情景教学法在英语口语教学中的运用
情景教学法在英语口语教学中的运用
作者：李民
来源：《新课程·教师》2015年第01期
摘要：根据情景教学法的教学特点，提出在运用情景教学法进行英语口语教学时必须注意的几个问题，包括情景教学的理论基础、情景话题设置、减轻学生心理压力、多媒体运用等方面，旨在通过情景教学法来激发学生参与课堂教学的积极性，提高学生学说英语的兴趣，从而提高英语课堂口语教学效率。
关键词：情景教学法;情景设置;学生心理压力;多媒体的运用
情景教学法是指教师通过借助道具、自身的形象语言、动作来帮助学生感知教学情景，并在教学过程中进行师生互动教学，帮助学生理解和掌握教学内容，从而完成教学目标的一种教学模式。
但是传统英语教学注重讲解英语语法，重视培养学生书面表达能力而轻视对学生英语口语能力的培养，其结果往往造成学生读写熟练而英语口语交际能力差，使学生的英语水平不能适应当今社会发展的要求。
因此，本人认为，英语教学必须改变传统的教学方法，要重视培养学生口语交际能力，而情景教学法则是有效提高学生口语交际能力重要的教学措施。
英语情景教学是指以人们实际生活为情景进行的一种语言交际能力的训练，它具有很强的教学针对性和实用性，因而被广泛运用于英语口语教学中。
我们知道，语言是表达思想的工具，人们在交往时往往会将自己的思想通过语言的形式表达出来。
根据心理语言学家斯坦伯格的观点，人们所讲的内容必然反映出人们思想的过程。
然而如果这种思想不经语言表达出来，只会是存在于人们头脑中的思想活动，是不为人所知，所以，只有通过具体的语言来表达自己的思想观点，才能为别人所理解和接受。
由此可知，语言产生过程包括人的思维活动和语言运用两个过程，思想先于语言的产生。
例如，当一个学生不能正确回答问题时，那说明他思维方式不正确。
同时，思想的产生又依赖于人所处的具体语言环境。
因此，在教学过程中为学生创设具体的语言环境，是进行情景教学的重要前提，因为只有学生在具体的情景中才可能知道自己该说什么话，该怎么用语言来表达自己的思想，从而顺利完成与他人的思想沟通。
由此可见，在英语情景教学中，教师首先必须创设出适合的语言环境，才能顺利地开展情景交际对话。
根据上述理论，本人认为在英语情景教学中教师必须重视处理好以下几个方面的问题。
一、明确情景口语教学的内容，它包括语法、情景设置、口头
表达三个部分
语法是指词汇和句型，是进行英语口语表达的基础。
情景设置是指教师给学生提供交际情景，可以是真实的，也可以是创设的情景。
在实际的教学中，学生英语水平往往是参差不齐的，教师如果一开始就让学生进行真实的情景交际对话，口语教学是有困难的。
这时可以先通过模拟的情景教学，即根据学生实际英语水平，设置由简单到复杂的模拟情景，循序渐进地开
展口语教学对话，同时有意识地帮助学生复习和巩固语法知识，从而促进学生英语口头表达能力的提高，进而提高学生在真实情景下的口语应用能力。
二、设置恰当的情景话题
根据情景教学理论我们可知，情景和人的语言运用是密切相关的，所以，教师在教学中要根据学生英语水平来设置恰当的情景话题，使学生有话可说，同时要注意培养学生在不同情景下运用语言的能力，调动学生学说英语的积极性，提高学生的参与学习热情，使课堂教学呈现出活泼、生动的局面。
其次，在情景教学中教师要主动寻找接近学生生活的话题，通过设置学生喜闻乐见的情景来激发学生学习的注意力与参与教学的兴趣，并启发学生积极思考，使学生有话可说，也容易讲，这样才容易调动学生参与课堂口语教学的积极性。
因此，创设的情景是否符合学生生活的实际，是否贴近学生生活，这是课堂情景教学是否成功的关键。
此外，在运用情景教学法进行口语教学时，教师要把握好话题的难度，话题难度过大或过易都会影响教学效果。
例如，如果话题过难，基础差的学生往往会放弃，或依赖他人代答，结果使课堂变成了基础好的学生课堂;如果话题过易，基础好的学生就会不感兴趣而不积极参与，结果使课堂变成基础差的学生课堂。
所以，教师要注意选取那些内容丰富、层次不同、容易理解但又能引发学生思考的情景，才能吸引不同层次的学生参与到口语教学中来，同时在课堂情景教学时教师可以适当对情景解释，对可能要用到的词汇和句型进行预先操练，对情景对话内容进行示范对话，并兼顾优差生，才能使课堂口语教学顺利开展。
三、减轻学生心理压力
情景教学要求学生思想活跃，积极参与表达，因此，教师应注意减轻学生的心理压力，通过营造自由交际氛围来鼓励学生参与教学。
课堂上教师的语言应精练，充分发挥学生学说英语的主动性。
教师要做学生语言交际的组织者和引导者，引导学生以小组合作的方式进行口语练习，在民主的氛围中进行交际问答，使学生始终成为课堂教学的主体。
同时，在教学过程中，教师对学生语言表达上的错误不必随时纠错，只要学生能完成情景表达就可以了，这样可以增强学生学说英语的自信心，使学生在轻松的环境中进行英语对话，从而达到言语交际的教学目的。
四、多媒体的运用
我们知道，语言环境对于我们掌握一门语言具有重要的作用。
学生只有在良好的语言环境中才能感受语言的魅力，才能激发学习兴趣。
在课堂情景教学中多媒体是创建情景的重要手段。
由于多媒体教学具有形象性、生动性的特点，可以很好地吸引学生学习注意力，提高学生学习兴趣，所以，越来越多的教师开始重视多媒体在情景教学中的运用。
在课堂上可以通过多媒体展示形象、生动的图片来营造轻松的学习氛围，以便开展英语口语教学。
在教学中可以通过多媒体播放教学的音频和视频，为学生创设出听觉环境和视觉情景，从而引导学生以看促听，以听促说，听说结合，进行学习和模仿人物对话，可以有效提高学生口语水平。
但是要想使多媒体教学取得良好的情景教学效果，教师还必须重视多媒体课件的制作。
优秀的多媒体课
件往往将文字、声音、图像、动画、视频等多媒体元素综合起来运用，使教学课件具有形象、生动和吸引力，并且具有良好的交互教学效果，从而提高学生学习的兴趣和热情，才能提高英语口语情景教学效率。
参考文献：
张霞.情景教学法在英语口语教学中的作用[J].考试周刊，2008（38）.
编辑王团兰。
情景教学法在初中英语口语教学中的应用
情景教学法在初中英语口语教学中的应用1. 情境感知情景教学法是通过创造真实的语言情景，让学生置身于实际生活中的情境当中，使他们能够更好地感知到语言的应用环境和语境。
这种教学法能够帮助学生更快地掌握语言的用法和语境，增强他们的语感。
2. 语言输入和输出情景教学法注重提供真实的语言输入和鼓励学生进行积极的语言输出。
通过模拟真实生活场景，学生可以接触到真实的语言输入，提高他们的听力和讲话能力。
学生在参与情景教学中会不知不觉地进行语言输出，这样可以帮助他们更好地掌握口语表达能力。
3. 体验式学习情景教学法强调学习者的体验和参与，通过亲身体验真实情境来学习语言，让学生通过参与体验来理解和掌握语言的使用方法。
这种学习方式可以更好地激发学生的学习兴趣，增强他们的学习动力。
1. 基于真实生活场景的口语对话训练情景教学法可以利用真实的生活场景来进行口语对话训练，比如在超市购物、在餐厅点餐、在机场办理登机手续等。
教师可以设置相关的情境，让学生分角色进行对话练习，这样不仅能够提高学生的口语表达能力，还能够培养他们在实际生活中运用英语的能力。
2. 视频模拟情景对话利用视频模拟情景对话也是情景教学法在口语教学中的常见应用。
教师可以选取一些真实生活中常见的情景，例如在医院看病、在银行办理业务、在旅游景点问路等，让学生观看视频并进行模拟对话练习。
通过看视频，学生可以更加形象地感知到语境和情境，从而更好地理解和运用相关的口语表达。
3. 情景游戏情景教学法还可以通过情景游戏的形式来进行口语教学。
比如进行角色扮演游戏、情景交际游戏等，让学生在轻松愉快的氛围中感知并运用语言。
这种形式不仅能够激发学生的学习兴趣，还能够培养他们的合作意识和交际能力。
以“在餐厅点餐”为例，通过情景教学法进行口语教学。
1. 教学目标：让学生能够在餐厅用英语进行点餐和交流。
2. 教学步骤：（1）教师通过图片或视频向学生介绍在餐厅点餐的场景，让学生感知并熟悉这一情景。
情景教学法在小学英语口语教学中的运用
1682018年21期总第409期ENGLISH ON CAMPUS情景教学法在小学英语口语教学中的运用文/魏贤容口语能力是语言使用过程中的重要方面，小学作文语文教学的基础阶段，更需要重点的培养小学生的口语能力，一方面促进了小学生语文核心素养的养成，另一方面也在不同程度的促进了学生综合能力的发展。
一、情景教学法概念内涵《全日制义务教育英语课程标准解读》指出，我们的英语教学要重视情境教学，在备课设计、授课过程、课堂生成等环节要多创设情境教学，为学生提供丰富的内容情境, 以帮助学生提高他们的英语学习成绩。
新课程改革倡导情境教学，也要求教师在教学中重视情境的作用，让学生在情境中不断提高自己的英语口语水平。
情景教学法在上世纪三十年代由帕尔默以及霍恩比创立，情景教学法建立在教师对大纲和内容的理解基础之上，通过创设真实的自然的情景而使得学生能够融入其中进而学习语言。
二、情景教学法对小学英语口语学习的有效性小学英语口语教学利用情景教学法，通过创设贴近小学生生活的情景，提高学生对于英语教材学习的兴趣，达到活跃英语堂气氛的目的。
情景教学法的使用，促进学生在情景中，积极主动的思考，在英语口语教学活动中获得主体地位，更乐意去学习英语，学会用英语去表达自己的想法，从而使学生真正实现了在英语课堂的主体地位。
三、情景教学法促进小学英语口语教学的策略1.创设个性化的口语情景模式。
教师是教学活动的引导者，学生才是学习活动的主题，每个学生的成长环境和生活条件，导致他们出现不同的学习情况，教师应当充分的对本班学生进行情况了解，做足课前准备的工作，才能分析他们在英语口语技能和学习兴趣方面的差异，对学生进行因材施教的课堂模式。
个性化的口语情景课堂模式，更能吸引学生对口语练习的学习兴趣，促进教学效果的提升。
2.依据学生身心发展特点。
依据美国发展心理学家埃里克森的自我发展理论，小学生处在勤奋和懒惰的冲突的阶段，结合这个年龄的身心特点，小学英语教师要改变传统的教学方法，营造和谐欢快的学习环境，鼓励学生语言上的互动交流，倡导学生自由的表达自己学习英语的观点，培养学生思维的活跃性。
小学英语情景教学法的运用
小学英语情景教学法的运用情景教学法是通过创建具体情境，激发学生的学习兴趣，帮助他们更好地理解和记忆知识，提高语言活动能力。
下面，我们将探讨小学英语情景教学法的具体运用。
一、运用情景教学法进行口语教学口语是英语学习的重要组成部分，情景教学法可以帮助学生在真实情境中进行语言交流，增强口语表达能力。
在教学单元“家庭”的情景教学中，可以通过模拟家庭场景，让学生扮演家庭成员，用英语进行自我介绍、描述家庭成员的特点、讨论家庭活动等。
这样的教学方法可以让学生在实际情境中学习语言，更容易掌握知识，同时也提高了他们的学习积极性。
情景教学法可以帮助学生更好地理解和记忆词汇。
在教学单元“食物”的情景教学中，可以通过给学生提供一份餐厅菜单，让他们在模拟的餐厅情境中学习食物名称，订餐和支付等情景。
还可以通过模拟超市购物场景，让学生学习水果、蔬菜、饮料等商品的名称和购买情景。
通过这样的教学方法，学生在真实情境中接触词汇，更容易掌握和记忆，提高了学习效率。
情景教学法也可以帮助学生更好地理解阅读材料。
在教学单元“动物”的情景教学中，可以通过观赏动物园的图片、视频或实地游览动物园等情景，让学生在真实情境中了解动物的外貌、生活习性等，然后引导学生进行相关的阅读材料，加深他们对所学知识的理解。
这样的教学方法既拓展了学生的知识面，又激发了他们对英语学习的兴趣。
情景教学法还可以帮助学生更好地进行写作表达。
在教学单元“假期”的情景教学中，可以通过模拟度假情景，让学生描述自己的假期计划、经历和感受，通过图画、图片或视频等情境刺激学生的写作兴趣，激发他们的写作灵感。
这样的教学方法可以帮助学生提高写作能力，同时也增加了学习的趣味性。
小学英语情景教学法的运用，不仅能够促进学生的学习兴趣，提高他们的学习积极性，还可以更好地帮助他们掌握知识，提高语言表达能力。
在小学英语教学中，教师应积极运用情景教学法，为学生提供更生动具体的学习体验，激发他们学习英语的热情。
情景教学法在英语口语教学中的应用与思考
情景教学法在英语口语教学中的应用与思考一、本文概述随着全球化的推进和英语作为国际通用语言的普及，英语口语教学在中国教育体系中占据了越来越重要的地位。
传统的英语口语教学方法往往侧重于语法和词汇的讲解，忽视了语言学习的实际情境，导致学生虽然掌握了语言知识，但在实际交流中却难以运用。
情景教学法作为一种以实际情境为背景，注重语言应用的教学方法，为英语口语教学带来了新的可能性和突破。
本文旨在探讨情景教学法在英语口语教学中的应用与思考。
我们将介绍情景教学法的基本概念和理论基础，阐述其在英语口语教学中的重要性和优势。
接着，我们将通过具体的教学案例，分析情景教学法在英语口语教学中的实际应用，包括如何创设情境、如何引导学生参与、如何评估教学效果等。
我们将对情景教学法在英语口语教学中的问题和挑战进行深入的探讨，提出相应的解决策略和建议，以期推动情景教学法在英语口语教学中的更广泛应用和发展。
二、情景教学法的理论基础情景教学法，顾名思义，是一种以学生为中心，通过创建真实或模拟的情景来教授语言的教学方法。
这种方法强调语言学习的实际应用，鼓励学生通过身临其境的方式，在特定的语境中学习和使用语言。
情景教学法的理论基础主要源自心理学、教育学和第二语言习得理论。
心理学角度，情景教学法充分利用了人类的认知特点和情感因素。
在特定的情景中，学生能够更加直观地理解语言的含义和用法，形成深刻的印象。
同时，情景教学能够激发学生的学习兴趣和积极性，使他们在轻松愉快的氛围中主动学习和探索。
教育学角度，情景教学法强调学生的主体性和参与性，与现代教育理念相契合。
它打破了传统的教学方法，让学生在实践中学习和成长，培养了学生的自主学习能力和合作精神。
同时，情景教学还注重学生的个体差异，能够根据学生的不同特点和需求进行针对性的教学。
第二语言习得理论方面，情景教学法认为语言学习是一个自然的、逐步的过程。
通过创建真实的语境，情景教学能够帮助学生更好地理解和运用语言规则，提高语言的实际运用能力。
情境教学法在高职英语口语课堂中的应用
情境教学法在高职英语口语课堂中的应用英语口语教学是高职英语教学的重点和难点，由于传统教学模式中存在教学方式单一、教学内容乏味、教师和学生间的互动性少等问题，导致高职学生对英语口语学习失去兴趣甚至会产生抵触心理，不利于学生综合能力的提升。
情景教学方法的提出，有效的解决了高职英语口语教学中存在的主要问题，全面改善課堂英语教学环境，进而提高教师的教学水平和效果。
情景教学法是指根据教学内容编制情景对话和故事内容的教学模式，即教师运用生动形象的情景教学模式进知识要点直观的展现在学生面前，使学生对课堂教学内容产生浓厚的兴趣，积极吸引学生的课堂注意力和集中力，激发学生英语口语学习的积极性，提高学生的英语学习能力。
情景教学模式是我国教育学者结合和借鉴国内外先进的教学理念，再依据我国习具体的教学环境和教学实际情况的提出的教学模式，将教学活动和现实活动联系起来，有效的提高了教学的教学水品和教学质量。
一、我国高职英语口语教学的现状及特点英语口语教学是高职英语教学的重点和难点，高职学生的英语知识基础比较薄弱，许多学生在英语学习中存在很大的问题，教师在进行英语教学时，会发现学生的英语学习能力和兴趣较低，对教师教学工作的开展造成了一定的困难。
同时又由于学生的学习能力、认知水平等都存在着较大的差异，这就要求教师要将教学内容和高中英语知识有效联合起来，在学生已有的英语知识基础上进行深入的学习。
此外部门英语教师深受传统可爱它能够教学模式的影响，教学方法单一，和学生的课堂活动性较少，在这种教学模式下，学生很难对英语产生学习的兴趣和积极性，进而降低教师的教学水平和教学质量。
二、情景教学法在高职英语口语教学中的影响（一）激发学生学习兴趣情景教学模式在高职英语口语的运用，能够有效的调动学生学习的积极性，激发学生英语口语学习的兴趣，学生可以在情景教学模式中充分培养自身的自身探究性学习能力、集体合作能力和沟通交流能力。
情景教学模式通过运用课堂环境、多媒体设备等教学器材，设计丰富多彩的情景教学内容，吸引学生的课堂集中力和注意力，使学生充分融入到教学氛围之中。
情景教学法在初中英语口语教学中的应用性研究
情景教学法在初中英语口语教学中的应用性研究摘要：情景教学法是一种以情景为依托进行教学的方法，通过创设真实的情境使学生参与并积极表达，从而提高学生的口语能力。
本文通过对情景教学法在初中英语口语教学中的应用进行研究，探讨了情景教学法的适用性及其对学生口语能力的促进作用。
1.引言英语口语是英语学习的重要方面之一，也是学生在实际交流中最常用的技能。
然而，在传统的英语教学中，口语训练往往被忽视。
因此，研究利用有效的教学方法提高学生的口语能力显得尤为重要。
2.情景教学法的理论基础（1）交际法理论：情景教学法借鉴了交际法的理论，强调学生的实际交流能力的培养。
通过真实的情景设置，学生可以在实际交际中学习和运用语言，提高口语表达能力。
（2）认知心理学：情景教学法符合认知心理学中构建有效学习环境和激发学生主动参与的原则。
学生在情景中积极参与、思考和解决问题，从而提高口语能力。
（3）学习者中心理论：情景教学法关注学生的学习需求和兴趣，通过创设情景使学生参与进来，提高学习的积极性和学习效果。
3.情景教学法在初中英语口语教学中的应用（1）情景设计：教师可以通过设计具体的情景，如购物、旅行、餐厅等，使学生置身其中，并通过角色扮演和真实情境模拟等活动激发学生的兴趣和积极性。
（2）语言输入：教师可以通过播放录音或视频等方式提供真实的语言输入，让学生感受到真实的语言环境，从而激发学生的口语表达欲望。
（3）情景对话：通过情景对话的形式，让学生在具体情境中进行对话练习，培养学生的口语交际能力。
教师可以引导学生进行角色扮演，提供反馈和纠正错误，以帮助学生改进口语表达。
（4）情景演讲：让学生在真实情境中进行演讲，如模拟会议、口头报告等，让学生在情景中展示口语表达能力，提高自信心和流利度。
4.情景教学法在初中英语口语教学中的效果（1）提高学生的口语流利度：通过情景教学法的应用，学生在真实情境中积极参与口语表达，提高了语言输出的频率和流利度。
情境教学法在小学英语口语教学中的应用
The Application of Situational TeachingMethod in Oral English Teaching inPrimary Schools内容摘要由于小学的英语口语教育与母语教育不同，因此在现实生活中有很多练习母语的机会，并且英语口语很难找到合适的交流环境和英语口语实践机会。
同时，小学英语学科的特点与其他学科有所不同。
小学听写英语课应该使用情境教学法来提高教学质量。
首先，情境教学可以为英语口语教学提供听和说的机会，使学生可以积极参与创建外语环境。
其次，学习英语的最终目标是使用口头交流，这种机械、无聊的练习对英语口语练习帮助甚小。
情景教学法为英语教学提供了一个更现实或虚拟的交流平台，以充分练习英语口语交流能力，并在模拟情况下为学习者提供语言交流机会来解决实际问题。
本研究的作者对情景教学法的相关理论基础进行了分类，并运用文献研究方法、问卷调查法来研究情境教育方法在小学英语教学中的应用。
本文对适用于小学听写和英语课堂的情境教学方法进行了分析，找出了将情景教学方法应用到小学听写英语课堂中的问题，并分析出相关原因，提出了改进措施。
希望一次增强情景教学法在小学英语课堂中的有效性。
关键词：情景教学法；小学课堂；英语口语；教学策略AbstractBecause primary school oral English education is different from mother tongue education, there are many opportunities to practice your mother tongue in real life, and it is difficult to find a suitable communication environment and practice opportunities for oral English. At the same time, the characteristics of primary school English subjects are different from other subjects. Elementary school dictation English class should use situational teaching method to improve the quality of teaching. First of all, situational teaching can provide listening and speaking opportunities for oral English teaching, so that students can actively participate in the creation of a foreign language environment. Secondly, the ultimate goal of learning English is to use oral communication. This kind of mechanical and boring practice is of little help to oral English practice. The situational teaching method provides a more realistic or virtual communication platform for English teaching to fully practice the oral communication ability of English, and provides language communication opportunities for learners to solve practical problems in simulated situations.The author of this study classified the relevant theoretical basis of the situational teaching method, and used literature research methods and questionnaire survey methods to study the application of situational education methods in primary school English teaching. This article analyzes the situational teaching methods applicable to primary school dictation and English classrooms, finds out the problems of applying situational teaching methods to primary school dictation English classrooms, analyzes related reasons, and proposes improvement measures. I hope to enhance the effectiveness of situational teaching method in primary school English classroom.Keywords: Situational Teaching Method; Primary School Class; Oral English; Teaching StrategyContents内容摘要 (i)Abstract (ii)I. Introduction (4)1.1 Research background (4)1.2 Research objectives and significance (4)1.3 Research status (5)1.3.1 The General Definition (5)1.3.2 The Principles of Situational Language Teaching (6)1.3.3 The Significance of Situational Language Teaching (7)II. Research Methodology (8)2.1 Research questions (8)2.2 Research subjects and methods (9)III. Results and Discussion (9)3.1 To cultivate interest and confidence in oral English learning (9)3.2To guide students' participation (10)3.3 To create a good spoken language learning environment (11)3.4 To use situational teaching methods flexibly (12)IV. Conclusion (13)4.1 Findings of the research (13)4.2 Implications and suggestions (14)Bibliography (15)Acknowledgements (16)I. Introduction1.1 Research backgroundAfter several years of educational reform, the English oral classroom at elementary schools has changed to varying degrees through the continuous development of teaching concepts and teaching methods. While our country emphasizes the importance of oral education in educational links for all ages, the majority of scholars conduct effective educational research on oral education of students and use some advanced educational concepts in oral education. But I am not satisfied. The language environment is always an objective obstacle that students cannot overcome. Our students are mainly in a closed educational environment, mainly based on the knowledge of the books, using textbooks to create so-called linguistic situations, ignoring the most authentic language environments. Students feel nervous and anxious due to emotional disturbances in oral communication. Even fear can make students lose confidence in their conversation and make verbal communication difficult. Of course, this kind of oral English classroom does not come into contact with reality, but gradually falls apart because it causes great obstacles to the limitations of students' linguistic knowledge and learning of students' linguistic communication, vocabulary basics, grammar, and other knowledge. Students learn Chinese and English in a fantastic and unrealistic environment. You can train students with high grammar and reading comprehension skills, but you cannot easily and effectively communicate and experience foreign cultures using English.This phenomenon has always been a chronic problem in our oral English learning.Of course, some teachers are aware of the importance of spoken English, but they are limited by their own teaching quality and lack of listening and speaking teaching ability, which leads to the superficial form of spoken English teaching.1.2 Research objectives and significanceAfter a more comprehensive study and research, the author feels the importance of the practical ability of language communication and the combination of situations. Situational teaching creates a lot of learning opportunities for students and increases the opportunities for students to speak English, so that they can more easily master oral English skills. Of course, some scholars believe that situational teaching is not omnipotent, and it is not as effective as it advertises. Although situational teachingseems to make the classroom teaching atmosphere lively and interesting, the timeliness of classroom results needs to be investigated. They believe that there are a lot of them.some problems such as wasting teaching time, compressing teaching knowledge, etc. Situational teaching is not omnipotent in language teaching, and there will be different problems. However, it plays an indispensable role in language teaching and has a profound impact on our oral English classroom today. The application research of situational teaching in oral English classroom is very necessary.This thesis combines situational teaching and oral English teaching, explores the most direct connection between them, and explores the feasibility of combining situational teaching and oral English teaching and practical operation. Based on the analysis of situational teaching, try to carry out the reform of oral teaching, find a fusion point between the two, maximize the effect of oral classroom teaching and teaching efficiency.1.3 Research status1.3.1 The General DefinitionRegarding “scene”, what the author sees from the “Modern Chinese Dictionary”refers to situations and scenes (in specific occasions). Zhang Jianzhong's definition of “scene”in “Foreign Language Pedagogy”is: “learning new language knowledge, skills, and various environments that affect listening, speaking, reading, and writing abilities”. It can be seen from this that the “scene”contains two parts, namely: the social language environment and the learner's own personality characteristics. Among them, the social language environment has a greater impact on learners. Linguist Zhang Zhiyuan believes that “scene refers to the various sceneries, characters, scenes and environments used and designed in foreign language teaching activities.” Situational teaching is a method of teaching using “scenarios”. A point of view that can summarize situational teaching.Situational education, also known as audio-visual among many people, means that learners learn through audio-visual. Here, “seeing”refers to a specific scene, including some videos and animations, while “listening”refers to listening to a specific sound by listening to recordings and other people's speech. Using optimal real-world scenes, students associate new language material with the realities of their lives so that students can really feel the situation and achieve the purpose of learning. The story of "Fish and Cow" perfectly shows the importance of the situation. Theclass scene of the class image in the field can make the knowledge clearer and more accurate to the students, and the live class scene in the field class is the student's interest. And increase learning participation and interest, so the use of English contextual education in elementary school can overcome the shortcomings of traditional education.1.3.2 The Principles of Situational Language TeachingAuthenticity: The situational teaching method makes classroom forms flexible and diverse, and the teaching atmosphere is relaxed and energetic. Before teaching, teachers must make sufficient preparations to effectively reflect the authenticity of the teaching principles of situational teaching. The situational design should not have a huge difference with the students' daily life experience. It should be involved in the students' real life or closely connected with their daily life. The use of situational teaching methods puts forward higher requirements for teachers' teaching management ability and selection of teaching resources. For example, the selection of teaching content must be targeted, pay attention to the level and rationality of teaching content selection, and follow the principle of step-by-step teaching. The easy and difficult teaching rules organize the teaching content to prevent teachers from turning the teaching content into a subsidiary of teaching methods and reduce the effectiveness of teaching.Participation: The key to contextual training is to design a clear and diverse educational context that is compatible with the educational content. Students must be fully engaged and combine their own knowledge and experience so that they can properly solve the practical problems involved and that the student's experience and emotionalism can focus on the internalization of learning and knowledge. Therefore, when designing the scene, students observe the educational scene and provide educational resources with the help of multimedia. Under the appropriate supervision of teachers, education is more flexible and open (Zhu Haiyan, 2021). Intuitive educational environment stimulates students' psychological resonance, which is smoothly related to students' cognition, creates educational content closely related to students' emotions, helps to recognize and understand educational content, internalizes the English spoken by students, and provides high quality education. goal.Communicativeness: Communicativeness is the ultimate goal of learning a second language. It cultivates students' daily communication skills and uses the second language flexibly to express their communication intentions in specific situations, so that students can not only speak sentences that meet grammaticalstandards, but also according to different occasions. Choose proper and authentic sentence expressions based on character relationships, locations, etc., to make communication smooth and enjoy the fun of communication. Therefore, the teaching focuses on cultivating students'communicative skills, creating communication bridges, and using scenario settings to reduce communication gaps. The second language is not a simple sentence recitation or sentence practice activity, but the actual and effective communication activities using oral language, so that the communicator can understand each other's feelings happily and realize the meaning of oral communication.Pedagogicality: Any teaching method must not ignore its pedagogical nature. In teaching, guide students to learn based on the teaching goal, and avoid deviation from the teaching focus, ignoring teaching difficulties, making teaching superficial and failing to complete the teaching goal. Pay attention to excavating the connotation of textbooks, and lead students to fully imagine and stimulate imagination and creativity according to the designed teaching scenarios, so that students can create new expressions based on their existing knowledge and experience, and achieve the ultimate goal of teaching.Interestingness: Interestingness has a great potential impact on student learning. Interest is especially important in contextual education. Situation education uses the target language to create situations, use the target language to help students acquire knowledge and structure of the learning language, avoid boring language learning, and make students more enjoyable and emotional. We provide a great experience and help students fully mobilize their learning passions. Factors pointed out that it affects student learning, such as student observation, accidents and memory. At the same time, they pay attention to the student's non-intellectual elements such as emotions, wills and interests. These potential non-intellectual factors can give a multiplier effect to learning.1.3.3 The Significance of Situational Language TeachingImprove fun:Situational teaching can stimulate students' interest and enthusiasm in learning, and can promote students to play their subjective initiative, especially situational teaching with the support of information technology. For example, using multimedia to play a video to show students, create a scene of finding objects and picking up lost items through announcements. Many students are attracted by the video animation and quickly focus on these two announcements while watching the video.This is much more intuitive than just relying on the teacher to explain.Moreover, the presentation of a video gives the students an immersive feeling, and the students understand more deeply.Through the process of listening to and speaking English, students' language ability has been practiced(Han He,2020) . The reason why most students have a good grasp of the sentence pattern “Good morning!”is not just because of its simplicity, but more because students use it every day. A teacher once did this-an experiment: in the initial grade class, he did not say hello to the students. After a month, when the teacher said “Good morning!”to the students, most of the students were at a loss and didn't know the teacher was there. What to express, let alone how to answer. This shows that to learn a language well, you need to listen more and speak more. With situational teaching, the problem of the lack of English-speaking situations in elementary school students can be solved to a certain extent.Lively classroom atmosphere: Contextual English education can stimulate the classroom atmosphere to some extent and create a comfortable and natural learning environment. The important thing in scene education is to create a scene. The scene was created with students as the main body. To stimulate students' interest in learning, these scenes need to be lively, vibrant and close to the reality of student life. This program helps students to relieve their monotonous knowledge, feel immersive, and adjust their learning situation.Students' participation in classroom activities has activated the classroom atmosphere, and students will feel a little relaxed and at ease in their studies(Ying Zhang,2020).II. Research Methodology2.1 Research questionsFurther study and perceive constructivist theory and situational teaching concepts, and understand their important role in the teaching process. Summarize and summarize the problems that appeared in primary school English teaching at the emergence stage. In response to these problems, rational use of information technology, application of situational teaching to primary school English curriculum under the guidance of teaching theory, give full play to the important role of information technology in rural primary school English teaching, and further improve primary school students' English learning interest and learning efficiency. Effective integration and extension of information technology and primary school English teaching. The research questions are as follows:1. What is the current application status of situational teaching?2. What are the strategies to improve the quality of oral English teaching in primary schools in the context of situational teaching?2.2 Research subjects and methodsFirst, use the literature analysis method to retrieve, read and analyze the situational teaching method and the monographs and journal thesiss in the primary school oral English teaching to understand the research status and results, define related concepts, and provide a sufficient theoretical basis for the research of this thesis;Then , Using empirical research methods to apply situational teaching method to primary school oral English teaching, showing some typical teaching practice cases to show the specific application process, and summarizing the advantages of situational teaching method through self-reflection and the problems existing in the implementation process(Wen Sun,2020). At the same time, the classroom observation method is used to understand students' subjective and objective evaluations of the teaching effect of the contextual teaching method applied to the oral Chinese class; finally, in response to the problems reflected in the classroom observation, corresponding teaching suggestions are put forward to improve the quality of oral English teaching in primary schools.III. Results and Discussion3.1 To cultivate interest and confidence in oral English learningFrom the results of the interviews, students do not fully recognize the existing classroom teaching methods and teaching methods, and lack learning interest; students show great interest in the introduction of situations in the classroom, and experience the joy of learning; although students have oral English ability I am confused about the improvement of my oral English, but I am still looking forward to the improvement of my oral English. 33% of the students are satisfied with the current oral English classroom teaching; 77% of the students feel lively and interesting when the teacher introduces situations in the classroom, indicating that the students are more adaptable and like to use situational teaching; 35% of the students can use oral knowledge to communicate in the classroom This data shows that students cannot use the knowledge in class flexibly; 41% of students are very satisfied with the currentteaching methods of teachers; 36% of students are confident to improve their oral English ability, indicating that students are better in training their oral skills. Confused and lacking confidence; 37% of students are satisfied with the current learning effect.At the beginning of English learning, students are exposed to fewer vocabulary and sentence patterns, and students are sensitive to language, have a strong ability to imitate, and have less scrutiny in speaking, so they have a strong desire for spoken English and a high degree of enthusiasm. However, as students get older, many psychological factors such as shyness, fear of ugliness, fear of making mistakes, etc. will affect their English speaking. Once the freshness disappears, disappointment will ensue. In the process of English teaching, teachers try to provide more opportunities for students to communicate in oral English, so as to stimulate students to like English and have a strong interest in English learning. Carry out the training of spoken English step by step to improve students' oral communication skills. More importantly, in this process, students have been cultivated to speak happily and well, and they have cultivated good habit of learning English, laying a good foundation for the formation and development of students' language literacy in the future..3.2To guide students' participationAccording to the survey results, 86.9% of the students who never discussed surrounding matters with their classmates outside of class accounted for 86.9%, while 21.4% of the students did not develop the habit of reading English materials outside of class, and 86.7% of the students never discussed their surroundings after class. Do not watch English videos or related teaching. In the learning process of English class, 40.9% of students speak only when they are asked; even 59.7% of students dare not speak in class, for fear of answering mistakes and being teased by classmates; still 25.4% Students in class cannot understand the content of the teacher's class, and cannot communicate with classmates and teachers. The above survey shows that the students in this part have a weak foundation and cannot keep up with their classmates in the English class, which gradually causes the gap in English proficiency among students to widen.In the context of teaching activities, the difference in participation is an important issue. Extroverted students will seize every opportunity for practice to form a virtuous circle of language learning. The opposite is true for introverted students. Therefore, the implementation of situational teaching method must solve the problem of participation. The author believes that international Chinese teachers need to have afull understanding of students' personalities, and give full consideration to students' language proficiency and personality characteristics when arranging learning tasks(Mingliang Wang,2020). Let every student gain a sense of presence and actively participate in classroom activities. For example, let students with introverted personality summarize their submissions and do data analysis. An international Chinese teacher successfully solved this problem during the one-semester teaching process. First, let students form one-to-one or many-to-many study groups according to their personal wishes, and let students with better grades be responsible for tutoring and promoting work. After a period of time, they formed a very harmonious relationship of mutual assistance. When speaking in class, each group would encourage students who were slightly behind to answer questions actively and give them encouragement and support.3.3 To create a good spoken language learning environmentSchools rarely organize activities in this aspect of spoken English, and the way the English teacher teaches is the same. During the class, 48% of the students reported that the English teacher used the teacher to speak on the top and the students to take notes in the class. There was very little teacher-student interaction and the interaction between classmates; 64% of the students felt that the school should be in Organize more extracurricular activities, such as English competitions, English broadcasts, and English corners to enrich students' extracurricular life; 79% of students think that English teachers should organize more activities in the class(Jing Xiang,2018). According to the survey results, students usually have very limited opportunities to speak English. In countries where the native language is not English, it is particularly important to provide students with a good environment for learning English. At present, the school provides few English-speaking environments. Therefore, students are inevitably at a loss when using English due to the lack of oral English training.Learning English as a language should not be limited to the classroom. As the saying goes, "Kung fu is not marketable", students must listen, read and say as much as possible in their daily lives to improve their English proficiency. It's also a good idea to watch the children's English program after school while listening and speaking in parallel. In a good environment, the English spoken by students has improved significantly. English teachers play an important role in teaching. Therefore, the development of educational content has a great impact on students' learning of English. School policies and procedures influence the way teachers teach, anytime,anywhere. Teachers need the approval of school leaders before they can organize some activities. Therefore, school leaders fully understand the importance of speaking English in elementary school and the school's "English Festival", "English Broadcasting", "English Corner", "English Committee" and other activities. Activities related to the teacher's activities need to be coordinated to promote. The smooth development of these activities is inseparable from school support and dedication (Jiang Xiaojie, 2014). The smooth running of activities helps to increase the enthusiasm of teachers and students and ultimately create a good learning environment. At the same time, teachers constantly improve their quality and, in time, promote the development of their teaching profession through regular cooperation and interaction with other excellent schools.3.4 To use situational teaching methods flexiblyWhen using the situational teaching method for oral classroom teaching, first of all, the teaching situation created by the teacher should be fully integrated with the actual situation of the students themselves, starting from the actual needs of the students, according to the students' psychological age, life and learning experience, ethnic culture, religious background, and Create corresponding situations for specialties and hobbies. Such a teaching situation will be more conducive to stimulating students' interest and motivation in learning, improving students' enthusiasm for classroom participation, motivating students to express themselves in the classroom, and enabling timely training of the Chinese language knowledge they have learned in the classroom. Secondly, teachers in classroom teaching(Shumei Wang,2017). When creating the situation, it is necessary to fully integrate the specific teaching content. Therefore, the teacher should fully understand the teaching content before class, carefully analyze the textbook content of this section when preparing the lesson before class, and clarify the teaching methods suitable for different teaching content. For content that is not suitable for the application of situational teaching methods, do not make rigid methods. Therefore, the use of situations in a classroom teaching process is not the better(Chunxue Zhang,2015). Excessive use of situations is not conducive to the timely completion of teaching tasks. It is more important to ensure the quality of the situation. The teaching situation created in the end must be true and reliable, and the truthfulness and rationality of the situation must be taken into consideration, and it must not be fabricated at will. The more real and close to the actual situation, the more it can stimulate students' interest in learning and let studentshave something to say.The contextual teaching method requires students to actively participate in teaching activities and complete learning tasks in the context created by the teacher. Therefore, the individual differences of students must be considered and respected during the contextual activities, and the students' oral Chinese proficiency and personality characteristics must be fully grasped. As a teacher, students should fully grasp the characteristics and personality characteristics of students in oral classroom teaching, and teach students in accordance with their aptitude and personality characteristics(Genguang Zhai,2018). For example, for students with an extroverted personality, they can fully participate in the contextual teaching process such as games and role-playing to satisfy their communicative and expressive personality traits; for students with an introverted personality, they can participate in games, role-playing, etc. Before the situational teaching process, you must first seek their opinions, or arrange games or role-playing tasks before class. Under the premise of respecting their wishes, let them prepare before class and adapt in advance, so as to be able to do well in the oral classroom situational teaching process. Participate in the corresponding situational activities. In addition, in the contextual teaching activities, tasks should be allocated reasonably according to the students' oral Chinese proficiency and personality characteristics, so that all students can participate in the teaching activities.IV. Conclusion4.1 Findings of the researchSituational teaching method is widely used in second language teaching, aiming to stimulate students' interest in learning a second language, increase students' participation in classroom activities, and improve the effectiveness of classroom teaching activities. In this thesis, the situational teaching method is applied to the practical research of oral English teaching in primary schools. The author draws on the theoretical foundation and practical experience of predecessors in the research of situational teaching method. The results of the research show that the use of contextual teaching methods in primary school oral English classroom teaching can effectively arouse students' interest in learning Chinese, stimulate their motivation to learn, activate the classroom atmosphere, and give full play to students' enthusiasm, consciousness, and creativity. To improve students' oral English.。
情景教学法在初中英语口语教学中的应用
情景教学法在初中英语口语教学中的应用一、情景教学法概述情景教学法是指根据特定的情境，为学生构建一种与实际生活相似的语言环境，让学生在这个情境中感受、体验并运用语言。
情景教学法是一种以学生为中心的教学方式，它注重创设情境，重视学生的实际运用能力，同时也注重学生的体验和感受。
在英语口语教学中，采用情景教学法能够使学生更好地感受并理解英语口语的使用环境，从而提高他们的口语表达能力。
1. 创设情境在初中英语口语教学中，可以通过创设各种情境来帮助学生更好地理解和运用口语。
利用真实的情景来模拟商店购物、饭店用餐、旅游问路等场景，让学生在这些情境中运用所学的口语知识，通过真实的体验来加深他们对语言的理解和记忆。
这种情景式的教学方式能够让学生产生更强烈的学习兴趣，从而更主动地参与到口语练习中去。
2. 融合多种资源在情景教学法中，可以融合多种资源来帮助学生更好地理解和掌握口语知识。
在进行商店购物情景教学时，可以利用图片、视频、实物模型等多种资源来展示不同的购物场景，让学生在视觉、听觉等多种方面进行感知和体验。
这样能够更好地激发学生的学习动力，让他们在情景中更加主动地学习口语知识。
3. 合作交流情景教学法强调学生的互动交流和合作学习，因此在初中英语口语教学中也可以采用小组合作的方式来进行情景教学。
在模拟饭店用餐情景时，可以让学生分成小组扮演不同的角色，进行模拟点餐、服务等环节，让他们在合作中学习口语知识，同时也加强了他们的口语实践能力。
这种合作交流的方式能够提高学生的口语交际能力，培养他们的团队合作意识。
4. 真实体验5. 融入文化元素情景教学法还强调融入语言所处的文化元素，因此在初中英语口语教学中也可以将文化元素融入到情景教学中。
在模拟旅游问路情境中，可以介绍一些与英语国家相关的文化风俗和地理知识，帮助学生更全面地了解和理解英语口语的使用情境。
这样不仅能够提高学生的口语表达能力，同时也增强了他们的跨文化交际能力。
情景教学法在大学英语口语教学中的作用
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引言
情 景 教 学法 是 大学 英 语 口语 教 学 中 的一 个 行 之 有 效 的方 法 。开 展 情 景 教学 ， 充 分 发 挥 学 生 的 积 极 性 ， 学 生 真 正 融 能 使 人 情 景 ， 正 成 为 学 习 的 主 体 。 大 限度 地 在 “ 景 ” 真 最 情 中获 取 英 语 知 识 ， 而 轻 松 地 提 高 口语 水 平 。 从 如何 创 设 情 境 是 实施 情 景 教 学 法 的重 点 和 难点 。 在教 学 过 程 中 ， 师 要 充 分 利用 各 种 条 教 件 创 设 有 意 义 的 教学 情 境 ， 情 境 的创 设 者 和管 理 者 。 做 学生 也 要 主动融人情境 ， 情 境的参与者和表演 者 ： 绕情境而 教 ， 做 围 围绕 情 境 而 学 ， 而 提 高 教学 效 率 和 教 学 质 量 。 从 二、 大学 英 语 口语 教 学存 在 的 问题 （ ） 生在 大 学 英语 口语 教 学 中的 心理 障碍 一 学 中 国学 生 受 千 年 来 的 文 化 熏 陶 和 中庸 思 想 的影 响 ，形 成 了鲜 明 的学 习 行 为方 式 ： 课 堂 上 ， 生 更 习惯 认 真 听讲 或 记 在 学 笔记 ， 而不 是 积 极 地 回 答 老 师提 出 的问 题 。 们 觉 得适 时 的沉 他 默 是 谦 虚 的 表 现 ，而 过 于 积极 地 回答 问题 往 往 被 看 做 是 爱 出 风 头 ，基 于 这 种 认 识 ，教 师 提 出 的 问题 往往 得不 到积 极 的 响 应 ， 生 丧失 了很 多 口语 练 习的 机 会 ． 师提 问 的 积极 性 也 逐 学 教 渐 降低 。 在 １语 教 学 过程 中 ， 生 出 于 对 面 子 和 自尊 的 过 多 考 虑 ， ： ３ 学 在 语 言 行 为 上 变 得羞 于张 口 ， 首 畏 尾 。 没 有 十 足 把 握 的前 畏 在 提 下 ， 们不 会 也 不 愿 意 在 同学 和 老 师 面 前 发 表 自 己的 观 点 ． 他 因 为这 样 会 有 “ 脸 ” 风 险 ． 们 宁 愿 选 择 沉 默 ， 丢 的 他 也不 愿 意 冒 “ 脸” 丢 的风 险 ， 对 英 语 口语 的学 习非 常 不 利 。 这 学 生 的 能 力 和 自我 认 知 水 平 影 响 了其 口语 水 平 的 提 高 ． 部 分 学 生 对 口语 学 习 效果 估 计 过高 。 其 是 短 时 期 的 效 果 ． 尤 对 学 习 中 的 困难 估 计 不 足 ， 易 遇 到 挫 折 ， 旦 因 为 口语 水平 提 容 一 高 的速 度 没 有 达 到 预 想 的 程 度 时 ， 们 就 会 感 到 沮 丧 成 学 他 造 习 热情 骤 减 （ ） 师在 大 学 英语 口语 教 学 中面 临 的 问题 二 教 在 传 统 的 “ 言堂 ” 学 模 式 的 影 响下 ． 语 Ｉ 语 教 学 活 一 教 英 Ｓ ｌ 动大都以老师 为主体 ， 传授语 言知识 为 中心 ， 以 以完 成 教 学 任 务 为 目标 。 同时 ， 英 语 四六 级 考 试 的影 响 ， 受 口语课 往 往 被 上 成 语 法 课 和 语 音 课 。 师生 会 话 往 往 没有 “ 息 差 ” 相 当 一 信 ， 部 分 老 师 让 学 生 做 “ ａ ｏｋ 或 “ ｒｕ ｏ ” ， 往 只 围 绕 ｐ ｉｗ ｒ ” ｇｏ ｐｗ ｒ 时 往 ｒ ｋ 几 个 单 词 或 固定 句 型 机 械 地 练 习 ． 似 热 闹 的 教 师 提 问 和 学 看 生 回 答 只 是 徒 有 问 与 答 的形 式 ， 没 有 信 息 差 ， 师 提 问 的 而 教 学 习 目标 ， 分调 动 学 生 的学 习兴 趣 、 极 性 、 充 积 主观 能 动 性 ， 发 挥 他们 在 教 学 中的 主 体 作 用 ． 助 他 们 发 掘 自身 的潜 力 ． 立 帮 建 英 语 学 习 的信 心 ， 而 产 生 学 习 的 内在 动 力 ， 达 到 最 佳 的 教 从 以 学效 果 。
情景教学法在初中英语口语教学中的应用分析
情景教学法在初中英语口语教学中的应用分析近年来，由于社会经济的发展和科学技术的进步，英语教学已经发生了很大的变化，口语教学越来越受到重视，越来越多的教学模式应运而生。
情景教学法在初中英语口语教学中越来越受到重视。
本文在分析了情景教学法是什么情况下，主要研究如何在初中英语口语教学中运用。
情景教学法是一种新型的英语教学理念，它通过教师创设一个真实的语言环境，来让学生在一定情景内被动的能够学习，激发学生的学习兴趣，更好的实现英语口语教学的目标。
可以这样概括：情景教学法尝试利用真实的语言交际情景的方式，教授给学生英语口语，以提高学生的学习兴趣，提高学生的英语口语交际能力。
首先，情景教学法以学生为中心，有效地激发学生学习英语口语的兴趣。
教师要把握学生的学习兴趣和情感，让学生有参与感，有乐趣，也有收获感。
通过平时的情景教学，让学生了解到英语口语的重要性，激发学生学习英语口语的热情。
其次，情景教学法能够有效地激发学生的思考能力和发展学习能力。
教师在布置任务时，可以利用真实的情景让学生回忆，思考，探究，从而发展学习能力。
在细节问题上，学生慢慢得到一些经验，能自己掌握如何使用英语口语交流。
第三，情景教学法可以很好地促进英语口语教学的有效性。
在教学过程中，教师要把握好教师与学生的互动，利用英语口语的交流，让学生多多参与，多多思考，从而促进学生的口语水平提高。
最后，情景教学法可以帮助初中学生更好的学会社会语言。
利用情景教学法，学生能体验到不同的文化，了解不同的社会环境，拓展自己的思维，学会交流和表达，从而提高社会语言交流技能。
通过以上对情景教学法在初中英语口语教学中的应用分析，可以看出，情景教学法有利于提高学生的口语水平，增强学生的综合素质。
为了达到最好的教学效果，教师在设计教学活动时，要充分考虑学生的特点，综合运用多种教学手段，让学生体验情景，获得语言能力。