情景教学法在高中英语听说课中的应用——以巴彦淖尔一中为例

摘要

随着科学和技术的飞速发展，我们的社会对高中英语教学提出了更高的要求。英语一直是高中课程中最重要的课程之一。然而，许多高中英语教师仍然采用传统的教学方法。我们知道，传统教学方法不能很好地激发学生学习英语的兴趣和积极性。为了改变这种现状，很多英语教师都在探不同的教学方法。作者实验研究之后，发现情景教学法是解决这一问题的一个很好的选择。
　　本研究的目的是要找出情景教学法是否适合巴彦淖尔市第一中学的英语教学;情景教学法能否激发学生英语学习兴趣，改善课堂气氛，使学生掌握好英语，提高英语成绩。
　　为了使研究清楚，笔者首先做了一个调查，通过问卷调查学生的英语学习兴趣。作者还对本人所在的巴彦淖尔市第一中学学生的英语水平进行了前测。笔者从巴彦淖尔市第一中学随机选取两个英语水平相当的班，一个实验班和控制班开展实施情景教学的实验，通过用SPSS软件对学生英语成绩的分析，最终发现，实验班在使用了情景教学法后英语成绩提高了很多，研究表明，情景教学法在提高学生学习英语的兴趣等方面起着积极的作用。因此，得出结论，情景教学法适合巴彦淖尔市第一中学英语教学，可以使英语课堂教学更有效。

目录

声明

摘要

ABSTRACT

CONTENTS

Chapter One Introduction

1．1 Research Background

1．2 The Purpose of the Research

1．3 The Significance of the Research

Chapter Two Literature Review

2．1 The Definition of Situational Teaching Method

2．2 The Background of Situational Teaching Method

2．3 Some Teaching Method Related to Situational Teaching Method

2．3．1 The Direct Method

2．3．2 The Audio-lingual Method

2．4 The Features of Situational Teaching Method

2．4．1．Perceptibility and Liveliness

2．4．2．Balance between Feelings and Perceptibility

2．4．3．Suggestion of Intelligence

2．4．4．Similarity of Images

2．5．The Principles of Situation Teaching in English Class

2．5．1．Principle of Being Practical

2．5．2．Principle of Being Explicit

2．5．3．Principle of Being Communicative

2．5．4．Principle of Being Interesting and Inspiring

2．5．5．Principle of Explanation to Culture Difference

2．5．6．Principle of Being Active and Creative

2．5．7．Principle of Affect and Attitude

2．6 The Advantages of Situational Teaching Method

2．6．1．Stimulus to pupils’ interest

2．6．2．Maintaining pupils’ attention

2．6．3．Increasing the delight of learning English

2．6．4．Enlivening the atmosphere of class

2．7 The Application of Situational Teaching Method at Home and Abroad

2．7．1 The Application of Situational Teaching Method Abroad

2．7．2 The Application of Situational Teaching Method at Home

Chapter Three Methodology

3．1 Research Questions

3．2 Research Subjects

3．3 Research Instruments

3．4 Research Procedures

3．4．1 Stage One---Pretest and Pre-questionnaire

3．4．2 Stage Two---Application of the Situational Teaching Method

3．4．3 Stage Three---Checking the Application and Experiment Results

Chapter Four Results and Data Analysis

4．1 Result Analysis of the Tests

4．1．1 Data Analysis of the Pre-test

4．1．2 Data Analysis of the Post-test

4．1．3 Comparison between the two Classes

4．2 Result Analysis of the Questionnaires

4．2．1 Data Analysis of the Pre-questionnaire

4．2．2 Data Analysis of the Post-questionnaire

4．2．3 Comparison between the Two Classes

Chapter Five Findings and Discussion

5．1 Findings

5．2 Suggestions for Creating Situation in No．1 Middle School of Bayannaoer City

5．2．1 Creating Question Situations to Explore Knowledge

5．2．2 Creating Authentic and Interesting Situations

5．2．3 Designing Active Situations

5．2．4 Creating Situations with Modern Multi-media

5．3 Limitation of the study

Chapter Six Conclusion

Bibliography

APPendix Ⅰ Pre-test

Appendix Ⅱ Post-test

Appendix Ⅲ Questionnaire

Appendix Ⅳ Questionnaire

Acknowledgements