情景教学法在初中英语阅读教学中的应用_英语论文

The Application of Situational Teaching method in Junior High English Reading Teaching

摘要

英语阅读在英文学习中占有不可忽视的分量，这不仅从初高中乃至大学各项大中小考试中看出，也关乎到英语语言能力的实际运用。同时根据英语课程学习标准第五级分级目标，初中英语学习的主要目标为能读懂相应水平的读物和报纸、杂志，克服生词障碍，理解大意；能根据阅读目的运用适当的阅读策略；进一步增强对文化差异的理解与认识等。

初中是一个人英语学习的关键阶段，在初中英文学习中，学生将系统全面地接触语法等各方面的学习。而基础知识的掌握是否扎实关系到未来的英语学习。根据《2011版义务教育阶段英语新课程标准》，我国英语普及教育从小学三年级开始，而小学阶段，教师主要是通过大量的游戏培养学生的英语学习兴趣以及最基础的语音知识，关于整体句子的训练则少之又少。初中开始，学生大量接触篇章学习，这对不少学生来说的确是一个不小的挑战，因此如何对初中生进行行之有效的英语阅读教学问题成了关键问题。在我国的传统英语教学模式中，教师以“填鸭教学”为主，忽视了语言在实际中的运用，这样教学方法培养出来下的学生缺少学习的主动性并且语言运用能力不高。通过分析传统教学法的弊端，并结合克拉申的输入假说以及情感过滤假说的理论，笔者进一步思考关于利用情景教学法对初中英语阅读教学进行指导的可能性。

情景教学法与英文阅读的有效结合，具有以下几点优点。1.培养学生的学习兴趣，变被动需要为自我需要。2.帮助学生更快的理解篇章问题。3.逐渐提高学生英语阅读水平。

为了更好的研究情景教学法与初中英语阅读教学之间的联系，笔者采用了问卷调查法以及实验对比法，最后得出结论，情景教学法能够有效促进初中英语阅读教学，有利于提高学生学习积极性，从而促进英语学习，值得推广。

关键字：初中 阅读教学 情景教学法

Abstract

English reading plays a significant role in English learning. It can be judged not only from the texts, but also from the practical using of English. According to the New English Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools, it requires students be able to read basic articles in English.

In China, Junior high school is the key period during English studying. During the junior high school, students begin to study every aspect of English systematically and comprehensively. A solid grasp of the basic information will have a great help to the future study. According to New English Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools, students begin their English learning in the Grade Three of the primary school. The study of English focuses on words or phrases during the primary school. Until the junior high school, they start to study the sentence and the passage systematically. For them it is really such a huge challenge that the passage is not the  thing like the word or the phrase which needs the higher ability. As a result, how to give an efficient English reading class becomes a key question among teachers. In the past, teachers develop the class by themselves which they partly ask students to repeat the sentence again and again and to finish the task. It ignores the practical uses of English which make students lose the atmosphere of learning as well as making them lack the comprehensive language competence. By analyzing shortcomings of traditional teaching methods and looking for the information from the Input Hypothesis and the Affective Filter Hypothesis which suggests that learners are affected by affective factors in foreign language learning, the author automatically begins to think over the possibility of the use of situational approach method on teaching junior high school English reading which has  

been put forward before.

Situational teaching method used in English reading has the following advantages. 

1.Developing the students' interest in learning. 

2. Helping students to understand the passage faster. 

3. Improving the students' English reading ability.

In order to research the situational teaching method in junior high school English reading teaching better, the author adopts questionnaires and found the contrast, finally coming to the conclusion that situational teaching method is helpful to improve students' learning enthusiasm, so as to promote English learning.

Key words: junior high school;  English reading teaching; the situational method

Contents

Introduction 1

1. literature review 4

1.1 The definition of the situational teaching method 4

1.2 Features of the situational teaching approach 5

1.3 The theoretical basis of situational teaching method 6

1.4 Principles of situational teaching approach 7

1.5 The way of situational teaching 8

2. Junior high English reading and situational teaching 8

2.1 The definition of reading  8

2.2 the reading pattern 9

2.2.1 the top- down reading pattern  9

2.2.2 the bottom- up reading pattern 9

2.2.3 The interactive reading pattern 10

2.3 Junior high English reading teaching situation    10

2.4 The new junior high school English curriculum standards requirements 11

2.5 Research on uses of situational teaching in junior high English reading teaching 12

3. Research on the situational teaching approach 13

3.1 research subject  13

3.2 Research matters  13

3.3 research procedures 13

 3.4 results 14

Conclusion 17

Appendix 19

Bibliography 21

Acknowledgments 22