Chapter Two Literature Review

2。1 The definition of Situational Teaching Method

Situational Teaching Method is a teaching method with which teachers create concrete and effective classroom teaching through a variety of means and achieve the unique combination of cognition and emotion, image thinking and abstract thinking, and teaching and learning in order to give full play to the enthusiasm, initiative and creativity of the students。 Compared with traditional teaching methods, Situational Teaching Method pays more attention to visual, image and vivid representation of knowledge and rich, deep and specific practice, both positive emotional experiences for students, but also to give full play to students’ principal role and cultivate students’ active learning attitude。 In the process of English teaching, teachers can effectively raise students’ emotional experiences and give students a better understanding of knowledge, through the creation of vivid and specific teaching situations。来~自,优^尔-论;文*网www.youerw.com +QQ752018766-

 English is a language, and the language is dependent on the reality。 Using the situation for language training is a commonly used method in foreign language teaching。 Situation refers to the social environment that a person is in when the activity is carried out, and it is the specific condition of people’s social behavior。 The educational theory of Domestic context was proposed by expert Li Jilin。 Her situational education reflects her thorough understanding of teaching and learning。 She emphasized the concept of teaching design “situated” concept, which reflected her conscious creation of educational environment conducive to children’s cognitive and emotional development。 Application of situational teaching in primary school is common, especially in primary school English classroom。 English is a language, and language is dependent on the  practical application, so English teaching is inseparable from the Situational Teaching Method。 When the situation appears in front of the students, it becomes the students’ perception of stimuli。 But the mechanical, common and repeated things often cannot attract students’ attention。 If we cannot attract attention, the cerebral cortex doesn’t get excited, and inhibition is not conducive to the intellectual development of students。 When the stimulus has the characteristics of novelty and change, it easily becomes targets of student unconscious attention。 Therefore, a setting of situations, we must take the form of the new species into account, enabling students to gain new experience as much as possible, in order to stimulate students to observe the situation and describe enthusiasm。 Based on this, we can use the images, multimedia, music, games and other forms to create teaching environments。