本科畢業(yè)設(shè)計(jì)論文On the Application Strategy of Situational Teaching in Primary School English Teaching

ContentsTOC\o\h\z\uAbstract I摘要 IIIntroduction 11SituationalTeachingMethod 31.1DefinitionofSituationalTeachingMethod 31.2CharacteristicsofSituationalTeachingMethod 41.3TheoreticalBasisofSituationalTeachingMethod 51.4BasicPrinciplesofSituationalTeachingMethod 72TheSignificanceofSituationalTeachingMethodinPrimarySchoolEnglishTeaching 102.1TheCurrentSituationofPrimarySchoolEnglishTeaching 102.2TheImportanceofSituationalTeachingMethodinPrimarySchoolEnglishTeaching 133CaseStudyofSituationalTeachingMethodinPrimarySchoolEnglishTeaching 173.1GuidingStrategiesofSituationalTeachingMethodinPrimarySchoolEnglishTeaching 173.2IdeaofSituationalActivitiesinPrimarySchoolEnglishTeaching 213.3ContentofSituationalActivitiesinPrimarySchoolEnglishTeaching 223.4ResultsandReflectionofSituationalActivitiesinPrimarySchoolEnglishTeaching 23Conclusion 26Bibliography 28Acknowledgments 30AbstractPrimaryschoolperiodisthebasicstageofEnglishlearningandthekeyperiodofEnglishlearning.Atthisstage,itisveryimportantforteacherstomakestudentsliketolearnEnglishandimprovetheirEnglishcommunicationskills.Atpresent,thetraditionalteachingmodelisstilladoptedinprimaryschoolEnglishteachinginChina.Thecharacteristicoftraditionaleducationisindoctrination.Teacherindoctrinatesstudentswithoutasituation.Inthisprocess,studentsareignoredbyteachersasthemainbodyofteaching.Teachersalsoneglecttoenhancestudents’interestinlearningandpracticalability.ThiskindofteachingmethodmakesthepupilslackthelanguageenvironmentforlearningEnglish.China’scurriculumisbeingreformedandeducationalinformationisconstantlyevolving,thetraditionalEnglishteachingmodelinprimaryschoolcannotadapttotheteachingsituationinthenewera.Englishasalanguage,itsmainfunctioniscommunication.Communicationneedsacertainsituation,soitisverynecessarytocreateasituationforstudents.Situationalteachingmethodisinlinewiththeideaofdeepeningeducationinnovationandthedevelopmenttrendofeducationalinformation.SituationalteachingmethodisusedbyteachersinprimaryschoolEnglishteaching.Itcanhelpstudentstocommunicatewitheachother.Students’learninginterestsandlanguagecommunicationskillsareimprovedinthisprocess.Inviewoftheaboveproblems,theauthorfoundthatsituationalteachingmethodcansolvetheseproblemswell.ThispaperwillexploretheapplicationofsituationalteachingmethodinprimaryschoolEnglishteaching.Firstofall,itexplainsthebasictheoreticalcontentofsituationalteachingmethodandEnglishteachinginprimaryschool.Secondly,itanalyzestheguidingstrategiesofsituationalteachingmethodinprimaryschoolEnglishteaching.Finally,theauthorhopestofindouthowtocreateeffectualscenariosinprimaryschoolEnglishteachingbyapplyingsituationalteachingmethod.Keywords:traditionalteachingmodel;SituationalTeachingMethod;primaryschoolEnglishteaching摘要小學(xué)階段是英語學(xué)習(xí)的基礎(chǔ)階段，也是英語學(xué)習(xí)的關(guān)鍵時(shí)期，對(duì)培養(yǎng)學(xué)生的英語學(xué)習(xí)興趣和英語語言交際能力有著重要的作用。目前，我國(guó)在小學(xué)英語教學(xué)方面仍然采用傳統(tǒng)教學(xué)的模式，即“灌輸式”教學(xué)。教師在沒有情景的情況下灌輸式地教授學(xué)生知識(shí)，在這個(gè)過程中忽視了學(xué)生是教學(xué)的主體，忽視了培養(yǎng)學(xué)生的學(xué)習(xí)興趣和實(shí)踐能力，這種教學(xué)方式使當(dāng)代的中國(guó)小學(xué)生缺乏學(xué)習(xí)英語的語言環(huán)境。隨著我國(guó)的課程改革和教育信息化不斷的發(fā)展，傳統(tǒng)的“灌輸式”小學(xué)英語教學(xué)模式已經(jīng)不能適應(yīng)新時(shí)代的教學(xué)形勢(shì)。英語作為一種語言，它的主要作用是交際，而交際需要一定的情景，所以為他們創(chuàng)設(shè)情景是非常必要的。情景教學(xué)法契合深化教育改革的理念和教育信息化發(fā)展的趨勢(shì)。情景教學(xué)法通過在小學(xué)英語教學(xué)中創(chuàng)設(shè)情景，讓同學(xué)們進(jìn)行交際，從而達(dá)到提高學(xué)生學(xué)習(xí)興趣和英語語言交際能力的目的。針對(duì)以上問題，筆者發(fā)現(xiàn)情景教學(xué)法可以有效解決這些問題。本論文將對(duì)情景教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)用策略研究進(jìn)行探討。首先，以情景教學(xué)法的基本理論和小學(xué)英語教學(xué)為重點(diǎn)進(jìn)行研究。其次，分析情景教學(xué)法在小學(xué)英語教學(xué)中的策略。最后，將情景教學(xué)法應(yīng)用到教學(xué)實(shí)踐中，以期發(fā)現(xiàn)如何在小學(xué)英語教學(xué)中創(chuàng)造有效情景。關(guān)鍵詞：傳統(tǒng)教學(xué)模式；情景教學(xué)法；小學(xué)英語教學(xué)IntroductionInthecurrentageoftheglobaleconomicandworldmulti-polarization,Englishisbecomingvitalasatoolofinformationacquisitionandcommunication.EnglishhasbecomeanobligatorycourseforpupilsaboveGradeThreesince2001.ThenewEnglishcurriculumstandardsreflectthedevelopmenttrendofmodernEnglishteachingandconsolidatethelatestachievementsofEnglishteachingresearchinChina.TherearehigherrequirementsforEnglishteachinginprimaryschool,suchasteachersshouldcultivateinternationalstudents.Therefore,teachersshouldgivestudentsthechancetoexpresstheirthoughtinordertoexplorethepotentialofstudents.China’scurrentinfusioneducationmakesstudentsandteacherstired.Thetraditionalteachingmodelissuitablefortoday’sprimaryschoolEnglishclassnomore.Inthiscase,thenewteachingmethodneedsintoclass.Thecharacteristicsofstudents’mentalandphysiologicaldevelopmentarecombinedinthesituationalteachingmethod.Theseproblemscanbesolvedbyusingsituationalteachingmethod.BritishscholarHornbyfirstproposedtheconceptofsituationalteachingmethod.Teacherspurposefullycreatesomespecific,vividandinfectiousenvironmenttocultivatestudents’interestinlearningEnglish,toimprovelearningefficiencyandtopromoteEnglishlearningaccordingtotheteachingcontent.Thelanguageenvironmentofsituationalteachingdesignisrealistic.Itisthekeytolanguagelearning.Situationalteachingmethodpresentandcreateattractiveandinterestingsituationsinvariouswaysaccordingtotheactualsituationofcommunication.Thereisnodoubtthatsituationalteachingmethodisagoodwaytoimprovestudents’learninginterestandchangeEnglishteachingmode.Atpresent,situationalteachingmethodhasbeenappliedinprimaryschoolEnglishteaching,andtheoutcomeithasachievedisnotbad.However,situationalteachingmethodhasbeenusedforarelativelyshortperiodinprimaryschoolEnglishteaching,andtherearestillsomeproblemsintheapplicationprocess.Firstofall,teachers’languageisnotvividandaccuratewhenusingsituationalteachingmethod.Teachersuselanguagetocreatesituations.TeachersneedtoguidestudentsintoEnglishlearningsituationswithvividlanguageaccordingtotheactualsituationofstudents.Itcanstimulatestudents’interestinlearning.Butsometimesteacherscannotcreategoodsituationsandattractstudents’attention.Secondly,teacherssometimesneglectstudents’subjectivity.Sometimesteachersdon’tgivestudentsenoughtimetothinkinclass.Forexample,whenstudentsencounterproblems,teacherswilldirectlygiveanswers,notgivestudentsenoughtimetoreflect.Finally,teachersselectedmaterialsarenotappropriatewhenteachersusesituationalteachingmethod.Forexample,someteachingmaterialsareoldorprofound,whichmakesitdifficultforprimaryschoolstudentstounderstand.Inviewoftheaboveproblems,theauthoranalyzesthesituationalteachingmethodandcharacteristicsinprimaryschoolEnglishteaching.ThispaperexplorestheapplicationofsituationalteachingmethodinprimaryschoolEnglishteaching.Thispaperisdividedintothreechapters.Thefirstchapterexpoundsthesituationalteachingmethod’sdefinition,characteristics,theoreticalbasisandbasicprinciples.ThesecondchapterdiscussesthesignificanceofsituationalteachingmethodinprimaryschoolEnglishteaching.ThethirdchapteristheapplicationofsituationalteachingmethodinprimaryschoolEnglishteaching.Thischapterintroducesthespecificapplicationcaseindetail,andputsforwardseveralimportantimplementationstrategies.Theauthortriestofindaneffectivemeantocreateasituationthroughteachingreflection,andtheauthorhopestohelpandinspireprimaryschoolEnglishteaching.1SituationalTeachingMethodThefinalobjectiveofEnglishteachingistobooststudents’Englishculturalliteracyandstrengthenstudents’Englishcomprehensiveability.Manyscholarsareactivelycarryingoutin-depthresearchinmanyteachingmethodsinordertomaketheeffectofEnglishteachingmoreprominent.SituationalteachingmethodhasagreatadvantageinprimaryschoolEnglishteachingamongalltheteachingmethodology.Theseadvantageshavebenefitedfrompreviousstudies.Thefirstchapterwillintroducethesituationalteachingmethod,includingitsdefinition,characteristics,theoreticalbasisandprinciples.1.1DefinitionofSituationalTeachingMethodScholarsathomeandbroaddefinesituationalteachingfromdifferentaspects.SituationalteachingmethodwasdevelopedbyBritishappliedlinguistsbeginningaround1920,andcontinuingintothe1960s.AdvocatesforsituationalteachingmethodincludeHaroldPalmerandA.SHornby.TheyaretwoprominentBritishappliedlinguists.EnglishlinguistHaroldPalmerbelievesthat“situationalteachingmethodreferstoteachersconsciouslydesignedtomimicthecontextofacquisitionsothatstudentsareencouragedtodrawontheirnaturalcapacityforlanguagelearning”[1].EnglishlinguistA.S.Hornbydefinessituationalteachinglikethis:theteachershouldcreaterealsituationsanduselanguagethatmatchedascloselyaspossibletotheclassroomsituationandtherelevantgrammatical.Hornbyalsoadvocatesthatteachersshouldfirstintroducenewwordsandsentencestructurestostudentswhenteachersusesituationalteachingmethod.Itcanpavethewayforreadingarticlesanddealwiththearticles.Horneybelievesthatteachersmustcombinenewknowledgewiththeteachingsituationwhenteachersintroducenewknowledgetostudents.Hornbythinksthatsituationalteachingmethodrefersto:teacherspurposefullycreatesomevividteachingscenesintheprocessofteaching,soastohelpstudentsacquireknowledgeanddevelopskills.Thetwoscholars’relevantdefinitionsofsituationalteachingmethodlaidthefoundationforthelaterresearchofexpertsandscholars.ChineseexpertsandscholarshavealsobeguntostudythesituationalteachingmethodsincetheintroductionofsituationalteachingmethodintoChina.Situationalteachingisprovidedstudentswitharealorsemireallanguageenvironmenttocreatescenes,andmakestudentsparticipateinit.YuYao‘sdefinitionofthesituationalapproachismainlybasedonFirth'slinguistictheorythatlanguageseeksmeaningaccordingtothecontextofspeech.Shebelievedthat“situationalteachingmethodisbasedontheteachingcontentandsyllabus.Teacherstrytocreateavarietyofrealandnaturalteachingsituationswhileteachinglanguageknowledge,inwhichstudentsimmersethemselvesandfeelthelanguageknowledge”[2].Shealsopointsoutthatstudentsexpressthemselvesinsimilarlanguagebyimitatingthelanguagesituationscreatedbyteachers.Thenstudentscommunicatewithotherstudentsthroughclassroomactivitiesandmasterthelanguagestructure.Teacherscreateallkindsofsituationstomakestudentsintegrateintoalargenumberofnaturallanguagesituations.Inthiscase,studentsunderstandandinputagooddealoflanguagematerialsinnaturalorartificialsituations,andusesimilarwordstoexpressthemainpurposeandsoon.InEnglishteaching,teachersintendtouseasortofteachingmethodstocreateavividsceneforstudents,suchassimulatingcommunicationscenes,performingshortplaysordialogues,usingavarietyofteachingaidstohelpstudentsbetterunderstandanduseEnglish.Theteachersletthestudentsformvividpicturesintheirmindstoenrichtheirimagination,encouragethemtothinkactivelyandattracttheirinterest,soastoachievetheteachinggoalbymobilizingthestudents’visionandhearing.Thecontextisemphasizedinthesituationalteachingmethod,whichstimulatesstudents’emotionalexperience.1.2CharacteristicsofSituationalTeachingMethodThebiggestcharacteristicofsituationalteachingmethodisthatitaccordwiththeprocessofhumanbrainactivity.Accordingtophysiologists,thelefthemisphereofhumanbrainmainlyperformsanalyticaltaskssuchaslanguage,logic,mathematicsandwriting,whiletherighthemisphereisgoodathandlingintuitiveprocessessuchasspatialconcepts,andunderstandingcharts,patterns,musicandcolors.Thetwohemispheressupportandcomplementeachother’sactivitiesinsteadofworkinginisolation.Intheapplicationofsituationalteachingmethod,peoplenotonlylayemphasisonlisteningandspeaking,butalsoneedtoperformandenteracertainrole.Usingsituationalteachingmethodtolearnalanguage,thestudents’mindishighlyconcentrated.Thetwohemispheresareinanexcitedstatewhichenhancestheeffectofmemory.Somestudentsperformforafewminutesonatemporarystageintheclassroom.Theycanrememberaphrase,asentenceorevenaconversationintheirmindwhichwillneverbeforgotten.AnothercharacteristicofsituationalEnglishteachingmethodisthatitconformstotheteachingprincipleofelicitation,intensivespeakingandpractice.ItisnecessaryforteacherstoexplainthekeypointsanddifficultiesofthetextproperlyintheprocessoflearningEnglish.What’smore,studentsshouldhavealotoftimetotrain.Americanteachingexpertsbelievedthattheteacher’slecturetimecanonlybecontrolledwithin10minutes,whiletheothertimeisforstudentstostudyandpracticeforasuccessfullanguagepracticeclass.Englishsituationalteachingmethodmakesstudentsstayinthesettingsituationallthetime.Theteacherplaysaguidingroleandtheroleofnarrator.Teachersmustimplementtheprincipleofheuristic,andtryplentyofpractice.Studentswouldbecomethecenteroftrainingiftheycanmovetheirhands,earsandeyeswithalargeamountoftime.ThethirdfeatureofsituationalEnglishteachingisthatitcangivefullplaytostudents’potential.CollegeEnglishmajorshavelaidasolidfoundationandacertainvocabularyinmiddleschool.CollegeEnglishmajorsalsoreadsomeEnglishbooksafterclass.Sothechildren’stextsintextbookscan’tmeetteachers’Englishlearningrequirements.Thesituationalteachingmethodcanmakeupforthedeficiencyofthisaspect,whichistoadaptanddesignavarietyofsituationsaccordingtothesetexts.Studentscandeveloptheirownadvantageandshowtheirtalents.ThefourthfeatureisteachersusesituationalteachingmethodinEnglishteachingtohelpstudentslearnauthenticEnglish.ManywordsandsentencesinEnglishhavedifferentconnotationinspecificsituations.Studentswillfeeltherealmeaningofwordsmorevividlyinspecificsituations.Tosumup,situationalteachingmethodhasfourcharacteristics.Thesefourcharacteristicsarebasedonstudents’physiology,psychology,teachingeffectandEnglishlanguagecharacteristics.Atthesametime,italsorevealstheadvantagesandcausesofsituationalteachingmethodfromvariousperspectives.1.3TheoreticalBasisofSituationalTeachingMethodSituationalteachingmethodisateachingmethodthatallowsstudentstoexperiencesituations.Itsfocusistostimulatestudents’emotionsandquicklyimprovestudents’abilitiesandqualities.Ithaslowoperatingcost,strongconcealmentandhigheffectiveness.Marxismepistemology,constructivismlearningtheoryandpsychologytheoryarethedirecttheoreticalsourcesofsituationalteachingmethod,whichproviderichtheoreticalresultsfortheresearchofsituationalteachingmethod.1.3.1MarxistEpistemologyMarxistepistemologyisadynamictheoryofreflection.Thetheoryofreflectionthinksthat“thecontentofcognitioncomesfromtheobjectiveworld,andcognitionisthereflectionofthehumanbraintotheobjectiveworld”[3].Withoutthereflection,therewillbenoreflectionactivity.Thisepistemologytellsteachersthatlearningprocessisalsoakindofcognitiveactivity.Thegenerallawofcognitionisfromsensibilitytoreason,fromconcretetoabstract.Teachersshouldcarryoutsituationalsimulationteachingaccordingtotheprincipleofepistemologicalreflectiontheoryandtheeffectofobjectiveexistenceonstudents’subjectivecognition.Thecolorfulworldintothestudent’scognitionthroughtheimage,knowledgeisthereflectionoftheobjectiveexistence.Thesimulatedteachingsituationisanexternalenvironmentthatisconsciouslycreatedandoptimizedbytheeducators.Itisconducivetothedevelopmentofstudents.Studentsareinthisspecificsituation,itcannotonlypromotethedevelopmentofstudents’cognitivepsychology,butalsostimulatetheiremotionalactivitiestoparticipateinlearning.Inthisprocess,students’enthusiasmandlearninginterestarestimulated.Atthesametime,itgivesfullplaytostudents’subjectiveinitiativewhichmakeslearningactivitiesbecomestudents’activeandconsciousactivities.1.3.2ConstructivismLearningTheoryThefirstproponentofconstructivismisJeanPiaget,afamouspsychologistinSwitzerland.Heisthemostinfluentialpsychologistincognitiondomain.Hethinksthatknowledgeisobtainedbylearnerswithacertainsocialandculturalbackground,notbyteachers.Studentslearnknowledgewiththehelpofteachersandclassmates.Teachersusenecessarylearningmaterialsandthroughmeaningconstruction.Thelearningenvironmentmustfacilitatethecreationoflearningcontent.Constructivistlearningtheoryenlightensteachersthateducatorsshouldnotonlyanalyzetheteachingobjectives,butalsoconsiderthecreationofsimulatedsituationsthatareconducivetotheconstructionofmeaningforstudents.“Teachersshouldtakesituationalteachingasoneofthemostimportantmethodswhichinlinewiththedevelopmentofstudents’cognitiveability”[4].Thetheorythatstructuralknowledgeisboundtobeconnectedwiththelanguagesituationsprovidesamajorfeatureforsituationalteaching.Inaddition,languageactivitiesshouldbemixedwithparticipantsandrelatedtopicstoformareallearningsituation.Inthisview,“meaning”,“context”and“situation”areprominentinlanguageteaching,whichisthetheoreticalbasisofsituationalteachingmethod.1.3.3PsychologicalTheoryWilliamisthefatherofAmericanpsychology.Throughacomprehensive,detailedandsystematicinvestigation,hehascometotherelevantimportantconclusionthataperson’sworkabilityandworklevelafterastrongemotionalstimulationwillfarexceedtheworkabilityandlevel.Thisconclusionisreflectedinthenormalstate.Whetheraperson’spsychologicalemotionalattitudeisinamorepositiveandoptimisticstatewilldirectlyaffectthelearners’learningattitudetoalargeextent,andevenaffectthelearningefficiency.Whenlearnersthinkandlearnwithstronginternalmotivationandapositiveemotionalstate,theirlearningefficiencywillbegreatlyimproved.Psychologicaltheoryisoneofthefoundationsofsituationalteachingmethod.Itmakesfulluseoffeelingandscene,andcreatesasituationcloselyrelatedtotheactuallifeoflearners.ThesceneisthesourceoffeelinginEnglishteaching.Theabstractconceptsanddefinitionsintheclassarecombinedwithspecificpracticalactivitiestofullyimprovethepracticalityandlanguagecommunication,sothattheunityofthinkingandactionresonatesbetweenlearnersandteachers.Learningactivitiesaremoreindependent,activeandeffective.1.4BasicPrinciplesofSituationalTeachingMethodTeacherstrymanykindsofteachingmethodsinordertomakestudentsmasterEnglishknowledgebetter.ItisfoundthatsituationalteachingmethodcaneffectivelyhelppupilsunderstandEnglishknowledge,andithasaverygoodauxiliaryeffectontheirlearning.Thefunctionofsituationalteachingmethodismainlyintwoaspects,includingedificationandenlightenment.Inordertomakethesituationalteachingmethodplaythesetwofunctionsbetter,severalimportantprinciplesshouldbefollowedintheoperationofsituationalteachingmethod.1.4.1PrincipleofPracticalityIntheprocessofEnglishteaching,teachersshouldfollowtheprincipleofpracticalitywhenusingsituationalteachingmethod.“Situationalteachingmethodisdifferentfromthetraditionalteachingmethod.Itscoreistocreatealearningatmosphere”[5].Teachersshouldalwaysadheretotheprincipleofpracticality.Intheprocessofusingsituationalteachingmethod,teachersshouldalwaysfocusonthecontentofteaching.Teachersdonotcarryoutmeaninglessextra-curricularexpansion,whichleadstodeviationfromthenormalteachingtrack.“Whencreatingteachingsituations,teachersshouldcombinedifferentknowledgepointswithspecificplanningtoberealisticandneverdeviatefromthemainpurposeofteaching”[6].1.4.2PrincipleofParticipationWhenteacherscarryoutsituationalteaching,theyshouldletallstudentsparticipateinitandcreateagoodlearningatmosphereforstudents.Studentsarethecoreofsituationalteachingmethod.“Teachersonlyensurethateverystudenttakepartinclass,studentscouldhaveadeeperunderstandingofknowledge”[7].Teachersshouldcontrolthedifficultyofteachingcontent.Teachersshouldletstudentswhostudywellhavethespacetoimprove,butalsoletthestudentswhostudybadlyparticipateinthewholeteachingprocess.Atthesametime,teachersshouldcreatedifferentsituationmodelsfordifferentgradesofstudents.Thelowergradestudentstendtolearninthegame.Thehighergradestudentstendtodosomeexpansionactivities.1.4.3PrincipleofInitiativeThenatureofteachingdeterminesthatstudentsarethemainbodyofteachingactivities.Whetherstudentsinvestinlearninghasbecomethekeyfactorinteachingsuccessorfailure.Teachersknowthatreallearningisusuallynottheresultofteachersusetraditionalteachingmethodinteaching.Onthecontrary,itoftencomesfromtheindividual’sexperience,thinking,anddiscovery.“Intheprocessofteaching,Englishteacherscreateaninterestingteachingsituation,whichcanmobilizestudents’initiativeinlearningEnglishandarousestudents’interestinactivelearning”[8].Intheprocessof“exploration-satisfaction-fun–motivation”,studentsgraduallyhavetheinitiativetolearnEnglish.1.4.4PrincipleofCreativityGenerallyspeaking,creativityreferstotheabilityorcharacteristicofanindividualtoproducenovelanduniqueproductswithsocialvalue.Teachersshouldadheretotheprincipleofcreativitytoenhancestudents’creativethoughtintheprocessofprimaryschoolEnglishteaching.Teachershowtocultivatestudents’creativethinkinghasbecomeaglobalproblem.CreativeteachinghasbecomethemaingoalsoftheEnglishteaching.Thesituationalteachingmethodlaysemphasisontheexpansionofstudents’thinking.Itcultivatesstudents’creativethinkingqualitycontinuously.1.4.5PrincipleofAuthenticitySomescholarsbelievethatauthenticityisthelearners’appropriateresponsetothetextintheprocessofusingthetext,anditistherelationshipbetweenthetextandthelearners.Thecurrentteachingmaterialsandthecontentofthetextarenotenoughtoreflectthereallanguagecommunicationcontent.Soteachersshouldproperlyintegratethesituationalteachingmethodandcreateamorereallearningenvironmentforstudents.Thenstudentscanrealizethat“Englishcommunicationiscloselyrelatedtotheactuallife,anditcannotbeisolatedfromtherealitytolearnEnglish”[9].TheprincipleofauthenticityrequiresEnglishteachersguidestudentstoacquireknowledgepointsinpracticalapplication.What’smore,teachersleadstudentsmastertheuseofwordsandsentenceslearnedinthislesson.2TheSignificanceofSituationalTeachingMethodinPrimarySchoolEnglishTeachingThefunctionsofEnglisharedefinedastwopoints.Firstisthebasiclanguagefunction.TheotheristheculturalconnotationofEnglish.ThemaindirectionsofEnglishteachingarealsointhesetwopoints.However,fromthecurrentpointofview,primaryschoolEnglishteachinginourcountrymainlyfocusesonthefirstaspectwhichistheknowledgeofEnglishlanguage.ItinvolveslesscultureofEnglish.Thischapterfirstexpoundsthetoday’ssituationofEnglishteachinginprimaryschoolsinChina,andthenitsetforththeimportanceofsituationalteachingmethodinprimaryschoolEnglishteachingonthebasisofthecurrentsituationofEnglishteachinginprimaryschools.2.1TheCurrentSituationofPrimarySchoolEnglishTeachingInthebasiceducationstage,thegoalofEnglishcourseonthebasisofdevelopingstudents’linguisticskills,culturalconsciousness,learningstrategiesandlanguageknowledge.Thefinalobjectiveisthecultivationofstudents’integratedEnglishlanguageskills,thespiritofcooperation,andtheabilityofusingtheEnglishlanguagetocommunicatewithothersinasystematicway.Atpresent,teachersneedtotrytheirutmosttocompletethetargetofprimaryschoolEnglish.PrimaryschoolEnglishteachingislackoflanguageenvironment.Primaryschoolstudentsarelivelyandactiveandtheyarelackofsustainedattentionandpoorself-control.ThefollowingphenomenaarestillcommoninprimaryschoolEnglishteachingatpresent.2.1.1ShortageofTeacherResourcesEveryyeartherearelotsofundergraduateandgraduatestudentsgraduatedfromtheEnglishmajor,andpouringinthetalentmarket.Butonlyafewofthesegraduatescanentertheteacherranks.Competitiveschoolsaremostlylocatedinthecitycenteroreconomicrelativelydevelopedarea.Theteacher’ssalaryisimprovedmoresignificantlythanever,butthevillagesandtownsandtheeconomylessdevelopedareasarestilldifficulttoattractgraduates.Ontheonehand,theproblemistheChineseeducationsystem.Theteacherresourcesarenotenough.Thenumberofauthorizedstrength