高中英语阅读情景教学.doc

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1、ContentsAbstract in Chinese iAbstract in English .ii1. Introduction.2. Literature Review.2.1 Definition of situational teaching.2.2 Features of situational teaching.2.3 Studies of situational teaching. 2.3.1 Studies of situational teaching abroad. 2.3.2 Studies of situational teaching in China.3. En

2、glish Reading Teaching .3.1 Definition of reading teaching .3.2 Models of reading teaching . 3.2.1 Bottom-up model. 3.2.2 Top-down model. 3.2.3 Interactive model.3.3 Problems of English reading teaching in senior high school.4. Situational English Reading Teaching in Senior High School4.1 Pre-readin

3、g stage.4.2 While-reading stage.4.3 Post-reading stage.5. Conclusion.Bibliography.12223344555667881011141515内容摘要目前我国许多高中英语教师受传统的应试教育观的影响，英语阅读教学课堂上只重视语言知识的讲解，而忽视了对学生的信息获取能力和阅读技巧的训练，教学模式单一，使学生丧失对英语阅读课的兴趣。随着我国近年来对情景教学法研究的不断深入，情景教学法以其生动性和形象性也逐渐被一些老师运用到课堂上，起到了激活英语课堂、调动学生学习热情的作用。本文依据国内外专家学者对情景教学法的研究及笔者的教学

4、实习经历，采用文献资料法、教学案例分析等方法对情景教学法对我国高中英语阅读教学的作用做了深入的探讨。本文旨在为我国高中英语课堂教学的改革提供一些参考，并且为笔者将来的英语教学提供一些借鉴。 关键词：情景教学法；英语阅读教学；高中 AbstractAt present most high school teachers in our country are deeply influenced by traditional exam-oriented concept. They attach great importance to language knowledge and conduct cr

5、amming teaching method but ignore the development of students ability of getting information and reading skills. The boring teaching model makes students lose interest in English reading. With further studies on situational teaching in recent years in our country, it is gradually used in class by ma

6、ny teachers for its vividness and figurativeness, playing an important role in activating English class and mobilizing students study enthusiasm. The thesis, based on the studies of situational teaching abroad and home and the authors teaching internship experience, mainly discusses the effects of s

7、ituational teaching on English reading teaching in senior high school through consulting literature and analyzing teaching cases. It aims at providing some references for the reform in English teaching in senior high school and helping improve the authors future English teaching career.Key words: si

8、tuational teaching; English reading teaching; senior high schoolii1. IntroductionReading teaching is a very important part in English teaching for reading ability reflects ones capacity of getting information. As is a major skill in the process of learning English, reading is vital for students beca

9、use it accounts for nearly 27% in the English paper of the college entrance examination. However, in China the situation of English reading teaching is not very good. There are many problems in both students reading ability and teachers teaching methods. Many teachers have adopted the cramming metho

10、d of teaching under the influence of traditional exam-oriented education for a long time. They regard language knowledge teaching as the key point of English reading teaching, during which they mainly teach vocabulary and grammar and translate the whole text sentence by sentence, but ignore the deve

11、lopment of students reading skills and ability. It results in the boring classroom atmosphere and low teaching efficiency, which is not good for the integrated development of students. Therefore, the current English reading teaching must be improved and reformed. With better understanding of the law

12、 and essence of foreign language teaching in recent years, more and more people advocate mobilizing the enthusiasm and initiative of students. Situational teaching, as an effective way to arouse students learning interest, is more and more widely used in teaching. It can not only activate the conven

13、tionally boring English class, but also promote the reform in education and transform the traditional teacher-centered teaching model to student-centered model. Teachers create various situations to interest students in reading and improve their English reading capacity and turns students to the mai

14、n body of classroom activities. Applying the situational teaching to English reading teaching is significant. Its necessary to optimize teaching process and develop students comprehensive language application ability. This thesis mainly introduces situational teaching and its application in English

15、reading teaching in Senior High School. It presents the definition, features and current studies of situational teaching, analyzes the current English reading models and the problems of English reading teaching in senior high school of our country. Moreover, the fourth part combines situational teac

16、hing with English reading teaching. It points out the purposes of reading teaching and the functions of situational teaching in English reading teaching to fulfill those aims, and gives some teaching situations to embody how situational teaching help to promote English reading teaching and solve the

17、 problems of English reading teaching in senior high school.2. Literature Review2.1 Definition of situational teaching Psychologists think that situation is a concrete environment which can stimulate people directly with biological and social meanings. It plays a certain role in activating peoples a

18、ffection (Yu Aihua, 2011). Situational teaching is a teaching method that with the aim at achieving good teaching efficiency, teachers employ and create vivid and specific situations to arouse students emotional experience while teaching in order to help students understand teaching materials and de

19、velop their mental function (Zhong Xinyue, 2005). It breaks through the traditional teaching model and is in line with the law of language teaching and the development of thinking, which indicates that teaching is not only to impart knowledge, but also a process to exchange and share emotions with s

20、tudents. Situational teaching includes real situation, associational situation, graphic situation and so on (Qian Zhaoxia, 2011). The core of situational teaching is to stimulate students interest (Wang Jimao, 2004). It can activate students study motivation and create relaxing classroom climate. It

21、s an effective method to teach language. 2.2 Features of situational teaching Situational teaching is more and more valued by educators and teachers for it has some distinguished features compared with traditional teaching method. It can provide visual teaching aids, keep students interested and get

22、 them actively involved in class (Xue Ning, Zhu Yingyu, 2011). The three features do not exist in isolation but influence and promote each other. They will be introduced as follows.1) Providing visual teaching aids Providing visual teaching in situational teaching makes it vivid and figurative. The

23、reason why traditional teaching cant draw students attention is that teachers always use mechanical rigid teaching method, which may eventually make students lose interest in study (Xue Ning, Zhu Yingyu, 2011). Visual aids are regarded as the most direct and effective means used in situational teach

24、ing (Qian Zhaoxia, 2011). Teachers can show students real objects. Powerpoint presenting is another frequently-used means in situational teaching. Teachers can present pictures and sound through PPT. Many other things such as students stationery, scenery outside the classroom or things familiar to p

25、eople can also serve the situational teaching to help students understand and make classes attractive. 2) Keeping students interested Situational teaching should keep students interested in study. Most students are passive receiver in class now partly because classes are too boring to attract them.

26、Being interesting in situational teaching is very important as it can make students participate in teaching process actively (Xue Ning, Zhu Yingyu, 2011). Teachers should design teaching situations according to students psychological characteristics, thats to say, taking pleasure in teaching. Playin

27、g games is an effective way to mobilize students subjective initiative and creativity and draw their attention and its loved by them. They can get not only knowledge but also happiness from situational teaching. Teachers can also design other forms of activities like competition of memorizing words,

28、 idioms solitaire and English speech contest to make students become active in class (Xue Ning, Zhu Yingyu, 2011). 3) Getting students actively involved The aim of learning is to communicate with the world, especially in language study (Xue Ning, Zhu Yingyu, 2011). Teaching is an interactive process

29、 that teachers exchange with students so teachers should train students communicative ability and skills while teaching. Situational teaching is to activate students enthusiasm and initiative to be active in class so getting students actively involved is a very important feature. Teachers should enc

30、ourage students learn to cooperate with others and express themselves in class. Activities such as group discussion and role playing are very common in situational teaching and more than one sense of students are involved and mobilized. Real and vivid situations give students an immersive feeling an

31、d make them participate in class actively (Xue Ning, Zhu Yingyu, 2011). 2.3 Studies on situational teaching 2.3.1 Studies of situational teaching abroad Situational teaching emerged and became popular in England from 1930s to 1960s, and then has been valued in the educational world (Wen Jialing, 200

32、8). Linguists and educators have conducted further studies about the function of situational teaching. The distinguished American educator Dewey attached great importance to situational teaching. He thought teachers should create situations and then set teaching aims and made plans to stimulate stud

33、ents learning motivation and interest and inspire them through creating teaching situations, which greatly boosted the practice of situational teaching (quoted in Yu Aihua, 2011). In 1950s, based on situational teaching, the famous Bulgarian philosopher George Lozanov put forward the Suggestive Meth

34、od, which suggested using some teaching situation to activate students learning motivation and interest (quoted in Wen Jialing, 2008). In 1960s, the former Soviet Union educator Sukhomlinskii, who also made great contribution to the development of situational teaching, often used the colorful nature

35、 as a real situation to inspire students thinking and train their imagination and creativity (quoted in Qian Zhaoxia, 2011). In 1960s, L.G.Alexander compiled the famous New Concept English, which used situational teaching and has been widely used so far. Swiss philosopher Jean Piaget emphasized the

36、overall teaching method and thought teaching should be laid in meaningful situations and that the knowledge learnt previously can be applied was the most ideal condition (quoted in Qian Zhaoxia, 2011). 2.3.2 Studies of situational teaching in China The exploration of situational teaching in China or

37、iginated from the English Teaching started by Zhang Shiyi in 1948 (quoted in Qian Zhaoxia, 2011). The studies started with Li Jilins experiments of situational teaching. Li Jilin, the author of Experiments and Studies of Situational Teaching, Theory and Practice of Situational Teaching, advocated te

38、achers creating situations to help students acquire knowledge in practice. With his leading, the theory and practice of situational teaching in China made great achievements. Zhong Xinyue (2005) published an article named The Research and Practice of Situational Teaching in Senior High School, in wh

39、ich he researched and discussed situational teaching and its application in senior high school in detail according to his own teaching experience. He Xiaohua (2009) said that situational teaching could activate linguistic knowledge and the vividness and figurativeness of situations could arouse stud

40、ents interest and change the former dull situation in his paper The Application and Thinking on Situational English Teaching. Xue Ning and Zhu Yingyu (2011) thought that teachers should use various methods to create interactive situations to activate students study initiative and communicative abili

41、ty. Sun Chunqin (2011) said that the application of situational teaching can effectively reflect the interactive feature of language study and stimulate students affection. According to the principles of situational teaching, situational educator Han Zhongliang put forward the model of situational e

42、ducation and combined theory with practice, which had profound guiding significance for English teaching in China (quoted in Qian Zhaoxia, 2011). 3. English Reading Teaching 3.1 Definition of reading teachingReading is a complex intellectual activity to get knowledge from various written materials (

43、Qian Zhaoxia, 2011). Its a very crucial way to learn English, and the foundation of acquiring linguistic knowledge, getting information and improving language application ability (Li Hui, 1999). Reading ability reflects ones integrated language application ability and is very important among the fou

44、r abilities (listening, speaking, reading and writing) in the process of second language acquisition (Qian Zhaoxia, 2011). Reading teaching is a process that teachers direct students to achieve self-construction and learn how to read (Li Huizhen, Zhao Ping, 2006). The purposes of reading teaching ar

45、e to make students understand the written text and get information, build up vocabulary, improve their reading ability and get some enlightenment.3.2 Models of reading teaching Reading comprehension is a process that readers exchange with reading materials. Authors encode the information in their mi

46、nd to form discourses and readers decode them to get information (Deng Shangshang, 2009). There are three types of models in reading - bottom-up reading model, top-down reading model and interactive reading model (Qian Zhaoxia, 2011). Therefore, there are also three models of reading teaching correspondingly. They will be listed as follows. 3.2.1 Bottom-up modelIn 1970s, some experts and scholars in linguistics put forward the bottom-up reading model (Qian Zhaoxia, 2011). According to bottom-up reading model, reading is primarily a decoding process of reconstructing the authors intended m