中國教育體制下情境教學(xué)法的誤區(qū)

Misunderstandings of the Situational Teaching Method in China

Contents

Abstract……………………………………………………………………………Ⅰ
Key Words…………...…………………………………………………………….Ⅰ
摘要………………….…………………………………………………………………………Ⅱ
關(guān)鍵詞……………….…………………………………………………………………………Ⅱ
Introduction…………………………………………………………………….……1
Ⅰ.The Situational Teaching Method…………………..…………………………..….2
Ⅱ.The Current Situation of English Education in China………………………..…...3
Ⅲ.The Misunderstandings of the Situational Teaching Method…………….…….....4
Ⅳ.The Causes of the Misunderstandings……………………………………………5
A. The Causes Related to the Educational System ………………………………5
1. The One-Sided Pursuit of Higher Education………………………………5
2. The Blind Pursuit of High Marks …………………......................................5
3. Emphasis on only the Learning Results…………………………………….6
B. The Limitation of the Educational Resources………………………………….7
C. The Traditional Teaching Concepts……………………………………………7
D. The Traditional Teaching Methods……………………………………………8
E. The Conflict Between the Environment and the Use of English……………….9
Ⅴ. Ways to Eliminate the Misunderstandings……………………………………..10
A. The Reform of the Educational System…………………………………….....10
B. The Change of the Teachers’ Teaching Belief and Students’ Aim……...10
C. The Appropriate Adoption of the Situational Teaching Method………......11
1. Preparing Lessons Fully……………………………………………...........11
2. Creating Situations According to the Teaching Content……................11
3. Creating Various Situations………………………………….....................11
4 .Creating Situations to Fit the Majority of Students ………….....................12
D. The Prompt Correction of Errors………………...............................................12
Conclusion……………………………………………………………...…………….13
Acknowledgements…...………………………………………………...……………15
Bibliography…………………………………………………………...…….............16

Abstract

In modern times, English education plays a very important role. In order to promote English teaching and learning, the Situational Teaching Method has been adopted in Chinese middle schools. Relevant data shows that the adoption of the Situational Teaching Method abroad has made great achievements and has many merits. For example, it can stimulate students’ interest in learning English and activate the classroom atmosphere and so on. Nevertheless, the adoption of the Situational Teaching Method in China has had definite misunderstandings, because of the Chinese Examination-Oriented Education, in which the purpose of education is to achieve good results in the examination. In the minds of the students or teachers, the score is the first. Moreover, the extensive use of the......
Bibliography

[1] Chastain, K. Developing Second-language Skills: Theory to Practice[M]. Rand
McNally, 1976.
[2] Finocchiaro. M. The Foreign Language Learner: A Guide for Teachers[M].
Regents Publishing Company, 1975.
[3] Gordon, W. The Learning of Language[M]. New York：National Council of
Teachers of English Publication, 1985.
[4] Howatt and Dakin. Teaching English as a Second or Foreign Language[M].
Massachusetts: Newbury House Publishers, Inc, 1974.
[5] Jeremy Harmer. How to teach English[M]. Shanghai: Foreign Language Teaching
and Research Press, 2000.

字?jǐn)?shù)：32675