二、教唱英语歌曲，形成轻松的学习气氛。
不少小学英语学习内容可以用歌曲形式表达，这有助于激发兴趣和分散难点。
因此，在英语教学中融音乐与英语为一体，能帮助学生理解对话，表现情景内容，创设有声语言环境，使学生自然投入。
在唱歌过程中，可以根据歌曲内容进行问答或分角色对话，体现歌曲中的交际情景。
让学生从机械、呆板、单调、紧张的学习环境中解脱出来，消除学习疲劳，并感受到学习的乐趣，提高学习效率。
三、设计游戏情景，复习巩固对话内容。
在对话复习教学中设计适合儿童口味的游戏情景，是寓教于乐的好方法，能帮助教师把单调乏味的复习工作变得生动活泼，为学生在轻松自然的气氛中进行语言操练创造了条件，使学生乐而好学。
例如：在教“Happy birthday to you！”时，设计公鸡一家团聚互相祝贺生日的游戏，显得形象、生动、有趣。
学生在游戏情景中深入角色、踊跃表演。
在玩中复习巩固，既符合孩子们乐于模仿与好玩的天性，又充分发挥了主观能动性与创造性，还调节了学习节奏。
在愉快欢乐的气氛中，巩固了学到的语言知识，锻炼了运用语言的能力。
情境教学法在小学英语教学中的运用研究
情境教学法在小学英语教学中的运用研究随着全球化的发展，英语教育在中国的小学教育中起着越来越重要的角色。
为了提高学生的英语综合能力，教师们需要不断探索适应学生学习特点的教学方法。
情境教学法作为一种有效的教学方法，被越来越多的教师所采用。
本文将探讨情境教学法在小学英语教学中的运用，并分析其优势和挑战。
一、情境教学法概述情境教学法是一种基于情景和体验的教学模式，通过创设情景和真实的社会环境，培养学生的语言运用能力和解决问题的能力。
它强调学生参与实际情境、解决问题的过程，注重学生的主动性和合作性，以此提升学生的英语语言能力。
二、情境教学法在小学英语教学中的运用1.创设情境教师可以通过图片、视频、故事、角色扮演等方式，创设真实的情境让学生参与其中，激发学生的兴趣和积极性。
例如，在学习关于动物的课程时，教师可以带领学生参观动物园或观赏动物电影，让学生亲身接触动物，提高学习的真实性。
2.合作学习情境教学法注重学生之间的合作，鼓励学生在小组中共同探讨解决问题。
教师可以组织学生分组进行讨论，锻炼学生的团队合作能力和口语表达能力。
例如，在学习关于城市交通的课程时，教师可以组织学生在小组中讨论如何规划城市交通，设计属于自己的交通标志等。
3.实际运用情境教学法强调学生在实际情景中运用英语，培养学生的语言运用能力，促进学习的有效性。
教师可以设计情境让学生进行实际运用，如购物、旅游、参观等。
例如，在学习购物的课程时，教师可以让学生进行角色扮演，模拟真实的购物情境，学习购物用语和表达方式。
三、情境教学法的优势1.激发学生的学习兴趣情境教学法将学习与生活的实际情境结合起来，让学生参与其中，从而激发学生的学习兴趣。
学生在真实的情景中学习，感受到学习的乐趣，提高学习的主动性和积极性。
2.提高学生的语言运用能力情境教学法注重学生的语言实际运用，培养学生的语言表达能力和运用能力。
学生在真实情境中使用英语，增加了语言的实际应用，提高了学生的口语交际能力。
情景教学法在小学英语教学中的应用研究
情景教学法在小学英语教学中的应用研究情景教学法在小学英语教学中的应用研究摘要：情景教学法是一种以情境为基础的教学方法，通过创造真实的学习环境，帮助学生在实际场景中运用所学知识。
本文将探讨情景教学法在小学英语教学中的应用，分析其优势和问题，并提出改进建议。
导言小学英语教学是培养学生英语语言能力的重要阶段。
传统的课堂教学方法在一定程度上存在学生被动学习、注重记忆而忽视实际运用等问题。
而情景教学法是一种能有效培养学生综合应用能力和创造力的教学方法，契合了小学生在掌握英语基础知识后进行语言实践的需求，使学习更加生动有趣，可操作性更强。
一、情景教学法概述情景教学法是指根据学科和学生的特定需求创造一种真实的情境，包括设置教学目标、选取教材、设计实验、安排评价等环节，让学生在情境中积极主动地学习。
在小学英语教学中，情景教学法注重活动和任务的呈现，使学生能够在实际场景中使用所学知识。
二、情景教学法在小学英语教学中的优势1. 提高学习积极性：情景教学法通过创造真实的情境和活动，激发学生学习兴趣，提高学习热情，使学生更加主动参与到学习中来。
2. 提升语言运用能力：情景教学法注重实际运用，学生在真实情境中学习和使用英语，能够更好地掌握语言的运用技巧，提高语言水平。
3. 培养交际能力：情景教学法注重情境中的交流和合作，学生通过和他人的互动和沟通，培养了良好的交际能力和团队合作精神。
4. 增强记忆力：情景教学法通过情景和活动的设计，将知识融入实际情境，使学生更容易记忆和理解，提升学生的学习效果。
三、情景教学法在小学英语教学中的应用1. 设计情境教学活动：通过设置真实的情境，如购物、旅行、做饭等，引导学生使用英语来进行学习和交流。
2. 进行角色扮演：设置各个角色和情境，让学生分角色进行对话，提高语言实践能力。
3. 制作情景教具：利用图画、实物等制作情景教具，帮助学生直观地理解和使用英语。
4. 创设虚拟情境：利用多媒体技术等创设虚拟情境，使学生身临其境地学习英语。
小学英语教学情景化论文
浅谈小学英语教学情景化小学英语课堂教学必须尽最大限度地引起学生的学习兴趣，为学生提供足够的机会用英语进行活动，让学生感受到运用所学语言成功地达到某种目的后的愉快感。
这是小学生的年龄特点和英语学科的特殊性所决定的。
要使小学生能够在40分钟的时间内保持良好的学习状态，教师必须根据不同的教学内容创设各种情景，做到教学情景化。
笔者发现，如果教师在warming up中把日常用语情景化，既增加了学生学习的兴趣，也加强了课堂英语的氛围，在以后的教学过程中，学生与老师的配合会天衣无缝。
一、自编对话牛津小学英语中，每个单元都是一个新知识，如果单是让学生去读，去背，那么学生掌握的可能就是书本上的句子，而不会活用到生活中去。
因此，笔者尝试了让学生同组之间进行编对话，把新知识与实际生活联系起来。
例如6b的第一单元讲的是比较级，书上的重点句子就只有两句who’s taller than david ？mike is.与whose school bag is heavier, yours or mine？ yours is, i think.一般我利用早读的5分钟时间让他们两人编，课前反馈。
不听不知道，其实学生的能力还是很令人满意的。
而且我们每周进行评比，说得好的同学可以得到金太阳，并把它放在每个同学的成长记录袋中，每半个月再评比一次，看谁得到的金太阳多，再发奖状以资鼓励。
二、游戏游戏本身有其独特的魅力，它是孩子们的朋友，是永远的课堂兴奋剂。
课堂上我将教学内容精心设计成丰富多彩的英语游戏，用“寓教于乐”的方式进行教学，使学生在游戏中集中精力积极参与语言学习。
例如在课前热身的时候，我设计了抛物回答问题的游戏。
课前准备好一个玩具，不要太大也不要太小，其大小正好可以握在手里的。
上课前，拿出玩具同时说“hello, boys and girls, my name is peter.”“hello, peter.”一下子，学生的积极性就被成功的调动起来了。
小学英语情景教学实践与研究
小学英语情景教学实践与研究摘要：情景教学就是要让学生爱学英语、乐学英语，从而不断培养学生学习英语的兴趣，使学生更主动、更积极地投身英语学习中。
本文阐述了借助图片，营造直观情景；运用实物，营造对话情景；注重媒体，营造导入情景；展示体态语言，营造活动情景的教学活动。
关键词：小学英语情景教学直观情景对话情景导入情景活动情景在小学阶段，教师通过语言、图片、多媒体等形式营造情景可以使抽象的英语教学变得更生动、更活泼，有利于学生理解和掌握知识。
通过恰当地创设教学情境，可以进一步激发学生参与教学活动的兴趣，不断活跃课堂气氛，使学生更主动、更积极地投身到英语学习中。
下面笔者根据自己的思考和多年来的小学英语教学经验谈谈小学英语情景教学。
一、借助图片，营造直观情景由于小学生年龄小、阅历少，直观形象思维占主导地位，因此，学生对生动、形象、色彩鲜艳的图片都比较感兴趣。
笔者在小学英语教学过程中，就借助各式各样的图片营造直观情景。
例如：在教学生认识各种动物时，就将动物的图片制作成头饰，然后在上课时戴在自己的头上，学生就会说“熊猫”、“好可爱的小熊猫”等。
这时，笔者用英语说：“hello！i am a panda.”之后带领学生一起朗读“panda”这个单词。
待学生读熟后，鼓励学生自己戴上小熊猫的头饰用英语说：“hello！i am a panda.”从而使学生在直观的情景中不断提高学习英语的积极性。
若是学习其他动物，也可以运用此方法，让学生戴着其他头饰互相问好：“hello！i am a rabbit.”“hello！ i am a monkey.”在此基础上，要求学生使用问候语“how are you？”“nice to meet you！”等。
这样学生学习单词不仅学得快、印象深，而且能有效提高学习英语的兴趣。
二、运用实物，营造对话情景要想增强英语教学的实效性，就必须要让学生多说、多练，但一味让低年级的学生反复进行枯燥的操练，就会使学习英语的过程变得单调乏味，从而大大降低学生的学习效率。
试分析情景教学法在小学英语课堂教学中的应用
试分析情景教学法在小学英语课堂教学中的应用摘要：情景教学法应用在小学英语课堂教学中，是推动教学质量提高、激发学生英语学习兴趣、启迪思维的重要方法。
本文对情景教学法在小学英语课堂中的实际应用进行探究，总结情景教学法在小学课堂中的作用，通过创设合理的表演情境和游戏情境，应用多媒体教学以及联系生活实际的情景教学策略，促进学生对英语学习产生兴趣，有助于学生英语学习能力的提高。
关键词：小学英语；课堂教学；情景教学法情景教学法是教师以教材内容为基础，借助艺术感染力较强的图片、视频和音乐等，创设符合学生实际情况的相关情境，让学生通过情境切身体会教材内容，旨在让学生身临其境地体验，更好地掌握相关知识。
小学英语的教学在学生学习起步阶段尤为基础，备受家长和学校的重视；因此教师要取得更好的教学效果，就要掌握恰当的教学技巧，情景教学法符合新概念教学的基本要求，也满足了学生对课堂教学新模式的期待，在实际英语教学中有较大的价值，所以情景教学法应用在小学英语教学中，对提高英语教学质量有极大的帮助。
一、情景教学法在小学英语课堂中的作用（一）创新教学模式传统模式下的英语教学，以教师讲授理论知识，学生识记单词为主，学生只能被动地接受知识，缺乏自身的思考，会导致学生的主动性会逐渐丧失，对英语学习的兴趣会逐渐下降。
英语学科不同于其他学科，作为一门语言，更侧重于实际应用而不是理论知识，目前的小学英语教学缺少英语实际应用锻炼的机会，这在一定程度上限制了学生的主动性。
英语课堂中的情景教学法，可以结合课本知识和教学目标，以学生不同年龄段的心理活动不同来划分层级，融合多个领域的知识和教学措施，开展适宜当前年龄段学生学习的情景教学活动。
智力因素并不是学生成绩好坏的决定因素，小学阶段的学生智力之间存在较小的差距，情感、兴趣等非智力因素反而是影响小学生学习较为关键的因素，其中兴趣是尤为重要的因素，兴趣可以影响学生学习的整个过程，只有培养学生对学科的兴趣才能使得学生有更好的学习成果。
小学英语情景教学研究论文8篇
小学英语情景教学研究论文8篇第一篇一、教师灵活应用书本，学生角色扮演小学英语的教材中蕴含着丰富的情景元素，如果能将这些情景在课堂上让学生以小组的形式表现出来，使得教材能够更好地服务于课堂，那么学生将会对课本的内容有更深刻的理解，也有更深的记忆。
从教材的实际内容出发，选择恰如其分的情景教学方式，不能单纯追求形式，过分关注情景的创设，而忽视其内在的教学目标。
否则，将会是喧宾夺主、本末倒置的做法。
让学生去扮演情境中的人物，不仅培养了小学生的想象力和合作精神，而且在一定程度上也满足了小学生的表演欲望，让学生在这样快乐有效的教学方法中乐此不疲，从角色交际逐步转向自然交际发展。
例如:老师在教学生“cat”这个单词时，老师可以用猫咪的毛偶玩具来和大家打招呼，并引导学生扮演猫咪，增强学生对这个单词的记忆程度。
对于教材中的长短对话，老师可以将学生分成几个小组，让学生扮演不同的人物，身临其境，产生真实的情感体验。
而且，通过小组学习，小学生可以发现自己的不足，并向表现好的学生汲取优点。
然后老师对各个小组的表现做出点评和点拨，包括发音以及语调。
通过这样的情景，学生不仅学会了单词，而且增添了对英语这门课程的喜爱。
二、将游戏引入英语教学游戏有较强的趣味性，对于天性爱玩的小学生来说是一种全方位的参与活动。
伟大的希腊哲学家柏拉图曾经提出“寓学习于游戏”，他要求“不强迫孩子去学习，主张采用做游戏的方法，在游戏中更好地了解每个孩子的天性”。
在课堂教学中，老师应选择适当的时机，有意识地穿插一些趣味性游戏，对心智不成熟天性爱玩的小学生来说，游戏是最吸引他们注意力的手段。
老师将所要传授的内容融进即将进行的游戏中，让学生在玩耍的愉悦中学知识，定能取得事半功倍的效果。
比如说，老师在教学生学习数字单词时，可以设计一个“找邻居”的游戏来吸引学生学习的热情。
首先，老师可以将学生随机分组，各自编号，随后老师用汉语说出一个数字，如12，那么12号学生就必须快速走上讲台，准确用英文说出“twelve”这个单词，然后他要叫出11号和13号，那么这两个同学也必须走上讲台，动作慢的和发音不正确的都要扣分，最后扣分最少的则为胜利的一组，扣分最严重的则要为大家演唱英文歌曲。
基于情境主线的小学英语单元整体教学
基于情境主线的小学英语单元整体教学总论：在当今社会，越来越多的家长集中关注小学英语教学，也越来越多研究者和教育家将精力投入到小学英语教学改革上来。
基于情境主线的教学模式被认为是当今英语教学模式中最好的模式，也是小学英语教学改革的有力支持。
本文旨在探讨基于情境主线的小学英语单元整体教学，详细阐述小学英语教学中基于情境主线的重要性及其具体实施过程，进而探究基于情境主线的整体教学的意义以及对小学英语整体教学的启示。
一、学英语教学中基于情境主线的重要性小学英语教学是英语学习的基础，其中基于情境的教学模式被认为是比较有效的教学方式。
基于情境的教学认为，课堂教学应当以学生的实际需求为出发点，给学生创造一个实际的情景，为学生提供融入情景中学习的机会。
在这种情境主线的教学模式中，具有重要意义的是学生的学习积极性、能力和自主性的发展，从而提高学生的语言能力。
二、基于情境主线的小学英语单元整体教学的具体实施首先，教师要根据教学情境及学生的学习需求，进行教材编写，合理安排每个单元的教学内容，把听、说、读、写综合起来，将视听资源与语言实践活动相结合，让学生感受英语带来的乐趣；其次，教师要把握好活动次序及引导学生说出正确的句子，做到“先说出来，再教学习”；此外，还要突出小组活动，让学生可以协作完成某个任务；最后，教师要利用计算机辅助教学，增加学生的学习兴趣，调动学生的学习积极性。
三、小学英语教学中基于情境主线的整体教学的意义及其的启示基于情境主线的整体教学可以有效激发学生的学习积极性，提升学生的语言能力，发展学生的自我学习能力，从而让学生更容易接受和理解英语知识，进而掌握英语。
同时，也提示了教师要重视学生的学习兴趣，注重学生情感教育，培养学生自主学习能力，并充分利用计算机辅助教学，以更加有效的方式传授知识。
综上所述，基于情境主线的小学英语单元整体教学对小学英语教学具有重要的指导意义，它能够更有效的激发学生的学习积极性，提升学生的语言能力，发展学生的自我学习能力，有助于学生更好的理解和掌握英语。
situational teaching method 情景式教学法
Situational Teaching Method in Primary School English Teachingby陆雅琼A thesis presented to the School of English Education ofXi’an International Studies Universityin partial fulfillment of the requirementsfor the degree ofBachelor of ArtsMay 15, 2013Class: 09-5Advisor: 刘全利西安外国语大学毕业论文开题报告AcknowledgementsI’d like to take this opportunity to extend my best regards to those who have helped me with my graduate thesis.In writing this paper, I have benefited from the presence of my teachers and my classmates. They generously helped me collect materials I need and made many invaluable suggestions. I hereby extend my grateful thanks to them for their kind help, without which the paper would not have been what it it. Particularly, I am deeply indebted to Ms. Liu, my supervisor, who guided me throughout my writing of this thesis. She carefully read the whole draft and offered precious criticism. Her standards of academic excellence have made my revision exciting and gratifying experience. I also wish to sincerely thank my classmates and friends, whose brilliant ideas and perceptive observations have proved immensely constructive.“情景式教学法”在小学英语教学中的应用摘要：传统小学英语教学模式就是老师在课堂上教授，学生做一些简单的听、说、读、写以及背诵。
小学英语教学中情景创设论文
谈小学英语教学中的情景创设摘要:情境教学可以创设合适的情境,让学生有身临其境之感学生在情境中学习能够充分激发他们的学习兴趣,有效提高课堂教学效率,达到事半功倍的效果。
现在小学英语课堂中常用的创设情境的方法如下。
关键词:情境创设;英语教学;方法中图分类号:g622 文献标识码:a 文章编号:1002-7661(2012)22-274-01一、实物教学,展现直观而形象的情境在英语教学中,实物是一种更形象、更直观的教学用具。
小学生的英语教材多是按照“话题—功能—结构—任务”的原则来编写,内容与学生的日常生活和学习实际密切相关。
因此,根据教材内容,我们可以很容易地就找到合适的实物,将实物引入课堂,可以将课本中的图片真实而形象地呈现在学生眼前,提高他们的注意力,使他们在一节“欣赏课”中完成英语教学。
教师还可以根据实际情况,让学生自己准备实物,待上课时,学生就拿出自己事先准备好的实物,这样可以引发学生的成就感,让他们对学习英语更有兴趣,更有自信。
二、多媒体教学,直现情境伴随着现代科技的快速发展,教师的教育观念也在发生着潜移默化的变化,以往教师讲、学生听、黑板、粉笔的教学模式已经不适应现在的课堂教学了,为了给学生营造一个比较真实的情境,激发学生的学习兴趣,使英语教学迅速摆脱传统教学的束缚,多媒体在中间起着举足轻重的作用。
值得注意的是,在运用多媒体进行教学时,教师要充分挖掘教材内容,搞清楚本节课的教学目标,并不是花样越多越好,要知道,面对过于生动、活泼的画面,学生很容易只顾欣赏,而忘记学习了。
所以,只要教师运用得合理,多媒体教学在小学英语教学中的好处是不言而喻的,作用也是积极而深远的。
三、简笔画教学,创造情境.简笔画教学,就是在教学中运用简笔画以简练、概括的线条迅速地勾画出物态形象与特征的一种教学方法。
作为小学英语老师,简笔画是必备技能之一,在课堂教学中运用简笔画,可以化复杂为简单,变抽象为具体,避免了用语言来描绘事物形态特征的繁琐以及模糊,从而达到事半功倍的效果。
情景体验式教学模式在小学英语教学中的应用
情景体验式教学模式在小学英语教学中的应用情景体验式教学是指通过创设真实情境或模拟情景，让学生在真实情景中亲身参与，体验和感受，从而达到教学目的的一种教学模式。
在小学英语教学中，情景体验式教学模式能够帮助学生更好地掌握英语知识和技能，提高他们的英语表达能力和交际能力。
本文将探讨情景体验式教学模式在小学英语教学中的应用，并提出相应的教学策略和方法。
一、情景体验式教学模式在小学英语教学中的价值1. 增强学生的学习兴趣情景体验式教学通过情景再现的方式，使学习活动更加生动、有趣、具体。
在真实的情景中，学生不仅可以学习知识，还能感受到学习的乐趣，提高学习的积极性和主动性。
2. 培养学生的语言运用能力情景体验式教学注重语言的交际功能，通过模拟真实情境，让学生在实际交流中运用英语，提高他们的口语表达和听力理解能力，培养他们的英语交际能力。
3. 增强学生的学习效果情景体验式教学可以提供更加真实、直观的学习情境，帮助学生更好地理解和掌握知识，提高学习效果。
由于学生是在真实情景中学习和体验，学习过程中形成的记忆更加深刻，学习效果更加持久。
二、情景体验式教学模式在小学英语教学中的应用策略1. 创设具体的情景在小学英语教学中，可以通过创设各种情境来帮助学生学习。
可以根据学生的实际生活经验，结合教材内容创设购物、旅游、生日聚会等情景，让学生在情景中体验和运用英语。
2. 角色扮演在情景体验式教学中，可以通过角色扮演的方式让学生在情景中扮演不同的角色，进行对话和交流。
学生可以扮演顾客和售货员进行购物对话，扮演导游和游客进行旅游对话等，从而提高学生的口语表达能力和交际能力。
3. 合作学习情景体验式教学中，可以让学生分组进行合作学习，共同完成任务。
可以组织学生进行小组旅游规划，让他们合作设计行程、预订酒店、购买机票等，通过合作学习，提高学生的团队合作能力。
4. 真实体验在情景体验式教学中，可以尽量模拟真实的情境，让学生进行真实的体验和实践。
情景教学在小学英语课堂中的运用研究
情景教学在小学英语课堂中的运用研究随着教学理念的不断发展，情景教学在小学英语课堂中的运用得到了越来越广泛的应用。
情景教学是以情境为基础，通过模拟真实场景的方式，让学生在自然轻松的语言环境中进行交际和学习，以达到提高学生语言运用能力和语感的目的。
本文将探讨情景教学在小学英语课堂中的运用研究，并探讨其优缺点。
一、情景教学的运用1. 通过情景教学，学生可以在真实的情境中学习英语，可以感受到语言的实际使用情况，从而提高口语能力。
2. 情景教学让学生更好地理解英语单词的含义，使单词背后的含义与概念联系起来。
比如课堂上老师可以让学生通过角色扮演的方式学习商店购物中常用的单词。
3. 情景教学可以增强学生的学习兴趣，让学生更加积极地参与学习。
学生可以在情境教学中互相扮演不同的角色，并模拟真实场景中的交流情形。
4. 情景教学可以帮助学生理解语言的使用规范，使学生变得更加自然流畅，避免了机械重复记忆单词和语法结构。
1. 情境教学带来的语言环境可以激发学生的学习兴趣，让学生愿意更加主动地参与学习。
2. 情景教学增强了学生的口语能力，让学生在轻松的氛围中学会使用语言表达自己的想法和情感。
3. 情景教学有利于把语言知识与实际交际联系起来，让学生更容易理解和掌握知识。
4. 情景教学可以帮助学生使用语言的正确和规范，从而更容易地使用英语进行交流和表达。
1. 情境教学需要准备大量的教学材料和道具，包括设计角色名卡片、绘制语境图和音频/视频材料等，所需要的时间和成本较高。
2. 情景教学需要教师有很高的语言能力和沟通技巧，在制订情境课程的过程中思路清晰，教学目标明确，否则可能无法达到预期教学效果。
3. 情境教学重在模拟真实环境，但不能完全体现特定市场中的信息和习惯，需要结合特定市场情况来设计教学内容。
四、结论在小学英语教学中，情景教学可以带来的好处很明显，但与课本教学相比存在一定的难度，并不能完全取代课本教学。
教师在使用情境教学时，应注重情境的真实性和实用性，同时需要明确自己的教学目标，并设计适合自己学生能力的教学内容和教学方式，从而将情境教学与课本教学相结合，提高教学效果。
情景教学法在小学英语教学中的运用
The Application of the Situational Teaching Method in the Elementary School AbstractAlongwith the development of China’seconomy, English becomes more andmore important in people’s daily life. The English teaching method which is used in each stage receives a lot of attention. After Chinese educational system reform, the Situational Teaching Method comes into being. Till now it has got great achievements in the English teachingof elementary school. As for English teachingof the elementary school, it pays to focus attention on the Situational T eaching Method. The scenes originate from social practice. It is a product of people’s daily lives. It emphasizes the integration of the dynamic process and the life situation, pays great attention to students’ understanding of life, pays great attention to students’ability development in the active process, and stimulatestheir interest from various aspects. It helps students to understand the teachingmaterials and develop students’ psychological functions through the scenes which can produce vividimages. The core of the Situational TeachingMethodis tostimulate students’ emotion.Key wordsEnglish; the Situational Teaching Method; the Elementary School; Application 摘要随着中国经济与社会的发展，英语在人们的日常生活中显得越来越重要。
“情景体验式教学模式”在小学英语教学中的应用
“情景体验式教学模式”在小学英语教学中的应用1. 引言1.1 定义情景体验式教学模式是一种融合了情境教学和体验式教学理念的教学方法，通过模拟真实场景，使学生置身于语言环境中，通过亲身体验和参与来促进学生的语言学习。
在这种教学模式下，学生不再是被动接受知识，而是积极参与学习过程，通过体验和实践来理解和掌握知识，培养了学生的语言沟通能力和实际运用能力。
情景体验式教学模式注重学生的情感体验和互动交流，激发了学习的热情和动力，提高了学习效果。
通过真实情景的模拟和体验，学生能更好地理解和运用所学知识，实现知识在实践中的转化和应用。
这种教学方法不仅提高了学生的学习兴趣和动力，也培养了学生的创造力、合作精神和解决问题的能力，对学生的综合素质和语言能力的提升起到了积极的促进作用。
1.2 背景而情景体验式教学模式则是一种注重学生参与、体验和情景化学习的教学方法，在教学过程中通过模拟真实场景，让学生在真实的情境中学习语言，培养学生的实际运用能力。
这一教学模式强调学生的主体性和自主性，有助于激发学生学习的热情。
在小学英语教学中，引入情景体验式教学模式，能够更好地激发学生学习英语的兴趣，提高学习效率，培养学生的语言交际能力和实际运用能力。
探讨情景体验式教学模式在小学英语教学中的应用具有重要的现实意义。
1.3 重要性在小学英语教学中，情景体验式教学模式的重要性不言而喻。
随着社会的发展和教育观念的更新，传统的死记硬背已经不能适应学生们对于知识获取的需求。
情景体验式教学模式通过模拟真实情境，让学生在实践中探索、体验、思考和解决问题，从而激发学生学习的兴趣和动力，培养他们的创新能力和实践能力。
在小学英语教学中，采用情景体验式教学模式可以使学生在情境中感知语言，培养他们的语言运用能力和沟通能力，帮助他们更好地理解和掌握英语知识。
情景体验式教学模式还可以促进学生的综合能力发展，培养他们的合作精神和团队意识，提高他们的学习效果和学习兴趣。
情景教学法在小学英语课堂的应用论文三稿
ⅠIntroductionForeign language teaching has a history about 500 years in Europe. During this period various teaching methods succeed one after another owing to different social and historical backgrounds. English teaching in China also has a long history for more than 100 years. After the founding of the People’s Republic of China, especially since the practice of the policy of reformation and opening, many western teaching methods have been introduced to China, which has led to the prosperity of English teaching in China to a great extent. All sorts of methods have been applied to the English teaching, which have contributed so much to the overall improvement of national English level.As we know that English which as an international language and a major medium in the Information Age is more and more prominent in the 21st century. So starting English education from primary school has become very necessary. Furthermore, it is a national step to make such a start because English education is a systematic project whose different stages are linked with one another just like the rings on a chain. On this chain, primary school is the special ring because it is the starting point and foundation for others. Childhood is the ideal phase to acquire a native or foreign language. So it is vital to start English teaching in primary school.However, it can not be denied that the Chinese traditional cramming method of teaching is still playing a leading role in our country especially in most mountainous schools, and the proper teaching approach in primary school English teaching process has been greatly neglected. Therefore, we should try to change this situation and adopt more effective methods based on different contents to excite students’interests to study English. As primary English teachers, they are duty-bound to exert themselves to find and create the most appropriate English teaching method. And the author has observed an effective English teaching method which is more suitable for schoolchildren during my internship. The method is situational teaching.The English situational teaching offers as many chances as possible to carry on the exercises in English for students through opening various situations, such as conversation, the song, the game and so on. At the same time, teacher can arouse students’ interests, make them study in the happy atmosphere, and use knowledge freely.II Literature ReviewIn 1954, Hornby in his book Adult Oxford English Course (Oxford Progressive English Course for Adult Learners) has described this approach in the second part. In the same year, Hornby describes the close relationship between English grammar and vocabulary teaching in the context in his monograph, Guide to English Usage patterns (Guide to Patterns and Usage in English). Sukkomlinsky, the former Soviet educationist, thinks highly of the educational effect of natural situation. When he educates students, he promotes the healthy growth by making most wonderful natural situations. He makes the beneficial practice and contribution for ST. Dewey is the first person who puts forward “situation” and uses ST in education. He considers that situation is the first factor for teaching method. He has pushed the theory and practice of situational teaching a great step. In the 1990s, in the U.S, we can see situational teaching in L. G Alexander's series of textbooks such as his New Concept English in which there is a typical structure used in the outline, and sentence patterns and situations are the main activities of the text. Many different versions of the book are reprinted in China and have been known for a long time. British veteran English teacher Penny Ur who has studied English teaching and researched for many years and finally formed a system of teaching theories. In her Language Teaching: Practice and Theory, she pointed out that Listening Teaching should focus on real-life situations.ST has become a systematic teaching method in China since the late 70s and the early 80s of the 20th century. Li Jilin begins to use situations in the Chinese classroom teaching, which is the start of China’s contemporary research on ST. About foreign teaching, the first generation foreign teaching expert, Zhang Shiyi, first starts the research about English ST and he gradually takes shape the theory of English ST. Zhang Jianzhong (2000) advocates that teachers should make full use of modern education which means to set up situation and create pleasant and harmonious lively classroom atmosphere. Zhang Hua (2000) thinks that English teaching in the situations which contain real events or solving problems. What’s more, educators Zhou Zhichao and Gong Shaoying (2006) make some researches on it and make some results.All above are the related literature reviews of the research topic. After the comparative analysis of quite a few literature materials, which find that the research methods for most ofthe previous researches are not multiple. The researches on situational teaching involving foreign languages teaching are mostly a summary of English teaching experience for many years or theoretical research. What's more, even though the subjects are different, the ways are much the same. The study on foreign language teaching focuses more on high school students while little attention is paid to English teaching for primary school, but primary school English teaching has its own unique characteristics. For example, in primary English teaching classrooms, the real objects, pictures, songs and musical scenes are used more than words to mobilize the enthusiasm of the students. Besides, elementary school students are lovely, active and curious about the new and fresh things. They don't have pressure as much as the others so that they can have more time and conditions to be taught in this approach. So the author thinks that as time goes on, ST method must be promoted well.ⅢIntroduction to the Situational TeachingIn this part, the author will briefly introduce something about the ST including its definition and theoretical foundation.3.1 Definition of the STSituation is one of the focus concepts of ST, which is the most frequently applied term in this paper. So the author first introduces the definition of situation.Zhang Jianzhong and Yu Hongzhen (1998) define situation as one in which all internal conditions and external conditions of people in language communication activities.Zhang Jianzhong (2004) defines situation as the complex circumstance which influences the learning of new language, including listening, speaking, reading and writing etc. Two factors are included, and they are social language context and personal characters of the learners.The explanation of situation in Oxford Advanced Learner's Dictionary of Current English is: the things that are happening in a particular place or at a particular time (Hornby, 2000).In western psychology, situation is often the representative of stimulus, which approaches situation from the point of biology and sociology. However, in the field of education, it is generally regarded that the term of situations firstly proposed by the American educator Dewey. In his book How to think (Dewey, 1910), he proposes that theterm situation is introduced to education area and leave a profound effect in this field.According to the researches on situation listed above, this paper is in favor of the definition of situation in Cihai(Xia Zhengnong, 1989), in which the term situation is defined as the relevant social circumstance in the process of social activity, which is the pertain condition in which the social activities occur.Then the author introduces the definition of ST. The concept of ST was firstly proposed by Brown，Collin & Duguid in the essay Situated Cognition and the Culture of Learning in 1989. According to their views, knowledge is meaningful only when it is applied to practice, which can not be separated from the context and the best way to learn is learning in the context.With the expansion of researches on ST, different ideas are proposed: ST is to excite children by creating typical situation, combining emotion and recognition, from the point of the dialectical relationship between emotion and context, emotion and expression, emotion and logics, emotion and all-round development. (Li Jilin, 1990)ST is a teaching method which inspires students and improves their study by creating a lively situation. (Gu Mingyuan, 1999)In the west, the most acknowledged definition of ST is made by a national research project sponsored by the US Department of V ocational and Adult Education Offices and National School Office as one concept related with teaching and learning, which combines the content of textbooks and the real world and helps the students establish the relationship between knowledge and practice, the identity of the student as a family member, a citizen and a worker. According to the definition, situational teaching can combine problem-solving, self-learning, partner-learning, the learning in situation and the strategy of value analysis. 3.2Theoretical foundation of the STThe feasibility of situational method in primary English teaching is validated by some well-known theories in education as its theoretical foundation. In this paper, the author introduces two theories. They are language acquisition theory and mood psychology theory.3.2.1 Language acquisition theoryLanguage acquisition theory is one of the theories of English situational teaching. Language acquisition is a person's language study and development, which has positive influence on modern language teaching. The main idea of this theory is that first languageacquisition is depended on natural and native language environment. To master language ability, we should put the students into specific and alternative language communication environment and make students do a series of language practice activities.The most famous theories are Chomsky's language acquisition device and Krashen's hypothesis theory of second language acquisition. Chomsky thinks that people are born with language acquisition, because there is a hereditary "language acquisition mechanism" (LAD) in the brain. In the period of language acquisition, when children are exposed in a language, they can acquire this language, and if they are exposed in more kinds of language, they can acquire more.Obviously, the environment is important to language learning and Krashen's hypothesis of second language acquisition is the greatest influential one. Krashen (1981) thinks that language acquisition is a subconscious process and that the acquisition of competence is also subconscious. He proves in his research that adult who develops competence in a second language depends on two ways: acquisition and learning. During language learning process, there are both unconscious acquisitions in children physiological growing process and conscious learning in social context and school context. In foreign language teaching, we cannot deny language acquisition mechanism just because we are lack of natural acquisition environment. So English teaching need to be used in real environment. Krashen(1985) argues that there can be a mental block that prevents acquirers from fully utilizing the comprehensible input they receive for language acquisition. In addition, Ellis also has some research on language acquisition.3.2.2 The mood psychology theorySituations have emotional character. If the situations are vivid and concrete, the students' emotional experience can be stimulated. It is helpful for them to understand teaching materials. Mood psychological process mainly includes cognitive process and affective process. Cognitive process is selecting and processing information, however, people's emotions and moods can promote or block their cognitive process. If a person is in a good mood, his cognitive process would be featured with thinking quickly, solving problems rapidly, on the contrary, his thinking is slow and he cannot solve problems actively. Pleasant mood is useful for intelligence operation organization, while too strong or too weak feelings or bad mood may cause confusion and memory difficulties. Therefore, cheerful and livelyclassroom atmosphere is a very important condition for obtaining effective teaching and learning, for students often internalize and deepen knowledge when they are in high spirits.In classes, teachers must integrate reasonably these emotional factors to promote students' learning in teaching process. Emotional adjustment can help people use positive emotion, and avoid negative emotions. School teaching should emphasize students’ emotions, will, creative ability training and development, and explore the ways that combine cognitive activities and the students' emotion.In addition, outside the classroom, teachers should also create opportunities of English communication for the students and exchange ideas with students, since positive emotions can promote students' cognitive activities; and increase students' passion and enthusiasm to communicate with each other, and finally improve their communicative ability.ⅣApplication of the STThe purpose of this part is to offer principles of designing situations and creations which can be employed in English teaching in primary school.4.1 PrinciplesIf teachers want to create effective situations, they must follow some principles. There are four principles for teachers to design situations.4.1.1 The principle of effectivenessIt is well known that the creation of situation is directly related to teaching effect. When creating situations, teachers mustn’t pay much attention to the form and process and they should pay more attention to content and effect. At the same time, the creation of situation is based on teaching task. It should be practical, targeted and realistic. Teachers should design meaningful and purposeful activities that are consistent with students' own experience, daily practice and current level of knowledge.In addition, situations should be closely related to teaching materials. The difficulty should be moderate. The length should be appropriate. The amount of the new words should not be too much. Through situational teaching, students are activated to review the old knowledge and learn the new. An effective way is to combine the content of the text with the scenes. In this way, the students are trained to deepen the understanding and master words. So the students can not only improve the ability of using language to communicate, but alsohave a deep understanding on the western culture. Proper designs of situations can promote students' mutual understanding and thinking, and stimulate their desire and interests to exchange information.4.1.2The principle of participationIn the class of primary English teaching, teachers should pay attention to the width and range of language learning and practice; they must be geared to the needs of all students. Therefore when teachers create situations, they must consider whether students are willing and capable to take part in and that they should try their best to make all of students can join in English activities. In other words, the creation of situation must base on students’ age and level of intelligence development. For low-grade students, teachers can set up games or objects, but for high-grade students, teachers can set up role play. Remarkablely, teachers are still guider in situational teaching, and they can’t only deliver situation to students. Oppositely, they should explain the pattern and requirement to students clearly at first. Meanwhile, they should stimulate students’enthusiasm with their own zeal. In addition, when students are performing, teachers should also listen to them carefully and pay attention to pronunciation of words and means of expression so as to find mistakes and correct them.4.1.3 The principle of definitenessSituations that are set up must be explicit, which includes such factors as scene, role, thoughts, grammar, and vocabulary. When designing situations, teachers must let students understand the meaning of scenes and their own roles in the scenes. Teachers must concisely introduce the time, place and story background of the situations to the students, assigning students roles and tasks with clear instructions before the students begin to do the practice. The teachers must explain the roles to the students explicitly when they lead to the situations. If the students don't clearly know what their roles and the tasks are, it is hard for them to put themselves into situations even though there are situations, they would just mechanically recite it, and consequently, the purpose of ST cannot be achieved.4.1.4 The principle of creativenessThe important point of quality education is to cultivate students' innovative ability. Learning a language is not only learning a particular sentence, but also using some rules tocreate and understand new sentences. Regularity and creativity are two important characteristics of language.Language creativity means that the learner uses known or previous information to flexibly create new sentences and words according to certain goals and it is the highest manifestation of intellectual development. Foreign language creativity refers to the ability of innovatively using the language to have improvisational communicative activities. Classroom teaching is the main place of cultivating students' innovation spirit.So it is highly recommended for teachers, through designing reasonable situations, to create a relaxed, harmonious classroom atmosphere so as to arouse students' active thinking and learning passion. Teachers should pay attention to use reasonable scenes to increase comprehensible language, and make necessary arrangements for students to let them use the language materials for communication.4.2 CreationsEstablishing the situation method is various. The author sums up some methods by collecting, organizing some successful examples of teaching and materials and combining with her experiences in this part.4.2.1 GamesGame is a recreational activity, often used in primary school English teaching. Games in primary English teaching can cause the interest of students, and create a relaxed and happy atmosphere, which can not only meet the need of "play", but also help students unconsciously learn the language knowledge and master the language skills. In the games, the students can cultivate active thinking and enhance self-confidence. Their positive feelings have been trained. When teachers teach students stationery, they can use games to promote teaching. For example:T: Hello, boys and girls. Let's play a game, ok?Ss: Ok!T: Now, guess. What's in my hand?S1: An eraser?T: No, it's not.S2: A ruler?T: No, it's not.S3: A crayon?T: Open it and see. Yes. It's a crayon. You're a clever boy.This kind of method not only reviews a lot of words and sentences but also set the stage for learning new lesson. At the same time, because the students are anxious to know what is it in the teacher’s hand so as to make them think quickly. This method makes it nature and easy for teachers to tells students about the contents of this lesson. However, in the carrying out games, the main following points should be paid much attention to:1) The design of the game should center on the teaching content: Games cannot be purely fun, otherwise, though it is very active, the students will waste a lot .of; classroom time after the game instead of mastering the language.2) The forms of games should be flexible and diversified. Teachers should focus on knowledge of different languages to design different game formats so that students will continue to produce fresh, actively participate in the game, access to knowledge `of the language.3) Playing games in class ought to be moderate. Although the game is a well-aided teaching, but this doesn't mean "the more, the better". While organizing lessons, teachers should choose right time appropriately to intersperse games. Only when the game is just right to assist instruction, will students not be in tension all the time. As a result, they can master the knowledge without being noticing it.4.2.2 Body languageIn daily life, students don’t have many opportunities get in touch with English, so classroom is the main place where they use English. In order to let students grasp knowledge well, teachers should apply a various of teaching means. Body language is a very good teaching means for primary students.The so-called body language is the non-language specific body posture, which is used in the process of communication to transmit information and express information. This specific body posture can not only support the body, modify or deny the speech act, but can partly replace the speech act, playing an independent function of expression. Moreover, it can also express the feelings and attitudes which speech acts cannot do. At the same time, body language can make pupils study English happily, and it changes sterile, mechanicalsentence patterns into vivid, lively and interesting. So it is feasible for teachers to bring in body language appropriately in the process of primary English teaching.With the help of body language and facial emotions, teachers can express situations more exactly and students are easier to understand. For example, when teachers find that students don’t pay attention and they are sleepy, teachers shouldn’t always repeat imperative languages, such as “Keep quiet! Listen to me!” On the century, teachers can make a gesture to remind them to be quiet. Another example, teaching students the word "dance", the teacher can invite a girl to dance to the music, and then ask the other students to guess what she is doing. Of course, it is very easy for them to understand that she is dancing. At that time, teachers teach “dance” again. Students will build up the relation between the word and its meaning. At last, the teacher can give an example to the students: "Let's dance together.” Or she can ask students to dance to the music together. Without doubt, the atmosphere of classroom will come to the peak. It is proved that the ST method can make students to participate in interactive teaching activity and stimulate students’ interest.For senior students, they will contact with imperative sentences, for example: “Stand up; Sit down; Open your book; Close your book; Lift up your fingers.” Teachers can ask them to say the sentences and do the actions. This means have many advantages. On the one hand, it can avoid Chinese explanation; on the other hand, it is in favor of training the students’ ability to think in English directly4.2.3 Role playThe aim of daily teaching is to bring students into simulation-based life background, in which students actively play many kinds of role, so that they can fully cognize language, master study contents, enhance the ability of employing what they have learnt and improve oral expressive capability.No matter do students play the role or they appreciate the performance, they are able to understand the text by their own thinking and experience. Shows not only improve students’ability of expression and imagination, but also give students a platform to display talent. As a result, students are sure of themselves and their studying enthusiasm has been improved. Teachers design teaching activities according to teaching goal and then create simulation scene, introduce the roles and processes to students, finally to consolidate.Role play lets students play in different roles and do some activities. It attractsstudents’attention and inspires their inner desire and performance potential. In a word, students can study easily, thus they will experience tremendous fun in studying. Meanwhile, role play offers a practical and colorful activity form for English class.For instance, there is a dialogue about visiting a friend. The dialogue can be played like this:A: May I come in.B: ( opening the door.)Oh，it’s you．Come in, please．Sit down, please. Would you like coffee or tea?A: Coffee, please.B: Here you are.A: Thank you.The form of this dialogue is very close to life. When students talk about stories, their enthusiasm is particularly high. They are eager to make dialogues on the basis of scenes.ⅤSuggestions for the STBased on the ST method studies and the teaching experiments, the author would provide the following suggestions on the application of the ST method in primary English classroom teaching.5.1 Using situation moderatelyIn primary English teaching classroom, firstly, teachers should let students experience, practice, participate, cooperate and communicate to get and understand English, stimulate and cultivate their interests in learning English. Secondly, teachers ought to help students build self-confidence, develop good learning habits and form effective learning strategies and develop autonomous learning ability and term spirit. Thirdly, teachers should let students master certain basic knowledge of English and skills such as listening, speaking, reading, writing, form a comprehensive language using ability and train their ability of observation, memory, thinking, imagination and creative spirit. Besides, the teachers should pay special attention to students who make great progress and praise them timely. The praise and encouragement will stimulate the students lag behind of others to try hard, arouse their interests in learning English, and turn the passive learning into the active learning.5.2 Considering the standard requirements of new curriculums of EnglishThe focus of English curriculum reform is to solve the problem that teacher attaches much importance to explaining and imparting grammar or vocabulary in the course of teaching instead of ignoring the tendency of fostering students’actual ability of using language, and it requires developing students’ ability to use integrated language to make the process of language learning be the process which students forming positive attitude ,voluntary thinking and audacious practice and make them form a habit of learning voluntarily. Therefore, the creation of situation must base on the standard requirements of new curriculums. That is to say, in the classroom of primary English teaching, it is important that students play the dominant role; teachers should guide the students to discover the useful knowledge and consciously imitate and exercise.5.3 Paying attention to the communicationTeaching process is a process of two-way exchange between knowledge information and emotional information, and exchange between students and teachers. If there isn’t communication then it will certainly take away from teacher’s teaching effect. Therefore, situational teaching should pay more attention to communication. This method combines knowledge with teacher’s personality characteristics and express by situation. Of course, if teachers don’t notice communication, some teaching method can’t get students’ recognition, sometimes it may be backfired. So on the relationship between teachers and students at ordinary times, teachers should try their best to achieve harmonious and democratic. Psychological harmony between teachers and students help students form a mutual support in the joyful mood. At the same time, teacher should pay close attention to the students every now and then and timely supervise, guide and evaluate. In addition, teacher s should also take different measures to control the atmosphere in classroom in the light of students’ actual fact and requirement. This shows the process of applying the ST method to classroom is a process of mutual urge, mutual encouragement, and mutual development between teachers and students.Ⅵ Conclusion。
情景教学法在小学英语教学中的应用
情景教学法在小学英语教学中的应用一、引言情景教学法是一种通过创设具体的情景,让学生在真实场景中进行语言教学的方法。
在小学英语教学中,情景教学法能够帮助学生更好地理解和运用英语,提高学习的兴趣和积极性,促进语言的习得和运用。
本文旨在探讨情景教学法在小学英语教学中的应用。
二、情景教学法的特点1.真实性情景教学法是基于真实场景的,教师通过布置真实的情境,让学生在其中进行语言学习。
这种真实的情境能够激发学生的学习兴趣,让他们更容易接受和运用英语知识。
2.灵活性情景教学法能够根据学生的实际情况灵活调整,针对性强。
教师可以根据学生的兴趣爱好、认知水平等特点,设计不同的情景教学活动,以便更好地激发学生学习的积极性和主动性。
3.全面性情景教学法能够全面提高学生的语言能力。
在情景中,学生不仅可以进行语言表达,还能够进行听、说、读、写等多种语言技能的训练,使语言学习更加全面和系统。
4.激发兴趣1.日常生活情景在小学英语教学中,可以通过日常生活情景来进行教学。
比如,教师可以设计购物、饮食、玩耍等情景,让学生在真实情境中运用英语进行交流和表达。
通过这种方式,学生能够更好地理解和掌握英语知识,并能够在日常生活中运用所学到的英语进行交流。
2.游戏情景在小学英语教学中,游戏情景是一种常见的教学方法。
教师可以设计各种英语游戏,比如模拟购物、角色扮演、英语猜谜等,让学生在游戏的情境中进行英语学习。
这种方式不仅能够让学生在轻松愉快中学习,还能够激发学生的学习兴趣和积极性。
3.课文情景教师可以利用课文中的情景进行英语教学。
通过分析课文的情景,教师可以设计相关的教学活动,让学生在真实的课文情景中进行语言学习。
比如,教学课文中的某个对话,教师可以让学生通过角色扮演来进行表演,进而掌握对话中的语言知识。
4.实践情景通过实践情景来进行英语教学,也是一种有效的教学方法。
比如,教师可以带领学生进行野外游学,在实际的情景中进行英语学习。
这种方式不仅能够丰富学生的英语知识,还能够培养学生的实际运用能力和解决问题的能力。
浅谈情景教学在小学英语课堂中的应用
浅谈情景教学在小学英语课堂中的应用情景教学是一种以情境为教学核心，以学生的实际生活和学习环境为教学场景，在灵活变化教学环境中，通过对学生进行全面、立体的认知、思维、情感、行为和价值观的影响和培养，加强学生对知识的掌握，提高学生的学习兴趣和学习成绩的一种教学方式。
而在小学英语课堂中，情景教学也被广泛应用。
1.情景教学可以增加学生在学习中的兴趣与积极性小学生的学习兴趣容易受到环境和情境的影响，脱离实际情境的知识传授方式易引起他们的耐心不足。
而情景教学突破了传统语言教学的局限性，为英语教学注入了生活的色彩，让学习英语不再是一项单调乏味的任务，而是一个充满趣味和想象力的过程。
例如在学习食物方面，通过真实的食物场景、教学场景以及英语小游戏，让学生在游戏中体验到了各种口味不同的美食，这样的情景教学不仅可以调动学生的兴趣，还可以让他们在游戏中模拟真实的现实情境，从而更好地掌握知识。
2.情景教学可以有效地提高学生的学习能力和语言应用能力语言的学习不是简单的单词背诵、语法套用和口头练习，而是一个涉及到听、说、读、写、翻译等多种语言应用能力的综合过程，情景教学可以为英语的语言应用能力及其他能力的训练提供一种多方位的技巧。
例如，在学习日常生活中常用的问候语时，教师可以将这种问候语涵盖在带有口头交流功能的情景中，让学生在使用语言交流的过程中逐渐掌握问候语的应用，不仅增强了学生的口头表达能力，也让学生在使用语言交流的过程中逐渐形成了对语言情景的敏感性。
3.情景教学可以促进学生的团队合作意识情景教学是一种以学生为主，以团队为中心，提高他们的掌握多种知识、技能和态度的观念。
通过情景教学的方式，可以让学生充分体验到在团队合作中掌握知识和技能的重要性，体验到一个人的力量是有限的，而团队协作可以发挥出更大的威力。
例如，在学习英语课文的阐释时，可以以小组合作的形式读课文，每个小组的成员意思交流，共同讨论课文的意义，结合文中的情景画面，让学生在小组中相互学习、相互进步，增加成就感和自信心。
浅谈“情景体验式教学模式”在小学英语教学中的应用
浅谈“情景体验式教学模式”在小学英语教学中的应用小学英语教学针对的教学对象是小学生，小学生的注意力有限，因此传统的填鸭式教学方法无法取得良好的学习和教学效果，情景体验式教学模式应运而生，本文将着重谈下情景体验式教学模式的含义、意义及途径和方式。
标签：小学英语教学;情景体验式教学模式;情景体验小学生的注意力有限，英语和小学生的日常生活没有多大的联系，因此，在小学英语教学中教师更要注意用生动形象的教学方式向学生传授英语知识，同时，随着英语新课标的实施，要求改变英语课程过分重视语法和词汇知识的讲解与传授，强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式。
这一切都要求教师要转变传统的填鸭式教学模式，而情景体验式教学模式则更加适应新课标的要求，更加有利于发展学生的综合语言能力。
1.小学英语情景体验式教学的含义情景体验式教学模式是教师通过多种教学工具创设情景渲染教学氛围，使得学生产生相关的情感体验，从而促进学生心理的各项机能全面发展的一种教学方法。
2.在小学英语课堂应用情景体验式教学模式的意义2.1激发了学生的学习兴趣，发散思维兴趣是最好的老师。
情景体验式教学模式改变了传统的以教师为中心的填鸭式教学模式，充分发挥学生的主观能动性，生动的教学模式可以吸引学生的注意力，激发学生的学习兴趣。
2.2创造出轻松愉悦的学习氛围情景体验式教学模式可以采用游戏等多种方式展开教学，可以帮助学生放开自己，全身心地融入到课堂学习中去，可以让学生在轻松愉悦的学习氛围下轻松掌握语言技能。
2.3提高小学生的注意力小学生的注意力有限，传统的填鸭式教学会让教学内容变得死板，无法吸引学生的注意力，情景体验式教学以学生为中心，同时有趣的教学方式可以吸引学生集中注意力学习英语。
2.4有利于培养小学生的审美情趣传统的填鸭式教学模式仅仅传授学生词汇、语法，情景体验式教学模式可以让学生在掌握语言知识点的同时，通过欣赏图片、音乐、Video等，在音乐情景、话剧情景、故事情景等不同情景下提高审美情趣。
情景教学运用于小学英语课堂原则和方法论文
情景教学运用于小学英语课堂的原则和方法新课程小学英语教材与以往的教材相比，大都是围绕现实生活的一个个“话题”以单元板块的形式呈现编排的，每个单元包含如对话、词汇、句型等好几个板块，每个板块安排了紧扣单元主题的不同语言项目，但相互间又有内在的联系。
而且，新课程小学英语教材图文并茂，图画趣味性强，文本内容比较贴近学生生活，具有丰富的情景内涵。
那么，作为小学英语教师，在课堂教学中应该如何运用情景帮助学生习得语言呢？一、原则1.相关性小学英语教材安排了许多与学生生活联系紧密的话题，根据话题设置了不同的语言材料。
学生学习时首先要接触这些语言材料，要体验、感知和理解这些语言材料后的语言现象。
根据语言学习的一般规律，学生首先要有语言输入，在情景中体验、感知和理解这些语言现象。
因此，创设情景开展教学旨在如何使学生“学有所趣”、“学有所乐”和“学有成效”。
总之，这里的相关性应该包括两个方面：一是创设的情景要服务于教学目标；二是创设的情景要贴近于学生的学习生活体验。
2.意义性教学活动内容是根据每节课所教授的知识和技能而选择的。
每项活动内容要围绕每节课的功能、话题展开，不能只是就结构、语法、词汇进行练习活动。
那么，即使是训练环节的活动，教师也要注意尽量使训练内容意义化，而且要为学生提供足够的语言素材，来支持活动的展开。
这样，才能达到提高学生运用语言的能力，使其真正掌握所学语言的目的。
3.一致性教学中，为了让学生更有效地理解所学语言，教师会创设各种教学情景。
只有学生对情景的内在含义以及对其传递的语言信息的理解与教师创设该情景的意图一致的前提下，一系列相关的教学活动才能真正帮助学生真实地感悟和运用语言，实现语言教学的目标。
所以，情景教学运用于小学英语课堂所遵循的一致性原则：一是指创设的情景要首尾一致，使教学各环节在一个完整的情景中独立且又存在内在的联系，而且不能零乱；二是指教师要考虑创设该情景的意图与学生对情景的内在含义以及对其所传递的语言信息的理解是否一致。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
小学英语情景教学初探
小学阶段，学生的兴趣以直接兴趣为主。
通过语言情景，使抽象的教学内容具有“有声有色、声形并茂、生动活泼”的表现形式，使教学活动情理交融，使学生更准确生动地感知所学知识，同时也更有利于学生理解和掌握知识。
情景教学就是一种促使教学过程变成一种永远能引起学生极大的兴趣，在平时的英语教学中，我主要从以下几个方面创设英语学习的情景。
一、运用形象生动的图片，创设直观情景
小学低年级的直观形象思维占主导地位，他们对形象、生动、色彩鲜艳的图片非常感兴趣。
这需要教师用大量的时间来制作各种教学图片。
比如，学生认识各种动物时，我就把这些动物制作成头饰，每次上课时我就自己戴着头饰走进教室，小朋友们就会用汉语说：“好可爱的小熊猫。
”于是我就接着用英语说：“hello！ｉ am a panda.”接着让学生一起读这个动物的单词，教读几遍之后就让学生自己上来戴起小熊猫的头饰说：“hello！ｉ am a panda.”学生的积极性一下子就提高了，争着上台表演。
以后学了其他动物就可以让几个学生同时戴着头饰互相问好。
比如说：“hello！i am a rabbit.”“hello！i am a monkey.”还可以加上平时用的问候语“how are you？”“nice to meet you！”等。
另外，还让学生做各种动物的动作或声音，让其他的学生来猜猜是什么动物。
这样，学生不但学得快，还记得牢，也增加了学习英语的兴趣。
二、运用实物作道具，创设对话情景场面
在英语教学中主要是让学生多说、多练。
但是让低年级的学生反复单调地操练，会变得枯燥乏味，学习效率降低。
只有通过具体的表演和反复做游戏才能调动学生的积极性。
例如，我在教学what color is it？这个句型时，把它和以前的句子连起来组成一组小对话，通过实物作道具来完成。
我事先准备好苹果、梨、香蕉、葡萄、铅笔、尺子、熊猫（玩具）、汽车（玩具）等装在一个小纸箱里。
然后请一个学生上来，被蒙着眼睛从箱里拿出一件物品，其他同学便问：“what’s this？”他则回答：“it’s a...”若说错了则继续猜，直到猜对了同学们又再问他：“what color is it？”然后他再回答：“it’s...”这样同学们就来兴趣了，争着想来试一试。
三、运用多媒体教学手段，创设交际情景氛围
有的口语交际课在进行教学时用人或实物体现不出气氛就需要多媒体制作软件来帮助完成课堂教学。
例如，学“halloween”这一课时，由于中西方文化的差异，学生对万圣节不了解，学习课文就会有障碍。
这时教师借助多媒体给学生看万圣节的影像，配合神秘的音乐，创设了一个万圣节的情景，一开始就让学生进入情景，同时也抓住了学生的注意力。
然后逐一学习单词，a pumpkin，a mask，a vase...通过场景出示，同学们能够较快地把语音、语义与情景联系起来了解每句话的含义。
这种方法可以帮助学生抛开汉语，建立英语思维，记得牢，说得好。
等学生掌握了基本句子之后，就可以请几个学生来表演一个万圣节的情景。
这样既提高了兴趣，
学到了知识，又锻炼了学生自主学习的能力，充分发挥了学生的主体作用。
四、运用体态语，创设活动情景
低年级的学生好动，活动量大，在教学英语动作的单词时，我就利用这一特点边教边做动作，让学生也边说边跟着我做动作。
如：jump，我就跳。
run，我就跑。
fly，我就做飞的动作。
dance，我就做跳舞的动作。
他们学得轻松，我教得也轻松。
等学生基本掌握之后，就让学生上台表演各种动作，学生对这种活动最感兴趣，每个学生都能动起来、说起来，自觉主动地完成学习任务。
积极参与面可达100%，学生学得快，掌握得也快。
总而言之，小学英语教学的目的就在于要使学生爱学、乐学、善学。
充分利用“情景教学”这一重要方法扩展教学形式，培养、维持和发展学生学习英语的兴趣，提高英语教学的效果。
因此，教师要通过多种激励的方式，激发学生积极参与、大胆实践、体验成功的喜悦
（作者单位江苏省盐城市滨海县八巨镇玉民小学）。