对情境教学法在英语课堂教学中应用的研究 英语毕业论文

第一篇：对情境教学法在英语课堂教学中应用的研究 英语毕业论文

本科毕业论文(设计)

题 目：对情境教学法在英语课堂教学中应用的研究

学 院： 外 语 学 院 专 业： 英语语言文学

姓 名： 指导教师：

2012 年 月

日

青岛大学本科生毕业论文（设计）

STUDY ON THE SITUATIONAL TEACHING METHOD IN ENGLISH CLASSROOM TEACHING

BY

Yuan Zhelin

ENGLISH DEPARTMENT COLLEGE OF FOREIGN LANGUAGES

QINGDAO UNIVERSITY

June 1, 2012

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Abstract With the development of the teaching reformation, the situational teaching method finds favor in people's eyes because it's direct and vivid and focuses on students' subjectivity.My topic is about the situational teaching method's applying in English classroom teaching.I find there are some problems: students' English level is low, pressure of examination-oriented education is great, emphasis of teachers and students are different, and so on.Then I suggest using pure English, strengthening the communication between teachers and students, and changing the examination-oriented education.My paper aims to make the situational teaching method play a more important role in our country's English classroom teaching.Key words: situational teaching method;English classroom teaching

摘要

随着英语课堂教学的改革，情境教学法因其直观形象、寓教于乐、注重学生主体性等特点受到青睐。本文研究情境教学法在英语课堂教育中的应用。发现其存在几方面的问题：学生整体英语基础差，应试压力大，教师与学生侧重点不同等。对此，本人提出几点建议，如全英教学，加强学生与教师的沟通，改变以应试为主的教育模式等。以期情境教学法能在我国英语课堂教学中发挥更重要的作用。

关键词：情境教学法；英语课堂教学

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Contents

Introduction.............................................................................................................1

Chapter 1 Application of the Situational Teaching Method in English

Classroom Teaching............................................................................2

1.1 Importance of the Situational Teaching Method in English Teaching............2

1.2 Theoretical Bases of the Situational Teaching Method...................................3

1.2.1 Constructivism Theory...........................................................................3

1.2.2 Situational Approach..............................................................................3

1.2.3 Cognitive Linguistics.............................................................................4

1.2.4 Students' Learning Regularity................................................................4

1.3 Concrete Measures of the Situational Teaching Method in English Teachin.5

1.3.1 Creating Different English Situations....................................................5

1.3.2 Using of the Multi-media.......................................................................5

1.3.3 Playing of Various Roles........................................................................6

1.3.4 Development of the Extracurricular Activities......................................7

1.4 Characters of the Situational Teaching Method..............................................7

1.4.1 Taking Students as the Main Body.........................................................7

1.4.2 Creating Direct and Vivid Situations.....................................................8

1.4.3 Making Entertainment a Medium of Education...........................8

Chapter 2 Difficulties in Using the Situational Teaching Method in English

Classroom Teaching........................................................................10

2.1 Extent of Teachers' Attention is not Enough.................................................10

2.2 Students' English Rudimentary Knowledge is Weak....................................11

2.3 The Pressure of Examination-oriented Education is Great...........................12

2.4 Evaluation Standards Are Single..................................................................13

2.5 The Deviation Between Teachers' Using Habits and Students' Expectations

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is Obvious.......................................................................................................14

Chapter 3 Suggestions to the Situational Teaching Method in English

Classroom Teaching..............................................................................16

3.1 Teachers Study the Situational Teaching Method Systematically.................16

3.2 Use Pure English in Classroom Teaching.....................................................17

3.3 Diversity the Evaluation Standards...............................................................18

3.4 Reduce the Deviation Between Teachers' Using Habits and Students'

Expectations..................................................................................................18

Conclusion.............................................................................................................20

Acknowledgements...............................................................................................22

Bibliography..........................................................................................................23 iv

青岛大学本科生毕业论文（设计）

Introduction

The situational teaching method, which is also known as the Audio-visual teaching method, was first put forward by British applied linguists in 1930s.This teaching method was introduced into China in 1960s and attracted attention of educationists in our country immediately(Zhang, 2011).Different from the traditional teaching method, the situational teaching method lays stress on the importance of circumstances in teaching.It also emphasizes that the students' cognition is situational and couldn't be separated from the complex social situation.According to the situational teaching method, teachers should create lively and vivid circumstances in classroom teaching.This teaching method can help students understand the knowledge and culture better and raise their study efficiency.That is to say, students in this teaching method are not in passive any longer.On the contrary, students are major characters while teachers are guides and auxiliaries.The situational teaching method is that using real and virtual situations to make students feel easy to understand the abstract knowledge.The appearance of the situational teaching method was really a bold reform and great progress in educational system.In recent years, it has been used widely in classroom teaching.Under the situational teaching method's direction, teachers usually act the book knowledge with the help of music, pictures, plays or other measures.This can arouse the curiosity of the students.So, the situational teaching method becomes more and more popular in classroom teaching, especially the English classroom teaching.It's sure that this teaching method will be the main teaching method in classroom teaching.青岛大学本科生毕业论文（设计）

Chapter 1 Application of the Situational Teaching Method

in English Classroom Teaching

In recent years, the situational teaching method is becoming more important in English classroom teaching.This teaching method has four theoretical bases.It emphasizes the use of vivid and lively situations and makes studying English a happy thing for students.Now, it's get more attention of many experts, teachers and even students.1.1 Importance of the Situational Teaching Method in English Teaching With the process of the global integration, English becomes a commonly used language.In our country, English is a required course for pupils, middle school students, even college students.The abilities of students' English, especially the oral English and interpretation, are becoming more and more important.It can be asserted that as a bridge links the cultures of different countries and a basic tool for international culture exchange, English will play a more important role.So the English classroom teaching looks even more important.The key is to find out a suitable teaching method for English classroom teaching.In fact, the traditional teaching method is that teachers teach and the students learn passively.This “Duck-stuffing” type of teaching couldn't help the students study English well.On the contrary, the situational teaching method is a good method in English classroom teaching.Teachers are guides and students are main characters.Teachers create lively English circumstances as many as possible.Students will be interested in this kind of teaching method and study English on their own initiative.Once abstract knowledge changes into concrete images, students can learn English easily.Students are always full of imagination and enthusiasm and they like vivid stories and interesting activities, rather than uninteresting and boring teaching they will surely accept the situational teaching method in English classroom learning

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because they are given more exposure to the English environment.They can feel English, speak English, think in English and do things in English style under the situational teaching method.What's more, the situational teaching method emphasizes the importance of students' subjective initiative.Through some competitions or presentations, students' interests will be raised.They will prepare for these activities.Then, they strengthen not only their knowledge but also their activities.So, teachers should apply the situational teaching method in English classroom teaching as much as possible.This is really a good method for students' English learning.1.2 Theoretical Bases of the Situational Teaching Method 1.2.1 Constructivism Theory Constructivism is different from the traditional teaching method that students acquire knowledge from their teachers.It says that learners make use of necessary and useful learning materials and construct meaning to acquire knowledge.The essential prerequisite is the learners should be in fixed circumstances or social backgrounds and be with the help of others, including teachers and learning partners.So, “circumstance” is an indispensable part of constructivism theory(Chen, 2011)which is a theoretical basis of the situational teaching method.The aim of this theory is helping learners construct significance of the knowledge they learn(Chen, 2011).In view of the core ideas of constructivism theory, the teaching method, which is known as the situational teaching method emphasizes that students should be the centre of the whole classroom teaching.As guides and organizers, teachers should bring the students' enthusiasm into play by making use of conversations, competitions, team works or any other useful circumstances.1.2.2 Situational Approach Situational approach holds the point of view that the specific social circumstance

青岛大学本科生毕业论文（设计）

people are in decides what kind of roles people should play(Chen, 2011).That means people do things differently when they are in different circumstances.According to the situational approach, we could see that school situation is different from living situation.In school, students are asked to remember knowledge and acquire technical abilities.While in daily life, people always pay more attention to the use of knowledge or abilities.English teaching is the same.We should pay more attention to the use of English, rather than scores.So, situational approach is a basis of the situational teaching method which lays stress on the application of English in daily life.English is not only a course in classroom, but also a tool for communication with others in our daily life.1.2.3 Cognitive Linguistics According to the cognitive linguistics, the process of people's cognitive learning is separated into three parts: input of the information, central processing of the information and output of the information(Zeng, 2005).And the situational teaching method changes the first part to help students learn English.Through changing the traditional teaching method, teachers create some real and virtual situations to catch the students' focus.If students pay their attention to information which is more useful and valuable, they will surely master English better than those using the traditional teaching method.1.2.4 Students' Learning Regularity Another theoretical basis is the students' learning regularity(Zeng, 2005).Students are usually full of thirst for knowledge and curiosity.Their thoughts are obvious concrete thinking.The situational teaching method can make them give the rein to their imagination and creation.And, English is a language which should be learned in context and applied in real life.So, the learning of English shouldn't start with words phrases, or grammars.What's more, the students' learning regularity is that

青岛大学本科生毕业论文（设计）

they can learn everywhere at all times, consciously and unconsciously.The effect of the situational teaching method is to create relax and delightful English circumstances for students.Then, students can learn English happily.1.3 Concrete Measures of the Situational Teaching Method in English Teaching 1.3.1 Creating Different English Situations In normal conditions, the first problem people will meet when they begin to learn English is the language discrepancy between English and their mother tongue.The only way to resolve this problem is practicing.If students want to practice English well, they must be placed in English situations.One person's manner and contents of speaking depends on time, place, situation and status.So, in the situational teaching method, teachers always create different English situations for students(Zhang, 2010).Firstly, teachers create English situation in which there are many questions for students.Usually, teachers ask questions which can catch the students' attention and curiosity.Once students are attracted by the questions, they will surely ponder and explore the questions and learn English unconsciously.This is the most useful and easiest kind of English situation.Secondly, teachers like to create Anglo-American culture situation.Language is the carrier of culture.So is English.If students can learn something about Anglo-American culture, they could be readily receptive to English.Through creating English situations, teachers can give correct guidance to students who want to learn English well.Students can understand the deep meaning of English and practice it easily and happily.1.3.2 Using of the Multi-media With the advance of science and technology, computer assistant instruction, which is called CAI for short, becomes more popular in classroom teaching, especially the English classroom teaching.The multi-media have a variety of forms of

青岛大学本科生毕业论文（设计）

expression, such as pictures, flashes, music and videos.(http://baike.baidu.com/view/14589.htm)These various forms of expression can help teachers create lively and vivid English situations.Then, students could make full use of their imagination and take part in the learning actively.There is a vivid example.A teacher wants her students to remember the English names of different kinds of flowers.According to the traditional teaching method, she tells her students the Chinese names and English names and let them remember.This is a boring and difficult task.While according to the situational teaching method, she shows her students the pictures of these beautiful flowers through the multi-media.Students will be interested in these flowers and remember their English names quickly and easily.The use of the multi-media makes the students use their various sense organs to feel English.Then they will learn English not only quickly and easily, but also firmly and permanently.1.3.3 Playing of Various Roles From the simple daily talks to the complicated business negotiations, the use of English shows its interpersonal social nature.This nature makes English appropriate for role-playing.For English classroom teaching, the texts are the most suitable dramas.Teachers can create different situations in classroom according to the texts and ask students to play different roles.If there are some simple stage properties or music pleasant to the ears, twice as much can be accomplished with half the effort.In role-playing English classroom teaching, teachers are organizers who should set a specific situation.Teachers should also analyze every student’s characters and decide which role he or she plays.For example, if the text is about a story happened in hospital.Teachers can appoint some students who have a wide range of studied as doctors, and some students who are gentle and soft as nurses.Teachers themselves could play the role of patients who have some problems.青岛大学本科生毕业论文（设计）

Through communicating with each other in the play, students can learn more English word sand phases and they can also know how to use English to express them in real life.Role-playing is an important measure in the situational teaching method.It can teach students more practical English.1.3.4 Development of the Extracurricular Activities Learning English in classroom is not enough to learn English well.The development of the extracurricular activities is absolutely necessary.There are many students with high English scores who don't dare to say any English to others.As an important part of the situational teaching method, extracurricular activities should get more attention(Yang, 2011).There are many activities which can be developed.The common one is doing presentation in a few minutes.The title of presentation can be decided by students.They can introduce some famous historic and cultural sites, tell some interesting stories or teach others to sing an English song.Organizing some English competitions is a good way to learn English.Students always love to excel others.To get the champion, students will prepare for the competitions well.They can learn more than learning in English classroom.Some teachers give students the chance to rehearse English dramas.This is another good form, because it gives students the chance to show their English level organizing ability and acting ability.This arouses the enthusiasm of the students and makes them use English during the whole period.Once students can take part in this kind of extracurricular activities actively, they will make a spurt of progress in their English learning.1.4 Characters of the Situational Teaching Method 1.4.1 Taking Students as the Main Body Different from the traditional teaching method in English classroom teaching, the situational teaching method breaks the rule that teachers are main characters in classroom teaching.It takes students as the main body and brings the students'

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enthusiasm into full play.Formerly, it was teacher who ask students questions.Now, teachers make students raise questions and others answer.Every student tries his or her best to raise a novel and meaningful question, without worrying about his or her imperfect oral English.In fact, students can not only understand the contents, but also practice their abilities of listening, speaking, reading and writing.Compared with the former one, the situational teaching method takes students as the main body in English teaching.It's a good thing for both teachers and students.1.4.2 Creating Direct and Vivid Situations The situational teaching method aims to turn the abstract and boring knowledge into concrete and interesting images(Zhang, Zhao, 2011).Creating direct and vivid situations is a good way to achieve this goal.Teachers use direct entities and all kinds of training aids to create direct and vivid situations for students in English classroom teaching.This method can train students to think in pure English though.The best situation for students to learn English is a situation where everyone speaks only English and every word is English without any forms of Chinese.Except going abroad, the only way to achieve this goal is creating direct and vivid situations.In fact, in the situational teaching method, students can sense, understand and apply English in specific situations.It can help them to shorten their learning time and promote their study efficiency.Not only direct objects and training entities, but also the lively descriptions and figure languages can create direct and vivid situations.This is really a special character of the situational teaching method in English classroom teaching.1.4.3 Making Entertainment a Medium of Education Now, people always advocate that we should make entertainment a medium of education.That is to say, education is not a tough and unprofitable job any longer, but a delightful and relaxing thing.The situational teaching method in English

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classroom teaching can make students fall in love with English study.This is the sign of the situational teaching method.Teachers create English situations according to the contents of the textbook knowledge because they want their students can be interested in these and get the knowledge firmly.In the situational teaching method in English classroom teaching, English isn't icy knowledge any more.On the contrary, English can arouse the student's feeling and promote the cognition time of learning.Teachers pay more attention to what students need, not what the students should need.Once the status of students becomes the main body, students' learning interest will be increased.Then they will learn English actively and joyfully.That is a great achievement of the situational teaching method in English classroom teaching.青岛大学本科生毕业论文（设计）

Chapter 2 Difficulties in Using the Situational Teaching Method in English Classroom Teaching

Though the situational teaching method is a good one in English classroom teaching, it still has some problems which should be taken seriously: teachers' attention is not enough;students' knowledge is weak;the pressure of examination-oriented education is great.2.1 Extent of Teachers' Attention is not Enough Based on some researches(Xia, 2010), most of English teachers have known or at least heard of the situational teaching method.But only a few of them could tell what it is exactly or have studied this teaching method through looking up some academic materials.In terms of theory, teachers know that they should apply the situational teaching method in English classroom teaching because it's important to improve the learning interests of students.They also admit that it's necessary to create some vivid and lively situations for their students.But they always ignore these.That is to say, the extent of English teachers' attention to the situational teaching method is far from enough.With the carrying out and developing of the reform of English teaching, the teaching sense, teaching method and teaching action are changing.There are still some teachers who are too conservative to accept the new idea of the situational teaching method.Their method of English classroom teaching is reciting words, learning grammars, and then reading the texts repeatedly.This traditional teaching method ignores the importance of students' active thinking and it will be obsoleted sooner or later.There are some teachers who realize the importance of the importance of the situational teaching method.They are willing to use this method in English

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classroom teaching.It's a pity that they don't know how to do it because they have not accepted any kinds of training.Without enough innovations, they choose to use some simple pictures or some small games to help students understand the knowledge.We must admit that they have made an important step on the road of English classroom teaching reformation.But they need to learn more professional and systematic knowledge of the situational teaching method.As guides and organizers in English classroom teaching, teachers' attitude and views of the situational teaching method are rather important.Now, most English teachers haven't realized this method's importance.They don't use it or use it occasionally in English classroom teaching.It's not enough.They should pay more attention to it and use it more frequently.2.2 Students' English Knowledge is Weak In our country, most students begin to come into contact with English when they are about ten years old.Except the school education, they usually have no other good channels to learn English(Lai, 2010).Their parents can't speak English or never speak English at home.These lead to a bad situation that students' English knowledge is weak.The situational teaching method in English classroom teaching requires teachers to speak English in class.While most students can't accept this form of teaching because they don't know what the teacher is taking.In fact, only those students who come from wealthy city families have chance to take pure English classes after school.Others who don't will feel difficult to follow the teacher who speaks English all the way.Usually, there are more than thirty students in one class.Their levels of English are different.This makes the using of the situational teaching method hard.According to this teaching method, teachers should try their best to speak English only in English classes.If students can't understand what they say, they should explain in English, too.Because most students' English rudimentary

青岛大学本科生毕业论文（设计）

knowledge is too weak to reach this goal, teachers always choose to give up using English to explain.What's more, students with weak English knowledge are more likely to escape English learning.A survey points out that those students who attend English tutorial classes would like to spend more time to train their English than those who don't.So, teachers will meet a problem when they use the situational teaching method.Those students with high English level think this method has no attraction while those with low English level feel it too hard to accept.Students are the main characters in English classes according to the situational teaching method.Their English level decides that whether this method could be carried out successfully or not.A pressing matter of the moment is improving students' English knowledge.Once this problem is resolved, the applying of the situational teaching method in English classroom teaching will be easier and more widely.2.3 The Pressure of Examination-Oriented Education is Great Under the great pressure of the examination-oriented education, the arrangement of classes is compacted.For example, some schools arrange three English lessons one weak and let teachers to finish the textbook contents of six lessons.To make students learn all the knowledge points, teachers have to use most time to teach students these knowledge points.For the situational teaching method, the creating of lively and vivid situations is necessary.To create these situations, teachers must use plenty of time.It's a conflict.With the promotion of the grades, the contents in textbook are becoming more.Teachers should spare more time in teaching these.If teachers insist on using the situational teaching method in English classroom teaching, they will not fulfil the teaching missions.So they really have no enough time to create lively situations for students because the pressure of examination-oriented education is too great.They try to use more time and energy

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to make students understand and remember the knowledge, rather than learn in relax and happy situations(Lai, 2010).Another disadvantage of the examination-oriented education is aggravating the teaching burdens of the teachers, including the English teachers.One English teacher may teach several classes in different grades.They have to spend almost their all time and energy in preparing lessons.In the situational teaching method, English teachers should spend plenty of time in creating direct and vivid situations, preparing lively and interesting pictures and making flashes.In real life, it seems not practical, because there is so great pressure of examination-oriented education.In fact, the educational mode in our country emphasizes the knowledge points of English, like phases and grammars.In the contrary, the situational teaching method emphasizes more on the using of English in daily life, like oral English or the ability of communicating in English.If the examination-oriented education can be changed into another one which is more pleasant, attractive and relaxing, the situational teaching method could surely improve students' level of English in real life, not just in classes.As a language, the use of English is not getting high scores, but communicating with others.2.4 Evaluation Standards Are Single Because of the hectic school work, the rate of teaching progress is rapid.Teachers always evaluate their students according to their English scores.If a teacher thinks that one student learns English well or answers a question perfectly, the teacher will give the students a high score to praise him or her.If the students don't do these things well, he or she will be given a low score.The situational teaching method requires teachers to use all kinds of encouraging words and plenty of body languages to evaluate students(Zhang, 2005).That is to say, teachers should praise their students and smile, not heads, show admiring expressions to their students.It's a pity that most teachers have not realized the importance of these kinds of evaluation standards.There are also some teachers who know they should do so，青岛大学本科生毕业论文（设计）

but they don't in the real English classroom teaching.In fact, less than fifty percent of English teachers in our country can evaluate their students with the help of all lively and vivid situations.Students need the care and appreciation of their teachers.If teachers can use the requirements of situational teaching method in evaluating students, the students can think and take part in classroom activities more actively.2.5 The Deviation Between Teachers' Using Habits and Students' Expectations is Obvious Many English teachers use the situational teaching method in their classroom teaching.Students think this teaching method is better than the traditional one, too.But the fact is that the effect is not just as one wishes, because the deviation between teachers' using habits and students' expectation is obvious.According to the survey, most English teachers think that the vocabulary is the foundation of English learning(Xia, 2010).They are more likely to use the situational teaching method in vocabulary teaching to deepen the students' memory of the words and phrases.Different from the vocabulary teaching, the aural comprehension is less important.To save time and energy, teachers won't create lively and vivid situations in listening teaching.The application of the situational teaching method in writing teaching is the same.There is fixed format in English writing for students and this format can help students to write articles with high scores.Most English teachers think that it's unnecessary to change another teaching method in the writing classes.The situational teaching method is very important and useful in teaching of texts, especially the narrations.Teachers like to appoint their students as the characters of the stories or narrations to act.But there is a feature of teachers' using habit of the situational teaching method in English classroom teaching: they ignore its importance in oral English.The reason is that no exams check the level of students' oral English.青岛大学本科生毕业论文（设计）

The expectation of students seems no the same as teachers' using habit.Almost all students in the survey think the situational teaching method is useful and interesting in English classroom while they think their teachers' using of it is not suitable.Most students want their teachers use the situational teaching method in oral English teaching, because their oral English is poor.Many students admit that the argumentations and practical writings are rather boring and uninteresting.They except that teachers can use the situational teaching method to make these interesting and attractive more or less.Through the contrast of teachers' using habits and students' expectations, we can see that the deviation is rather obvious.Teachers want to use the situational teaching method to increase the students' English scores, while students want to use it to improve their application level of English in daily life.This deviation makes it difficult to use the situational teaching method in English classroom teaching perfectly.青岛大学本科生毕业论文（设计）

Chapter 3 Suggestions to the Situational Teaching Method

in English Classroom Teaching

To resolve the problems of the situational teaching method in English classroom teaching, teachers should study more knowledge of it and use pure English in classes.Diversiting the evaluation standards and reducing the deviation between teachers' using habits and students' expectations are also important.3.1 Teachers Study the Situational Teaching Method Systematically In our country, the application of the situational teaching method in English classroom teaching is not as wide as the west's.One reason is that the extent of our English teachers' attention is not enough.The teachers also have no channels to study the situational teaching method systematically.With the developing of the teaching method reform, teachers should take this seriously.Firstly, English teachers can study the materials and data which are about use of the situational teaching method in classroom teaching(Ren, 2009).Then, they will have an obvious understanding of it.Once they feel familiar with it, they will not exclude it and will be willing to try this new teaching method in their classes.Secondly, English teachers should communicate this topic with others.The power of one person is little.If they can exchange their knowledge and understanding, they will find more useful and new ideas.What's more schools can also help the teachers to study the situational teaching method.Schools can invite some experts or professors who have made a contribution in this field to take series of lectures for English teachers.Teachers are guides and organizers in English teaching and learning.Their attitudes and methods of English classroom teaching decide the students' level of English learning directly.So if teachers take the situational teaching method

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seriously in their classes.Students can get more information in a happy and relaxed way.The premise of the right use of this teaching method is that teachers have understood it sufficiently.So it's necessary for English teachers to study the situational teaching method systematically.3.2 Use Pure English in Classroom Teaching As we known, the best situation for a language's teaching and learning is the one which is a pure language situation.English is not an exception.In our country, under the pressure of the examination-oriented education, teachers choose to use both English and Chinese to teach English in classroom teaching.Especially for explaining some complex grammars or texts, they almost use Chinese only.This is not a good thing for students who are learning English.If teachers want to use the situational teaching method in English classroom teaching effectively, they have to try their best to use pure English all the time.The most important one is that teachers should speak English only in classes.No matter how complex the grammar is, explain it slowly and patiently in English.If the students can't understand yet, change another form of explanation and don't use Chinese.For both teachers and students, this is not an easy thing.To help students understand the information, teachers can create some lively and vivid situations.Or they can make some beautiful pictures or interesting games to catch the students' attention.Students should try their best to focus their attention on what teachers are talking about.If they have any questions, try to ask teachers immediately.Another important thing is that teachers should use English original editions as much as possible.If students were in a situation where everyone speaks English and reads English original editions, they will surely study English well.Now, the English textbooks and materials students use are almost edited by Chinese people.Few of English books are original editions.This is an obstacle which is bad for students' English learning.In fact, the situational teaching method is not about the creating of direct and vivid situations only.The choice of right and

青岛大学本科生毕业论文（设计）

fixed teaching materials is also very important.If students use bilingual books, they would like to pay more attention to the Chinese sentences and less on the English(Xia, 2010).So, to make the situational teaching method help students learn English, pure English should be used in classes.Speaking in English, reading English and writing English, students will feel that they were in aboard.The ability of using English will get great improvement.Both English teachers and English learners should realize the importance and choose pure English situations.This also can help students improve their English rudimentary knowledge because they have to use English only to do everything they want to.3.3 Diversity the Evaluation Standards The present condition of our country's education is that the examination-oriented education is the main form.This form requires that teachers should teaching according to the plan which is too tight to use the situational teaching method in English classroom teaching frequently.The evaluation standards are simple because of this.It's necessary to diversity the evaluation standards which can improve the students' interest in English learning.Now, the evaluation standards are single and the scores are the main standards to evaluate students.If the examination-oriented education can be changed into a freer and more flexible one, teachers have the chance to evaluate students according to more standards.Teachers can choose smiling, nodding and clapping their hands to praise their students who learn English or answer a question well.This is an important part of the situational teaching method.3.4 Reduce the Deviation Between Teachers' Using Habits and Students'

Expectations Because of the pressure of the examination-oriented education, teachers use the situational teaching method in what is important in exams, such as teaching of

青岛大学本科生毕业论文（设计）

words, phrases and grammars.In the contrary, students think it is necessary to do so.They think the situational teaching method should be used more in oral English.To this problem, both teachers and students need understand and sympathize each other.Teachers should spend some time in training students' oral English in communicating with others.After all, English is more a language than a course.If teachers can create some lively and vivid situations for students, students will surely practice English more actively.Making students act as the characters of texts or stories is a good idea, too.In fact, students can learn not only oral English, but also words and grammars from these situations.Students should not exclude the using of the situational teaching method in pure English words learning, because remembering words in this way is really better than reciting them without situations, pictures or games(Liu, 2009).There is deviation between teachers' using habits and students' expectations, because teachers start from the scores of students while students start from the practical applicability of English in daily life.Reducing the deviation is important and significant to the using of the situational teaching method in English classroom teaching.青岛大学本科生毕业论文（设计）

Conclusion

In recent years, the situational teaching method is becoming more popular in our country.In English classroom teaching, it plays an important part.This teaching method has four theoretical bases: constructivism theory, situational approach, cognitive linguistics and students' learning regularity(Chen, 2011).My topic is about the using of the situational method in English classroom teaching.Through reading plenty of correlative papers, articles and other kinds of materials, I know some concrete measures of this teaching method, such as creating different English situations, using the multi-media, playing various roles and developing extracurricular activities.I also summarize the characters of the situational teaching method: taking students as the main body, creating direct and vivid situations, making entertainment a medium of education, and so on.In the process of studying, I find that the situational teaching method has some problems in English classroom teaching.Extent of teachers' attention is not enough.Students' English rudimentary knowledge is weak.The pressure of the examination-oriented education is great.Evaluation standards are single.The deviation between teachers' using habits and students' expectations is obvious.To resolve these difficulties in using the situational teaching method in English classroom teaching, I raise some suggestions.Firstly, teachers should study the situational teaching method systematically.Secondly, use pure English in English classroom teaching, both teachers and students.Thirdly, diversity the evaluation standards.Lastly, reduce the deviation between teachers' using habits and students' expectations.The situational teaching method will sure become more important in English classroom teaching, though there are still some difficulties in the using of it.If we

青岛大学本科生毕业论文（设计）

can solve these problems, both teachers and students will benefit from the situational teaching method.青岛大学本科生毕业论文（设计）

Acknowledgements

I want to express my thanks to some people who helped me when I was writing this paper.At first, I want to thank my dear teacher, Gu Fei.She is so kind-hearted and patient that she always gives me timely and useful advices no matter how many questions I have.She is a teacher with rigorous scholarship.I learn from her not only the skills of paper-writing, but also attitudes of learning and working.I believe that her attitudes to life and work will guide me all my life.I also want to thank my teammates Tian Qinqin, Shan Qingyun and Cui Zhengzheng.Through discussing with them, I got much inspiration.They all are warm-hearted and full of energy.I am so happy to be teammates with them.Thank you again.Without your help, I couldn't have finished my paper so quickly and smoothly.You make a perfect full stop for my college life.I will miss you no matter where I am, forever.青岛大学本科生毕业论文（设计）

Bibliography

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Senior High English Classroom Teaching.Ph.D Dissertation.Changchun: Northeast Normal University.Stern, H.(1992).Issues and Options in Language Teaching.Oxford: Oxford University Press Sun, Lianying(2010).Analysis on Situational Teaching Practice in Senior High

School English Teaching.Value Engineering 29(36): 310.Wu, Xiaochun(2008).The Research and Practice of the Situational Language

Teaching in Junior English Class.Ph.D Dissertation.Suzhou : Suzhou University.Zhou, Juan(2010).Using Situational Teaching to Improve Ability of Using Words

for English Majors.Ph.D Dissertation.Wuhan: China University of Geosciences.刘丹(2009).情境教学法在大学英语教学中的应用.青年文学家 21: 198 任丽(2009).论虚拟情境教学法在大学英语课堂教学中的应用.中国科技博

览 1: 145.夏旺(2010).情境教学法在小学英语教学中的运用研究.硕士学位论文.湖南：湖南师范大学.杨海晴(2011).情境教学法在初中英语语法教学中的应用.基础教育研究 11: 45-46.曾淑玲(2005).小学英语情境教学法.龙岩学院学报 23(1): 241-243.张桂菊(2010).浅谈初中英语情境教学.中国校外教育（基教版）11: 94.张金慧(2011).论英语教学中的情境教学法.教育技术研究 7: 53.张文&赵丹丹(2011).情境教学法在高职英语教学中的实施.理论观察 1:

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第二篇：情境教学法在小学英语中的应用

谈英语情境教学

——立足小学英语课堂，丰富课堂教学情境 摘要：情境教学是激发课堂生命力的有效手段。小学英语教学离不开情境这块丰厚的土壤。教学即生活，生活即教学。离开了真实的情境，语言必然成为无本之本，无源之水。情境教学实际上就是在复制生活，把原本单一刻板、枯燥乏味的教与学融入多姿多彩的生活片段中，教师在情境中教，学生在情境中学，使语言内化，学生轻松自然地习得知识。本论文我主要从情境教学法的含义和必要性、现状分析、研究综述、如何创设能提高课堂效率以及在创设时应该注意的原则几方面进行论述。

关键字：小学教育 情境教学

脱离了社会情境，语言就难以恰当地表述意义，发挥其表情达意进行交际活动的本质功能，因此，“情境需要语言，语言应当从情境教起。”英语教学是语言教学，学生学习需要语言环境的支持。没有语言环境，英语教学的效率会大大降低，英语语言的准确性也无法体现出来。著名的语言学家克鲁姆说过：“成功的外语课堂教学应该是创造更多的情境，让学生有机会用自己学到的语言材料。”实际化的交流和语言的实践可以令许多小学教师使用情境教学模式，创造更丰富的情境，诱发学生想象和活用的课本内容，让学生在情境中学习知识，使学生更加容易和更加熟练地掌握知识。

但是要注意小学英语教学情境创造要合理有效。情境有效才能取得理想的教学效果，创设的情境如果只有形式，学生看到的只是热闹的外表，参与的是空洞的活动，无助于语言运用能力的掌握。

一、情境教学的含义和必要性

第二语言习得理论认为理想的课堂教学应能使学生“沉浸”于使用英语的环境之中，进行有意义的交际。在教学操作中，坚持用英语组织教学，可在课堂这个小环境中为学生创造良好的语言环境，它将外语教学系统中的主体(学生)、客体（目的语）和环境三要素联系起来，使学生不断接受一些新的语言材料，并能主动根据先前的认知结构有选择的感知这些外在信息，建构对新信息的了解。其在小学英语课堂中的运用，指的是教师在课堂教学中，根据教材，用语言、教具及各种教辅设备，创设具有一定情绪色彩的、以形象为主体的生动具体的场景，为学生营造一个融视、说于一体的语言环境，使学生身临其境，调动他们的非智力因素，从而引导学生从整体上理解和运用语言的一种教学方法。它充分体现语言的实践性和交际性，使学生能够“学以致用”，同时有利于语言的记忆和巩固。“情境需要语言，语言应当从情境教起”。情境教学法运用于英语教学的根本出发点是通过引导各种生活情境让学生理解和掌握语言所含的意义，从而达到在交际中运用英语的目的。

布鲁姆曾经说过：“成功的外语课堂教学应当在课内创设更多的情境，让学生有机会运用已学到的语言材料。”在小学英语教学中，创设教学情境就是依据教材内容和学生的认知特点，联系实际生活，为学生提供英语学习的情境。“情境教学是陶行知先生“生活教育”理论在实际教学过程中的应用和延伸。英语作为一门语言，要求的是听说读写全面发展，也就是通过学习英语的过程，对英语有更深入的了解。情境教育给学生提供了一个增加语言练习的机会和良好的英语氛围，令学生成为学习的主人。然后通过教师的帮助，学生利用所学的语言知识和自己的学习方法。更好、更快地学习和掌握一种语言。

苏霍姆林曾经说过：“在人的心灵深处都有一种需要，这就是希望自己是一个发现者、研究者、探索者。而在儿童世界里这种需要是最强烈的。小学生年龄较小，对于直观、生动的形象易于记忆。小学生的听觉灵敏，善于模仿，思维具体形象，富于想象，活泼好动。但是同时，小学生的注意时间也非常短。情景教学法的运用就是基于小学生学习英语的这些特点，在英语课堂上可以使小学生能更容易，更主动地学习英语。基于小学生学习英语的特点，教师如何在英语课堂上灵活运用情景教学法就至关重要。

二、小学英语教学的现状分析

作为一名小学英语教师，你快乐吗? 你是否曾面对有限的教学时间和大量的教学内容而着急;你是否曾为你的学生不会发音!记不住单词!汉语式的英语交际而苦恼;面对自己的大量付出和学生不称心的成绩，你是否曾进行过深深的反思而又不得其解...自2001年开设小学英语课以来，至今已有十二年的时间，在这些年里经过摸索!尝试!改革，已取得了一定的成绩!积累了点滴经验，但是在高兴之余却使教师们产生了困惑!觉得自己陷入了一种误区，那就是由于课时较少!缺乏语境!再加上小学生的生理和心理特点，使教学出现了教与学的脱节!学与用的脱节，表现为学生学得快，但遗忘率高，部分学生出现偏科现象!厌学情绪，到高年级由于测试形式和内容的加深，学生的成绩出现两极分化现象，严重影响教学质量和学生的健康成长。

《英语课程标准》(实验稿)指出: 英语课程的学习，是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程”而语言技能是构成语言交际能力的重要组成部分“语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力”这四种技能在语言学习和交际中相辅相成!相互促进“学生应通过大量的专项和综合性语言实践活动，形成综合语言运用能力，为真实语言交际打基础。” 基础教育阶段学生应该学习和掌握的英语语言基础知识包括语音、词汇、语法、功能和话题等五方面的内容“其中二级语言知识目标的功能要求学生能了解问候、告别、感谢、致歉、介绍、请求等交际功能的基本表达形式;话题要求学生能理解和表达数字、颜色、时间、天气、食品、服装、玩具、动植物、身体、个人情况、家庭、学校、朋友、文体活动、节日等十几种话题的简单信息”这些功能和话题都和我们的生活息息相关，这就要求我们要把英语教学与相关情境融为一体，用情景教学理念构建英语教学大课堂，把创新精神与实践能力有机结合起来，使学生在实际生活中汲取知识的养分，捕捉思维的灵感，培养其创新的勇气和能力，真正发挥英语的交流作用。"

三、情景教学法研究综述

情境教学形式在教学实践中的运用并非现在才有，在我国和西方的教育史上，都有情境教学的萌芽。例如孟母断机教子的故事，可能是我国历史上最早的关于情境教学的著名实例。孟母为了教育孟子，设置了“断机”这样强烈的刺激情境，达到了说教不能达到的教育效果。教学中运用和创设情境形式在美国教育家杜威那里得到了进一步发展。他是最早在教育学意义上运用“情境”一词的，他提出“思维起于直接经验的情境”并把情境列为教学法的首要因素。他说，“我们主张必须有一个实际的经验情境，作为思维的开始阶段。”所以，思维起于疑难是他教学过程的理论基础。这里的“疑难”意即相对学生认识程度而言的有困难的情境。他认为，要使这个有困难的情境引起学生的思维，必须使这个情境和学生经历过的情境有相似之处，而学生对付这个情境又有一定的能力。教学的艺术就在于能够创设恰当的情境。因而杜威的教学过程就是创设情境、引起动机、确定目的、制定计划、实施计划和评价成果。

在现代教学思想中，情境教学的形式得到了较系统的反映，如苏霍姆林斯基的教学思想中，就十分重视自然情境的教育作用。他经常带领孩子们到大自然中去，细心地观察、体验大自然的美，从而使学生在轻松愉快的气氛中学习知识，激发学生的学习兴趣，发展学生的想象力和审美能力。为了达到这样的目的，苏霍姆林斯基给孩子们编制了300页《大自然的书》，每一页都给孩子们以极大的兴趣和生动鲜明的客观事物的形象。

美国学者卡鲁尔（J.B.Carrol）主张学习外语应在理解的基础上，学生在生活实践中和交际情境中进行操练，在操作中发挥逻辑记忆能力。语言和情境相结合创造出类似的语言习得的过程，像小孩子说话一样学英语，在情境中先学会口语，然后在学会书面语。美国加州大学语言学副教授泰勒（Tracy.D.Terrell）和南加州大学语言学副教授克拉申（Stephen.D.Krashen）共同提出在具有新自然交际情境中培养运用语言的能力，并在无意识中习得语言的一般规则。

在我国情境教学是著名儿童教育家李吉林老师历经30年的探索、实验与研究创立的，具有我国本土文化特色的教育模式。它通过图画、音乐、表演、实物等手段创设情境，将儿童情感活动与认知活动结合起来，使儿童在学习的过程中身心愉悦，产生一种主动向上旳力，从而达到全面发展的效果。目前，情境教育已成为我国重要的教育流派之一，是“素质教育的一面旗帜”（刘斌语），进而代表着一种教育的方向。

在我国情境教学法首先是运用在小学语文中的，通过不断的运用总结取得了巨大成就。鉴于情境教学法在语文教学实践中取得的成效，当前小学英语教师对情景教学法偏爱有加，经常在英语课堂中加以运用。但是，当前的运用大多流于形式，往往是在课堂接近尾声时，才用语言描述出一个情景，让学生在此情景中运用语言，而往往却因情景的失真而使学生无法体验、感受语言，不能真正有效地激起学生表达的欲望，满足学生运用语言进行交际的需要。

四、创设有效教学情境，提高小学英语课堂效率

创设有效教学情境是提高小学英语课堂效率的一项重要教学策略。当然，情境的创设不能只图表面热闹，而忽略英语知识和技能的学习以及思维的发展，一定要注意情境创设是为学生学习英语服务的，要紧紧围绕“以学生为主体”这一宗旨展开。那么在小学英语课堂中如何创设有效的教学情境，提高英语课堂效率呢？在教学中可尝试了以下几种方法：

（一）、用音乐歌曲创设情境

音乐歌曲是吸引学生注意力的有效方法，也是创设情境的手段之一。小学英语课本中歌曲较多，大多数歌曲节奏明快简短易学。课堂上恰到好处地用英语歌曲创设情境，能帮助学生理解对话、操练单词，让学生从机械、紧张的学习环境中走出来，缓解学习压力，提高学习效率。例如在学习月份单词时，由于单词比较长难于学习记忆，因此我们可以用一首歌《months》来帮助学生学习记忆，既娱乐了课堂又让学生学到了知识。

（二）、运用直观的手段巧设情境

小学生对直观、生动的形象易于记忆。“心理学研究表明，学习者对教师所提供的教学形象能迅速感知提高教学效率。但对同一内容的语言的识别因呈现方式的不同而不同。用语言介绍，识别时间为2.8 秒；用线条图表介绍，识别时间为1.5 秒；用黑白照片介绍；识别时间为0.9 秒；展示实物，识别时间为0.4 秒。从以上的结果可以看出，教师所展示的形象愈是鲜明，愈是具体，就愈能缩短感知时间，激发学生认知的兴趣，提高教学效率。”那么在小学英语课堂上，教师可以利用比较直观的实物、图片、挂图、简笔画等提供需要的情景。通过此种方式可以吸引小学生的注意力，提起他们学习英语的兴趣。比如，在讲授身体部位名称时，教师就摸摸学生的鼻子、眼睛、嘴，生动真实地让学生体会，并可结合句型：“This is„”来练习。图画和简笔画就更能让学生对所学的单词有直观深刻的了解。比如，在讲去商场买东西的用语时，教师就可以使用挂图描画出当时的场景，然后来进行讲解。这样就可以使小学生体验到，英语要用在生活之中，也可提起学生学习英语的兴趣与热情。

（三）、、角色扮演、游戏教学法

小学生都具有比较强的好奇心理，爱玩是他们的天性，所以，在英语的课堂教学中，我们就可以把角色扮演和游戏教学加入到课堂教学环节中来。笔者曾经参加过一个英语教学机构，现就用color这一课设计一个情景来说明一个角色扮演的详细情况。描述一个买衣服的场景，一个学生扮演售货员，一个学生扮演买东西，这个情景中说的是通过购物这一情境让学生身历其境在购买衣服的过程中练习颜色的单词。这个情景设计起来其实不难，但学生往往比较喜欢的就是角色扮演，他们会乐此不疲地参与到其中来。而且还有重要的一点是，这个情景在表演完毕的时候，老师还可带领大家唱一首歌，就是表示颜色的歌曲，这首歌曲把本节课所有的生词都包含了进来，同时再配上夸张的TPR肢体动作，帮助学生加深理解。我个人认为，这样的课堂学习非常好，帮助学生进行了形象记忆，我们在日常教学的时候也要向这个方面靠近，总结以前的教学经验，借鉴其他教学机构和网络上的一些教学方法，帮助学生提高英语学习的效率。

（四）、利用多媒体创设情境

现代教学，不能再停步于“黑板+粉笔”的教学模式上，而应适应小学生的年龄特点和心理特征，采用多媒体教学手段，充分激发学生的兴趣。课堂教学由于受空间、时间的制约，许多课文内容不便或无法直接展示在学生面前。教师可以在课堂上运用现代化教学手段，如投影、幻灯、录音、录像、计算机等多媒体技术，为学生创造声情并茂的英语交际情境，给学生说的机会，让学生在有声有色的语言情境中，积极主动的参与学习和运用语言知识。如在复习句型“There’s a in/on/near the„”和“There are some „ in/on/near the„”时，屏幕上出现一些场景:动物园、教室、卧室以及能放置在这些场景中的一些动物和物品，大象、桌子、电脑、床等，让学生按照自己的喜好把东西放入相应的场景中，布置动物园、卧室和教室。这样让学生在情境中边做边思考边说，既能巩固所学句型，还可以培养学生的创造性思维。

（五）、创设整体情景

创设整体情景就是根据教材内容安排，把语言材料作为一个整体来创设一个主体情景。在教学过程中，把握语言材料的主体结构，使学生从整体上掌握和领会语言材料，有利于提高学生的语言领悟能力。事实上，PEP小学英语从三年级至六年级本身就是进行整体设计的，一个完整的单元本身就是一个十分完备的语言交际情景，我们就可以对单元教学进行整体设计，充分利用单元的主情景图来创设一个整体情景。如在教学四年级上册Unit5 时，在仔细分析教学内容的基础上，挖掘出教材的各种隐含的情景因素，然后为本单元创设出了一个整体情景:到restaurant(饭店)用餐。给学生提供了服务员的服装(围裙和帽子)、食物图片(包括Chinese food和Western food)、菜单牌等道具，学生在相对真实的语言环境中表现得非常活跃。这样到restaurant(饭店)用餐学生就运用了本单元必须掌握的单词food、rice、fish、noodles、beef、vegetable、soup、milk、bread、egg、water、chicken以及knife、chopsticks、spoon、plate、fork和句型“Can I have some...please?”“What would you like(for)...”“I’d like some...”在学生表演过程中，我还引导学生创新性地加进一些welcome, sorry, thank you,wait a minute，here’s the money，have a good time等常用语，让学生自主发挥，创造出不同的用餐对话。最后由能力相对较强的学生作汇报表演，带动整个集体。这样的教学活动个个都愿意参加，即便是基础不太好的学生也非常乐意参与其中，大家都在不经意中收获到了知识，提高了语言的运用能力。

五、情境教学引入到小学英语教学中应注意的原则

（一）情景创设要注意与学生生活体验之间的衔接

这里所说的衔接也可以看做是相关性的原则，既要保证所创设的情景是为实现教学目标而服务的，又要保证所创设的情景与学生生活体验之间的相关性。只有将上述两个方面做好，创设出与教学目标相联系又与学生生活实际相结合的情景才能真正起到应用的作用。小学英语教学中涉及了很多与学生年龄相符合的话题和材料，在教学中英语教师要引导小学生有效地接触、体验、感知和理解材料所涉及的语言现象，为学生在情景教学中理解和感知打好基础。

（二）情景的创设要有合理性

这里所说的合理具体包含两个方面，首先是指创设的情景要合情合理，能够真实地反映所讲授语言结构的内在含义。其次是指所创设的情景要与教学内容紧密结合，切不可生搬硬套，忽视了情景与内容之间的真实性。情境创设时要紧扣生活情景，凸显教学实效。小学英语教学要和生活进行联系，联系教材，紧扣生活，充分发挥生活情景在调动学生积极性、主动性作用。

（三）要符合小学生的心理特点

小学生尤其是低年级的小学生，他们的注意力很难长时间集中，容易分配和转移，而且他们的注意范围狭窄，但却有极强的好奇心。这就需要英语教师有针对地根据学生的这些生理和心理特点创设出符合他们认知特点和生活实际的情景，从而激发他们的好奇心和求知欲。首先，要注意情景教学中的直观形象性。充分利用和借鉴小学生所认识的各种实物来创设情景，吸引学生的注意力；其次，英语教师重视日常教学中游戏活动的情境创设，根据低年级学生喜欢游戏的特点，让他们在游戏的情景中建构知识。

小学英语的学习，更重在提起学生学习英语的兴趣，为日后学习英语打下良好的基础。而小学英语情景教学法，教师将教学目的外化，使学生更容易接受，更容易理解记忆，创造出身临其境的氛围，调动起学生的所有感官，以直观形象的方式教授学生学习英语。在快乐的环境下感受英语的魅力，体验学习的快乐。改变了以课堂为中心的教学模式，以教师为中心的注入式教学方法。情景教学法更以学生为学习的主体，以教师的引导为辅助，使小学生能在真实的情景下学习好英语，用好英语，使英语学习更加生活化。

在小学英语课堂教学中创设有效教学情境，既能激发学生的学习兴趣，发挥他们的主动性和积极性，又能培养他们的综合语言运用能力，还陶冶了他们的情操。创设情境的途径是多种多样的，只要我们教师能够从学生的实际出发，结合学生的兴趣爱好，根据教材的不同内容和要求灵活创设有效情境，让学生在和谐、愉快的环境中积极地学习，并做到学以致用，在学中用，在用中学，英语教学就会收到事半功倍的效果，英语课堂效率就会不断提高

［1］陈慧.小学英语教学中的情境创设［J］.小学教学参考,2007,(1).［2］贺小芝.谈英语课堂中的“情景教学”［J］.教书育人,2005,(5).［3］黄燕.创设情境快乐学习—浅谈小学英语情境教学［J］.经验交 流,2010,(16).［4］张锦江“.金字塔”英语教学模式初探［J］.考试周刊,2001,(47).［5］邹志超，龚少英.情景教学在小学英语中的应用［J］.现代教育科

学,2006,(2).

第三篇：情境教学法在小学音乐教学中的应用研究

情境教学法在小学音乐教学中的应用研究

小学阶段的学生，他们正处在德智体美劳全面形成和发展的重要时期，是对他们进行素质教育，培养他们艺术综合素养形成的关键阶段。小学音乐教育作为一门艺术课程，他们是培养学生审美能力、激发创造力和想象力，让学生感受音乐魅力的重要课程。因此，要对小学音乐教学的方式和方法进行创新和改革，可以通过创设情境教学模式的方法来激发学生的学习兴趣和创新意识，让他们能够结合情境教学感受音乐中所蕴含的无穷魅力。故此，加强情境教学模式在小学音乐教学中的应用研究具有重要的实践意义。

一、情境教学概述

所谓情景教学，就是指教师在充分了解和掌握学生当前一个时期学习能力和学习水平的基础上，能够运用灵活多样的教育教

学方式，为学生最大程度创设一种有趣轻松的教学情境，从而顺利开展课堂教学。在小学音乐的课堂教学过程中，开展情境化教学，它意味着作为音乐教师，要积极主动地创建适合学生发挥的轻松的学习环境和氛围，并与学生建立起良好的师生关系，充分调动起学生对于音乐知识体系的认知，从而引导学生能够在课堂学习的过程中紧跟教师的思维，调动他们的学习热情，最大程度激发和培养学生的音乐审美能力，创新思维意识，最终实现对小学音乐教学的目标要求。

二、情境教学模式在小学音乐教学中的重要作用

（一）有利于学生学习动机的激发

对于音乐这门课程的学习，如果学生只是一味的被动接受教师单方面的知识讲授，根本无法获得对于音乐的情感体验，在教学中也就无法感悟到音乐中所蕴含的真正的美。音乐作为一门抽象性的艺术，教师在教学的过程中，要注意充分利用声音、图像、故事等方式积极的创设学生喜闻乐见的教学情境，这样不仅能够最大程度调动和活跃课堂气氛，还能够让有利于学生学习动机的激发。

（二）有利于学生多种思维的开发

对小学阶段的学生开展音乐教学工作的目的，不仅仅在于要让学生能够更多的掌握音乐基础知识，更重要的还在于对他们进行关于音乐所蕴含的更多美丽元素的熏陶，从而不断提高小学生对于音乐的鉴赏力，激发他们在日常生活和学习中敏锐的逻辑思维能力和创新意识，最终实现其多种思维能力的全面提升。

（三）有利于学生合作能力的锻炼

一个人的能力再强大，再能独挡一面，如果离开集体，缺乏一定的合作精神，也注定其不能获得更大的成就。因此，要想得到更多能力的提升，就要注重合作能力的锻炼。合作是一种能力，更是一项重要生存技能，只有在不断的开展与同伴的合作，才能获得合作力的提高。在小学音乐的教学过程中，音乐教师根据教学内容，设置教学情境，通过组织学生进行表演等方式，不仅能够实现课堂上学生和学生之间、学生与教师之间的有效互动，还能够通过这种彼此之间的合作交流有效实现其团队融入意识，培养和锻炼学生的合作能力。

（四）有利于学生健康心态的形成成功演绎一首音乐作品，并不能完全按照音符和乐谱进行生搬硬套，也不能仅凭演绎过程中没有走音和跑掉来评判演出的精彩程度。对于音乐的演绎，更多的是要有情感的流露，在进行表演的过程中要让欣赏者体会到作品中的真实情感，从而激发欣赏者做出相应的情感反馈。从当前小学音乐教材的内容来看，都是一些健康向上有利于小学生更好发展的内容。因此，在教材的感染和熏陶之下，教师在教学过程中，要尽量配合教材中健康向上的情境，最大限度带动学生的情感，让他们能够投入其中，帮助他们形成健康乐观的心态。

三、情境教学模式在小学音乐教学中的应用途径

（一）利用游戏教学创建情境教学模式

小学生生性好动，在课堂学习的过程中，精力很难长时间的集中，为了改变他们这一现状，可以通过游戏教学的方式，为其创设一种让他们感兴趣的情景教学模式，将教学内容以一种学生更容易也更愿意接受的方式呈现在他们的面前，从而帮助他们理解歌曲中所要表达的情感，激发他们学习音乐的兴趣，集中他们的注意力。比如，在对《友邻多佳音》进行课堂教学时，教师可以利用课前收集好的不同国家的国旗，通过开展“听赏竞答”这个游戏的方式，让学生通过参考风景图片竞答国家名称、风景名称和音乐名称，答对了则奖励一颗小星星，游戏中小星星获得最多的小组将获得教师现场准备的礼物。通过这样的方式，不仅能够将学生快速的带入到教学内容当中，还能够更好地实现与学生之间的互动交流，达到快乐轻松学习的目的。

（二）通过语言讲解创建情境教学模式

音乐能够跨越国界，它让种族不同的人、语言不相同的人，能够通过音乐感知对方的喜怒哀乐，在一定程度上，它是搭建不同种族、不同国家之间文化交流的重要渠道，是一种十分重要的对外交流的语言。对于一首歌曲来说，歌词能够帮助倾听者和欣赏者理解歌曲所要表达的意思和作者想要传达的情感，然而在小学音乐课堂上，也往往会涉及到来自国外、来自不同民族不同形式音乐的鉴赏课程，在对这些音乐进行赏析的时候，教师则可以通过语言讲解的方式为学生创设一定的语言环境，帮助学生来更好的欣赏音乐作品。比如，在对《土耳其进行曲》进行课堂教学时，教师可以通过语言为学生介绍土耳其这个国家的一些民俗风情，从而帮助学生更好地理解音乐中所描绘的场景。

（三）借助多媒体创建情境教学模式

通过现代化的多媒体教学形式，利用视频、音频、图片等不同的形式，将教学内容清晰明了地呈现在学生面前，能够最大程度地丰富课堂教学氛围。比如，在对《快乐的泼水节》进行课堂教学时，教师可以通过这样的方式进行情境教学模式的创建，播放一段泼水节的录像片段，请同学们边看边欣赏，随后向他们进行提问，你们看到了什么？你们感受到了什么？播放完影片之后，进行课堂导入，在我国西双版纳地区有这样一个能歌善舞的民族——

—傣族，傣族有一个非常隆重的节日———泼水节，这一天，傣族人民载歌载舞，互相泼水，互相祝福。刚才大家看到的画面就是傣族人民在过一年一度泼水节的盛大而热闹的场面。通过这样的形式，可以帮助学生更好地了解和欣赏音乐教材中的内容，更好进行音乐知识的学习。

四、结语

总之，在小学音乐教学中，教师要善于揣摩学生的心理特点，按照他们的实际需要进行情境化教学，要善于利用游戏教学、通过语言讲解以及借助多媒体等方式，让学生在领会歌词的情况下快速进入情境，在用心感受的情况下，接受音乐的熏陶，从而进一步提升学习效率，达到理想的教学效果。

第四篇：英语情境教学法经验材料

英语情境教学法经验材料

中学英语教学的主要目标是要全面提高学生的听、说、读、写四项基本技能。青少年的年龄特点是好奇心强、模仿性强、生性好动，有意注意持续时间相对较短。因此，我在英语课堂教学中，注意采取符合学生心理和情感需要的教学方法，即“情境教学法”，来调动学生学习的积极性，激发学生学习的动力和热情，使英语课堂“活”起来，以提高学生英语学习效率，收效颇佳。

在教学实践中，情境教学法是被证明的行之有效的方法之一。

一、教法依据和来源

1．教材及课标的要求

新《英语课程标准》（以下简称新课标）明确提出：英语课程改革的重点是要改变英语课程过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣、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和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践，提高跨文化意识和形成自己学习能力的过程。在英语教学的课堂上，着重让学生体验、实践、参与、合作与交流来获取和领悟英语，激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神，使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力，培养学生的观察、记忆、思维、想象能力和创新精神。

2．情境教学法自本世纪70 年代形成以来，己逐渐发展成为一种语言教学中的基本思想和教学方向。情景教学法的语言理论基础是英国的结构主义语言理论。口语被认为是语言的基础，结构是说话能力的核心。与美国结构主义语言学不同的是，在这里语言被看作是与现实世界的目标和情境有关的有目的的活动。

这些活动是有交际的意义。教学要为用语言进行有效实践创造条件，要把学习手段与其最终的为交际的目的紧密结合起来。外语教学的过程就是语言交际能力的习得过程，学生在交际中不断地掌握语言技能、语言知识和语言的特点。

二、情境教学法的基本做法

外语教学的过程就是语言交际能力的习得过程，学生在交际中不断地掌握语言技能、语言知识和语言的特点。情境教学法是在课堂上设置一些真实性和准真实性的情景来学习和使用知识,从而达到教学目的的一种教学方法。因此，本人在情境教学法的教学实践中，是以课堂教学为主线，综合运用多种办法创设情境，循序渐进，实践交际。其基本做法是： 1.听说为先，创设真实语言情境

英语教学的任务就是要培养学生听、说、读、写等交际能力，因此，从听说入手是一种提高语言表达能力的捷径。

“良好的开端是成功的一半”故我一改每堂课的组织教学的固定模式，在师生问好之间添加一句英语谚语作为口号，引情入境，既增强了学生学习英语的信心，又学习了英语中不好记忆但却常出现在考试题中的各种谚语。

同时，贴近人性化的管理，我将师生问好中的Good morning, students!改为Good morning my dear friends!让学生深切的感受到心灵的温暖，在宽松和谐的气氛中开始一堂语言课的学习。

用是语言教学的目的，提高英语使用率的一个最好的办法是全英语教学，我从简单的课堂用语开始，如：Open your books.Do you understand me? Hurry up!等，在日常教学中应尽可能多的用英语组织教学、用英语讲解、用英语提问、用英语讲、评、布置作业……使学生感到他们所学的英语是活的语言，帮助学生对新的语言建立自信。

同时，我坚持每天用英语说一段有关我和学生学习和生活中的有趣的事情，简单易懂，我率先使用英语，既锻炼了自己的口语表达能力，也提高了学生的听力水平，这样做也为学生提供了一个效仿的例子。渐渐的学生开始期盼着英语课的到来，期盼着一段愉快时光的到来。

另外，我在教学中还强化了一个观点：即母语可以做到的任何事情，英语也可以做到。因此，学生学会了用英语唱歌，学会了熟练的进行Free speech,这都充分说明了英语是一种实用语言而且并不难。从不敢开口说英语到站在讲台前进行自由演讲，从站在讲台上照稿念，到能脱稿与同学们自由的交流，学生们的这种种进步，让我激动不已。就这样，同学们笑了，课堂气氛活跃了，学生的学习热情空前的高涨。

随着新课改的进行，英语作为一种实用语言，其交际功能日渐突出。因此，我在日常的课堂教学中，坚持每天安排一组同学8---10人进行快速问答，这样做既提高了学生的学习兴趣，也使英语的学习不再是单调枯燥的语言学习，而是具有实际意义的一种可供交流的工具。2.精心导入情境，激发交际活动

如何根据情境创设要求，利用多种办法，合理、恰当、自然地引导学生融入情境，从而激发学生的交际是交际情景教学法的关键，这也正是新课标的基本理念之一：采用活动途径，倡导体验参与。新课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、参与和合作等方式，实现任务的目标，感受成功。在教学实践中，本人应用了以下几种较常用的方式: 模拟角色表演，引情入境 ○通过这种方法，抓住学生表现欲强、活泼好动的心理及生理特点。经常请学生分别扮演课文中的人物角色和单词中的物品，为其编排不同场景，让学生在表演的过程中进行会话表演，复习所学知识。如要求学生分成小组，表演其中的各个角色，由于要上台表演，首先，“台词”要背熟，这就加强学生的记忆。同时，人物角色的分配，动作、表情的体现都得进行互相切磋，这一过程，既培养学生参与和合作习惯，学生学习热情高涨，又收到良好的教学效果，可谓一举两得。

③教唱英语歌曲，形成轻松的学习气氛。

选择一些简明的英语歌曲，节奏简单，容易上口，音乐特有的魅力加上学生的理解能力，让学生轻松学英语。每堂课开始，我都安排一些优美的动听的英语歌曲，与学生一起唱，一起跳，这一系列“热身运动”使学生不知不觉地置身于轻松、愉快的英语学习氛围中，比如数唱Number song，可以让学生轻而易举地学会说数字，一首To meet my family，可以让学生轻松愉快地学会了有关家庭关系的词，一首英文版的流行歌曲，会使学生体验到学英语的“成就感”而激动不已，若在上课期间插上几段优美、欢快的英语歌曲，可以起到“调和剂”和“兴奋剂”的作用，而且能不费力气地将学生游离的注意力拉了回来，以饱满的情绪投入到下面的学习中去，并且增添了英语课的情趣。⑤ 课外活动形式多样 让英语学习延伸

大力开展课外教学活动也是课堂教学内容的有效延伸。本人根据不同班级，不同层次，不同水平，不同爱好的同学，进行适当地组织。，开展英语游戏、开演唱会、朗诵会，讲演比赛，识词默写比赛，作文比赛，听力比赛等等，既可各班进行，也可同年级、全校进行。其目的是活跃学生课外生活，巩固课内学的知识，创造英语的气氛，培养学生学英语兴趣，使课内外结合，相得益彰。

三、情境教学法示范课设计思路

Go for it!Grade Eight Unit 4 He said I was hard-working.本堂课前，教师与学生一起唱几首优美的动听的英语歌曲，通过这项“热身运动”使学生不知不觉地置身于轻松、愉快的英语学习氛围中。学生在唱歌时，随着旋律的起伏变化，在感到松弛、愉快、满足的同时，产生兴奋情绪。为接下来的语言学习做出了很好的铺垫。

“良好的开端是成功的一半”故我一改每堂课的组织教学的固定模式，在师生问好之间添加一句英语谚语作为口号，引情入境，既增强了学生学习英语的信心，又学习了英语中不好记忆但却常出现在考试题中的各种谚语。

同时，贴近人性化的管理，我将师生问好中的Good morning, students!改为Good morning my dear friends!让学生深切的感受到心灵的温暖，在宽松和谐的气氛中开始一堂语言课的学习。

通过Free speech 的方式训练学生的听、说、读、写的四项基本技能，改变了学生羞于开口的语言学习状况。增强了学生的想象力和思维力。Quick ask and answer 的环节突出了交际用语的重要性，体现了“为用而学”的语言学习的新理念。导入环节由学生熟悉的教师出差时遇见的乞讨的母子提起，自然而又贴近生活，易于学生理解和接受，顺理成章的引入Section 1 Think of who need help

Section 2 的环节，帮助学生初步了解本课的语言材料，为下一环节作好准备。

You learn knowledge I give out money 这一环节的设计，主要为了帮助学生回顾知识点，扫清阅读障碍，体现了自主探究的学习模式。同时教师参与其中，学生每说一个知识内容，教师将为贫困学生捐出1角钱，师生互动，课堂活了起来。

Section 3的设计主要考查学生多阅读材料的理解程度，通过两种生活的对比，让学生体会到自己现在的幸福。

I want to ask 这一环节，把时间还给学生，让学生提出对文章的疑惑或不理解的地方，加深对阅读材料的理解。

贫困学生图片的展示，配以悠扬的音乐，强烈的视听冲击，激发学生内心的情感，被图中孩子们的贫困极坚强的学习毅力所感染，水到渠成的引入下一个义卖的环节。

义卖环节是本课的高潮部分，通过义卖体现了“学为用”的理念，同时，也给学生提供了一个展示自己奉献爱心的平台。通过竞价，此时的课堂真正的活了起来，学生成为了学习的主人。

接下来的游戏环节是对义卖活动延伸，使学生高昂的情绪循序渐进的冷却。第一次未找对动物的同学，将捐出一元钱，反之将获得教师送出的礼物，教师礼物的选择也是让课堂活起来的一个积极因素。

教师的小结简短而寓意深刻，开放性的作业，将进一步将本课的知识内容延伸至课下。总之，通过以上教学环节的设置，学生始终以饱满的热情参与其中，达到了课虽尽而意未休的感觉。

四、成果及推广价值

语言学习是个信息加工过程，这个过程需要通过丰富多样的语言环境来达到学习者语言使用的合理性和科学性。情境教学法体现“教学过程交际化”“交际过程的情境化”，符合新课标倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。从学生的学习兴趣、生活经验和认知水平出发，发展学生的综合语言运用能力，适合中学英语课教学，值得推荐。

综上所述，情境教学法在英语教学中起着非常重要的作用。它能够营造良好的语言环境，使学生获得感性材料，并能充分调动学生的非智力因素。随着21世纪的到来，国家对“能用英语交流信息”的人才需要也日益增加。情境教学法在英语中起着其它方法不可替代的作用。我们广大英语教师应充分认识到这一方法的重要性，并努力在教学实践中应用这一方法，为国家培养出更多的合格的、适应21世纪需要的专门人才。

2006年7月4日

第五篇：情境教学法在幼儿教学中的应用研究

**学院

题目：情境教学法在幼儿教学中的应用对策研究

学生姓名： 学 号： 专 业： 年 级： 指导教师： 职 称：

摘

要

幼儿教育作为教育的基础，对人的终身发展有着关键的影响，但受传统教学模式的影响，我国幼儿教育教学方法过于单一，使认知教育与情感教育不能综合发展。而情境教学法的出现，为幼儿的环境教育带来了希望，运用情境教学使幼儿在教学中能充分表现自己。本文通过讲述情境教学法的概念及特点，分析研究情境教学法在幼儿教学中的应用，以及存在的相关问题，最后给出相关的指导策略。希望能够有效改善情境教学法在幼儿教学中的状况。

关键词：情境教学法； 幼儿教学；应用对策

目录

摘

要.............................................................................................................................................2 前

言.............................................................................................................................................4

第1章 情境教学法概述及特点.............................................................................................4

第1节 情境教学法概念...........................................................................................................4第2节 情境教学法特点...........................................................................................................5

第2章 情境教学法在幼儿教学中的应用与开展.............................................................6

第1节 情境教学法在幼儿教学活动中的应用.......................................................................6

1.1情境教学法在幼儿游戏教学中的应用.........................................................................6

1.2情境教学法在幼儿角色扮演活动中的应用.................................................................7

1.3情境教学法在幼儿看图说话课程中的应用.................................................................7

1.4情境教学法在幼儿竞猜拓展活动中的应用.................................................................7

第2节 情境教学法在幼儿活动中存在的问题.......................................................................8

2.1教学情境创设的过于简单.............................................................................................8

2.2教师未能充分激发幼儿兴趣.........................................................................................8

2.3教学情境中幼儿情感易被忽略.....................................................................................9

第3章 情境教学法在幼儿课堂教学中应用策略.............................................................9

3.1创设丰富的情境教学模式.............................................................................................9

3.2开展幼儿游戏活动，激发幼儿兴趣...........................................................................10

3.3巧设问题，发掘幼儿思考天分...................................................................................10

3.4教师准确的把控课堂节奏提高教学效率...................................................................11 结 语.............................................................................................................................................12 致 谢...........................................................................................................................................12 参考文献.........................................................................................................................................13

前 言

20世纪后期，随着教育学的飞速发展，教育教学思想也发生了巨大的变化。以赫尔巴特为代表的传统教学思想受到了极大的冲击。他所提倡的“教师、教堂、课本”三中心论逐渐被新的教育思想所取代。进入21世纪，以美国著名教育家杜威所倡导的“学生、经验、活动”的新三中心教育思想逐渐被教育界所认同。科学的教育观应摒弃传统“教师中心”的教学思想，提倡“教师主导、学生主体”的教学论，在教学过程中积极调动学生的主观能动性。利用情境教学法进行教学，是科学教育观在实践中的具体体现。

情境教学法可以调动幼儿的主观能动性，激发学生对所学知识的兴趣，进而可以使幼儿快速掌握知识技能，使幼儿的认知目标和情感目标有机结合起来。本研究主要分析情境教学法在幼儿教学中的应用情况，以及现存的一些问题提出相应的指导策略。

第1章 情境教学法概述及特点

第1节 情境教学法概念

“情境教学法”产生于上世纪30到60年代并盛行于英国，书上对其一词是这样定义的：在教学过程中，教师有目的地引入或创设具有一定情绪色彩的、以形象为主体的生动具体的场景，以引起学生一定的态度体验，从而帮助学生理解教材，并使学生的心理机能得到发展的教学方法。[1]情境教学法的核心在于情感。

国内著名儿童教育学家李吉林把情境教学概括为“真、美、情、思”，即：讲究“真”，给儿童一个真实的世界，符号学习与多彩生活链接；追求“美”，给儿童带来审美愉悦，在熏陶感染中生成主动学习的“力”；注重“情”，与儿童真情交融，情感伴随认知活动；突出“思”，给儿童宽阔的思维空间，尽力开发潜力。[2]

第2节 情境教学法特点 2.1.形象逼真

幼儿在成长初期还不具备丰富的想象能力，让幼儿去认知外界的事物主要还是通过形象具体感知，幼儿的课堂入选的教材，基本上都是搭配鲜明生动的形象来叙述相关知识点。通过教材的语言文字，让幼儿身临其境，受到感染，同时又通过所感受的形象体会语感，加深对课本语言的理解。“形象逼真”是情境教学的第一特点，但并不意味着所有情境都必须是生活真实形象的再现。不仅事实上不可能，而且在实际运用中也没有必要。“形象逼真”，主要是要求形象富有真切感，即神韵相似，能达到可意会，可想见就行。[3] 2.2情意真切

情景教学法在幼儿课程中的运用，最主要的目的是为了促进幼儿心理素质、智能及个性的和谐发展。其中幼儿的情感是在其成长过程中必不可少的因素，幼儿的情感很容易受到外界感染，如果他们在认识事物的过程中包含特定的情感因素，那么他们对整个客观对象认识的则会更加丰富，更加深刻。情境教学法主要是制造生动形象的场景，激起学生的学习情绪为主要手段，使教师的语言、情感、教学的内容连同课堂气氛成为一个广阔的心里场，对幼儿的整个身心起到一定的作用，使得他们更加主动积极地投入整个学习活动，以此达到幼儿整体和谐发展的目的。[4]情境教学法主要是以教师的真切情感去感染幼儿，从而激发幼儿的相应情感，所以“情感真切”是情境教学的又一特点。2.3意境深远

幼儿的每篇教材内容都是源于生活中或大自然中典型的形象，源于现实中的内容及作文题材本身决定其意境的深远。“情境教学”取“情境”而不取“情景”，其原因就在于情境要具有一定的深度与广度。情境教学讲究“情趣”和“意象”。因此，它不可能图解式地机械地运用情境。情境，它是作为一个整体，展现在幼儿的眼前，而且为幼儿开拓了巨大的想象空间。[5]因此，教师在运用情境教学法的时候总是把教材内容与生活情境相联系，由近及远，由此及彼，由表及里，由今及昔。2.4理寓其中

情境教学所创设的鲜明的形象，所伴随抒发的真挚的情感，以及所开拓的广远的已经，这三者融成一个整体，其命脉便是内涵的理念。情境教学失去理念就失去了其支撑点。情境教学的“理寓其中”，正是从课本教材内容出发，由教材内容决定情境的形式。教学过程中创设的一个或一组情境，都是围绕着教材中心展现的。这样富有内涵、具有 5 内在联系的情境，才是有意义的。幼儿通过其行使——情境的画面、色彩、音响及教师的语言等，进而理解课文的中心。这不仅是对事物现象感性的认识，而且是对事物本质及其相互关系的认识。

第2章 情境教学法在幼儿教学中的应用与开展

第1节 情境教学法在幼儿教学活动中的应用 1.1情境教学法在幼儿游戏教学中的应用

情境教学法利用幼儿喜欢玩游戏的特点，通常在课堂中设定游戏场景来激发幼儿学习的趣味性和积极性，为幼儿营造一个轻松、愉快的学习氛围，充分发挥幼儿在学习中的主观能动性和自主性。比如，对小班幼儿进行一个藏猫猫的游戏的场景。以一个办10个幼儿2个教师为例，先把幼儿分为2组，每组5个人。第一组的幼儿先把头转过去，接着让第二组的5个幼儿藏起来，在这期间其中一位教师A游戏过程中起引导的作用，帮助幼儿藏在门后面，然后该教师关上门。这是，另一位教师B开始起监督的作用看着第一组的幼儿不要偷看，待第二组的幼儿完全藏好后，A教师通知大家说：“各位小朋友们，你们可以开始找了”。这样，第一组的幼儿便开始迅速找起来，当他们发现他们所在的屋子里没有要找的幼儿时们就会注意到门口，这时，教师A就可以说：“如果你们想进去找就必须每个人背一首唐诗”，教师B再继续引导幼儿背唐诗，教师A打开门，这样第一组幼儿就找到了第二组幼儿。接着改变地点，让两组幼儿互换角色。通过这种情境教学，幼儿在玩游戏的同时还能把之前所学的唐诗等再次进行温习、展示出来，激发出幼儿的最大潜能。

1.2情境教学法在幼儿角色扮演活动中的应用

角色扮演是一种模拟生活情景或故事情景的教学活动。小中班的幼儿们都喜欢角色扮演类的教学活动。通过设定特定的场景和内容让幼儿参与到角色扮演中，激发幼儿的好奇心，使幼儿具备更充分的学习积极性。比如，教师可以选择对幼儿讲《老鹰抓小鸡》的故事，在课堂教学时给幼儿们看，看完之后，教师分配幼儿进行情节重现，然后进行点评。教师要在整个过程中，维持全场纪律，对表现优秀的幼儿办法一些奖励性的物品，促进其他幼儿下次在表演过程中更加卖力与逼真。教师还可以通过“过家家”、6 “修理工”等情境来组织幼儿进行角色扮演。幼儿在角色扮演的同时，不仅能提高他们表演、模仿的技巧，记住故事情节，而且还能在这个扮演的过程中，幼儿们能增进他们互通、合作的默契度，发展他们的人际交流能力。1.3情境教学法在幼儿看图说话课程中的应用

在教育实践活动中，引导幼儿在富有童趣的环境中，去感知世界，认识世界。图片欣赏的教学方式则是对幼儿充分发挥想象力的最佳道具。如何利用好图片也很关键，比如，教师拿到一张幼儿没有接触过的新图片《松鼠和兔子》，图片上画着一只松鼠和一只兔子。教师就可以问幼儿，图片上画着什么呀，幼儿一起回答：松鼠和兔子。教师接着让幼儿用10分钟的时间去组织故事，让幼儿看图来发挥想象编故事，每个幼儿发言的时间都没有硬性规定，但是必须要围绕图片上的内容完整地陈述出一个故事。在每个幼儿发表完毕后，教师通过点评的形式指出幼儿的优缺点。然后，教师也看着图片，给大家讲一个关于松鼠和兔子的故事。讲的过程中要留出充分的空间来让幼儿理解和消化这个故事。教师设定一个场景让幼儿看图说话，不仅能锻炼幼儿的文字表达能力，开发右脑，而且通过教师的点评还能使幼儿增加自信心。1.4情境教学法在幼儿竞猜拓展活动中的应用

对待大小班幼儿的教学来说，其中竞赛活动则是能够快速激发幼儿认知兴趣和巩固所学知识的最佳方式，教师可以设定一定的情境，分组竞赛。比如，在认知颜色的时候，可以将幼儿按照颜色的不同分成不同小组，如，分别命名为红队、绿队、蓝队等，然后鼓励各小组的幼儿说出自己小组所代表颜色的相应物品。蓝队的幼儿就可以说出天空、大海等，绿队可以说出绿叶、草原等以此类推，从而在竞争的情境中将抽象的颜色与具体的颜色和具体的事物相对应，完成综合性的认知。再如，对英语的动物单词进行认知是，也可以采用竞猜的形式，把幼儿分成家禽队、家畜队、野兽队等，通过一个一个的比划及动作表演，让幼儿们积极地猜动物的英语名字，教师要在场组织纪律，并且对幼儿竞猜的内容加以记分，维持公平性，宣布累积获得最高分的一组获胜，并颁发相应奖励，同时，也要鼓励落后的一方，并对此竞猜活动进行评价，幼儿通过教师设定的竞猜拓展的情况，能增强幼儿的团队意识和竞争意识。从而达到完成教学任务的目的。

[6]

第2节 情境教学法在幼儿活动中存在的问题 2.1教学情境创设的过于简单

目前幼儿教学中，都已普遍采用情境教学法，但情境教学法法使用的过程中，面临最突出的问题就是情境创设过于简单。一些幼儿老师在应用情境教学法中往往会借鉴相同的模式，如利用一些童话故事创设情境，让幼儿扮演故事中的角色进行情景演练。虽然这是一种良好的情境教学法应用方式，在实施中也易于进行情境创设和组织，但一味的使用这种方式进行教学并不能取得较好的应用效果。对于幼儿课堂教学来说，根据班级情况不同、幼儿特点不同，在其他幼儿课堂教学情境教学法应用中取得较好效果的方式并不能适用。情境创设的过于单一长时间的会导致幼儿的参与兴趣减淡，整体积极性不高，即使在故事内容发生了一些改变，但依然没有从本质上改变这种情境创设的方式，从这一角度而言，这是非常不利于情境教学法在幼儿课堂中的应用的，而且在很大程度上限制了幼儿综合能力提升方面的提升。2.2教师未能充分激发幼儿兴趣

教师未能充分激发幼儿学习的兴趣，其主要问题表现在幼儿教师难以在情境教学法中选择能够充分激发幼儿兴趣的情景和教学内容，缺乏对幼儿兴趣的了解，从而使得在情境教学法应用方式上存在一定的不足。出现这种问题的根本原因主要在于幼儿教师对幼儿的兴趣和年龄特点了解的不够，例如游戏是幼儿的天性，如果在情境教学法中缺乏了游戏和趣味性就很难取得较好效果。虽然情景教学法的应用方式有很多，但是在幼儿课堂教学中的应用却十分有限，如果教师不能很好的把握幼儿的一些具体兴趣爱好，则就难以充分激发幼儿兴趣。[7]充分激发幼儿兴趣和参与积极性是应用情境教学法的重要目的之一，教师难以充分激发幼儿兴趣则会使情境教学法在课堂教学中的应用大打折扣。还有一些老师本身也不重视情境教学法在幼儿课堂教学中的应用，实施过程中也没有设计出创新的教学方法，不注重幼儿兴趣的引导和激发。2.3教学情境中幼儿情感易被忽略

教学过程中更多注重的是各个情境的实施，而在情境的设计和实施中教师往往忽视

了与幼儿的情感沟通，导致幼儿在情境教学中并不能真正的挖掘出幼儿的真正想法。例如：当老师问起幼儿：“在你们的眼中青蛙是什么颜色的？”幼儿们大多回答是绿色的，但其中却有一位幼儿说是红色的。老师这时不是给予耐心的解答，而是生硬的回一句：“你见过青蛙是红色的吗？”老师的话令其他幼儿哈哈大笑起来，可是这位幼儿却把自己的头低了下来，老师的一句生硬的反问，严重的伤害了幼儿的自尊心，当她说出“你见过青蛙是红色的吗？”这句话时，她没有考虑到幼儿的想法是与我们不同的，在幼儿的世界里他们没有固定的答案，有时他们的回答会大人们完全无法预料的。但他们的情感也是脆弱的，这位老师不仅忽视了幼儿的情感也是在无形中扼杀了幼儿的天真想法。

第3章 情境教学法在幼儿课堂教学中应用策略

3.1创设丰富的情境教学模式

教师在幼儿教学过程中，要充分考虑幼儿的学习特点，联系生活实际，创设丰富的教学情境，激发幼儿已有的知识与经验，加深新知识的理解与记忆。如学习“里外辨识”时，感知里外空间形式看似较为简单，然而对于小班幼儿来说，则要在生活中去感知，并需要一个过程。因此，教师在设计教学活动时，应当注重幼儿的感受过程，利用生活化游戏来帮助他们体验、感知与辨析里外。具体实施如下：

1.呈现大挂图，导入情境：要求幼儿随着教师边念儿歌边做动作：伸出你的左手，摆一摆，伸出你的右手，摆一摆。这是我的上面，拍拍手，这是我的下面，踏踏脚。一二一，一二一，小动物呀盖房屋，草屋、木屋与砖屋，噼里啪啦真舒服。小朋友们，动物新村的胖胖猪与嘟嘟牛都住进了新房子，我们一起去看看吧。然后以游戏形式带领学生寻找胖胖猪或嘟嘟牛的家。学生可按指示牌寻找，幼师指到胖胖猪或嘟嘟牛的家则喊停。要求幼儿看看胖胖猪家门前的围栏里面有哪些动物？偷偷跑出围栏的动物又有那些？嘟嘟牛家的池塘里面和外面各有几只鸭子？

2.观察与表演：出示例外标识卡，圈表示池塘，点表示动物，圈里有小鱼，圈外有鸭子。然后要求孩子们仔细观察，用自己的语言讲讲谁在池塘里做什么，小鸭在哪里玩？哪一张标志卡可以表示？让孩子们动手操作。接着，教师可引导学生通过表演来感知与体验空间方位：教师在地上画出个大圆圈，孩子们则戴着相应头饰扮演的各种小动物。

在圈里圈外跟着音乐作所扮演的动物的动作。同时没要求圆圈里外的幼儿讲讲自己所处的位置，做好位置记录。这样，可帮助学生更好地认识里外特点，学会正确辨析。通过丰富逼真的情境假设，使幼儿更能完好的体验其过程，从而激发幼儿兴趣，也提高了情境教学法在幼儿教学中的应用效果。3.2开展幼儿游戏活动，激发幼儿兴趣

爱玩游戏是幼儿的天性，教师要善于利用幼儿的兴趣点，开展相关的游戏活动，让幼儿在情境教学中充分感受到玩游戏的乐趣，例如，在《拔萝卜》情境表演中，教师在活动之前准备各种表演所需的道具，以及对故事的录音。活动过程中，教师首先请幼儿欣赏情境表演《拔萝卜》，理解故事情境。教师和幼儿一起共同表演：老公公种萝卜，萝卜长大了，老公公准备去拔萝卜。然后老婆婆也跟着来拔萝卜，接着，教师提问：“老公公拔不动大萝卜，找谁帮忙？”“老公公、老婆婆还是拔不动大萝卜，又找谁帮忙的呢？”“那最后是谁把萝卜拔起来的呢？”幼儿们看到最后的表演时，终于明白：是大家一起用力拔起来的，人多力量大。其次，熟悉角色并创编动作。幼儿创编老公公拔萝卜的动作，在老师的帮助下确定一种动作后，集体进行练习。然后又创编老公公和老婆婆一起拔萝卜的动作，再集体练习。再次，幼儿们开始表演游戏《拔萝卜》，先通过欣赏音乐《拔萝卜》，让幼儿熟悉乐曲旋律。再让幼儿集体进行表演，体会与同伴合作的快乐。最后，教师通过对此活动中同学们的表现进行点评，也教导幼儿在活动中应主动关心帮助同伴，才能在在游戏中共同体验到合作的快乐。3.3巧设问题，发掘幼儿思考天分

教师在情境教学过程中，可以根据相应的内容设立情境矛盾问题，让幼儿对自身的原有知识体系产生冲突，引导幼儿进一步去思考，并得出不同的结论，这一整个过程不仅能充分提高课程教学效率，而且还能以此为契机，培养幼儿独立思考问题的能力。教师在教学活动中，不仅要做到正确的去引导，而且还要尊重幼儿原有的知识体系。

例如，教师在“筷子插入水中”的教学活动中，提问幼儿：筷子插入水中与不插入水中其结果是一样的吗？如果有变化，变化在哪里？然后鼓励学生大胆设想，看他们在平时是否有过留心身边事物的一些小细节。待幼儿们都说出自己的猜想观点时，教师再 通过教学实验，来验证幼儿的猜想是否正确，当幼儿发现真相与他们所猜想的情况截然不同时，他们会表现出强烈的追根究底的欲望。这在某一层面有效的提高了幼儿的学习动机，教师在这个实验过程中，要首先尊重幼儿的猜想假设，而后通过实践得出真知，最后给出结论。这种情境教学不仅能提醒幼儿的观察探究能力，而且能从根本上发掘出幼儿的独立思考的天分。

3.4教师准确的把控课堂节奏提高教学效率

适度的课堂节奏，能自始至终牵动幼儿的注意力，维系幼儿学习的热情，使幼儿教学生腾跌宕，张驰有度，从而轻松愉快地实现教学目的，完成教学任务。

首先教师要做到把握知识容量，合理控制时间。把握知识容量，要控制好课堂节奏，必须把握每一节课的知识容量。教师备课时要认真分析教材，明确知识点，确定好一节课的知识容量。教师除了明确教材的知识容量外，还应考虑在此基础上强化什么知识，弱化什么知识，补充什么知识。一节课的知识容量既不能过大，也不能过小。一般地讲，一节课所给学生的知识容量，以幼儿能够接受、消化为限度。确定好知识容量，就为形成良好的课堂节奏创造了条件。教师对一堂课要有个总体安排，开头结尾要灵活机动，重点难点要留有充足的时间，具体到每个课时则应根据该课的实际需要分配时间。既要定时定量，又要机动灵活，才可能使课堂教学井然有序，节奏鲜明。幼儿在学习过程中也能循序渐进的去吸收知识。[8]

其次，教师要根据教材特点，创设适当的情境演练。根据幼儿教材特点，创设适当的情境演练是保证良好的课堂节奏的前提。创设什么样的情境，应主要根据教材内容及特点来确定，只有与教材内容的特点相适应的情境教学，才能形成良好的课堂节奏，取得最佳的教学效果。过去很长一段时间，幼儿教师不注重教学方法的选择与优化，教师“满堂灌”“注入式”的教学方法，使幼儿在学习中处于一个被动的角色。这种传统的教学方式既不能提高幼儿的创新能力，也使得课堂教学犹如一潭死水。这样课堂何来节奏？这样的教学又怎能挖掘出幼儿的思维潜力呢？ 因此，教师在教学中要善于分析教材特点，创设适当的情境，才能使教学得心应手，幼儿身临其境。当然，一节课绝不只采用一种方法，而是多种方法的综合运用。只有这样，才能形成生动活泼的教学局面，出现明快的教学节奏。

总之，在幼儿教学过程中，教师要善于察言观色，发现情况应及时进行情感调节，消除不良情感，利用积极情感，让良好情绪环绕课堂。幼儿在这种氛围中才能更好的去吸收新的知识。

结 语

情境教学法在幼儿教学中有着重要的积极意义。利用情境教学法的一些优势则能有效的提高幼儿的创新能力，也能提高整个幼儿课堂教学的质量。但，情境教学法在我国应用的时间并不是很长，有些教师对于这种教学法的运用还不是很重视，导致其在幼儿教学运用中出现了一些问题。为了更好的实现幼儿教育目标，则必须要扭转这种局面，要提高教师对于情境教学的认识，并在情境教学运用中掌握相关的技巧。如利用语言讲授设置情境，已情应景；利用角色扮演，使幼儿如同身临其境，利用图片、实物、音乐等设备巧设表演情境、表达情景等。只有通过多样情境进行演练，情境教学法在幼儿的课堂教学中的应用才能得到有效改善。

致 谢

首先要感谢我的指导教师胡雪老师，帮助我理清自己的思路，最终确定研究的课题。在论文撰写期间,胡老师对我的论文精心指导,认真仔细的审阅我的论文，并给我的论文提出宝贵意见，对我进行传道授业解惑。胡老师不仅给予我课题上的帮助，有时还对我进行思想教育，助我缓解情绪，给我鼓励。在此论文完成之际,谨向我尊敬的导师胡老师致以最诚挚的谢意和崇高的敬意。

在论文撰写期间,除了张老师以外，我的同学和室友也给我很大的支持和协助，他们对我的论文撰写的进展情况十分关心。我懈怠时，他们就激励我，催促我；我做出一点成绩时，他们就帮我查看，提意见，给我信心和努力的勇气。不管期间我们相处的过程如何，但我心里很清楚你们是为我好的，所以，如果那时我有的地方做得不好，我在此向你们道歉。无论如何，我对你们更多的是感激，在这里,我衷心地谢谢你们！谢谢！

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