1、分类号_ 论文选题类型 U D C 编号 本科毕业论文（设计）题 目 高中英语阅读情景教学院 （系） 外国语学院 专 业 英语语言文学 年 级 2009 级 学生姓名 黄 瑜 学 号 2009212720 指导教师 余 波 二一三年四月Situational English Reading Teaching in Senior High SchoolA thesis submitted to the School of Foreign Languages CCNUIn partial fulfillment of the requirements for BA degree In Englis
2、h Language and Literatureby Huang YuSupervisor: Yu BoAcademic Title: LecturerSignature:April 2013华中师范大学学位论文原创性声明本人郑重声明：所呈交的学位论文是本人在导师指导下独立进行研究工作所取得的研究成果。除了文中特别 加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。本人完全意识到本声明的法律后果由本人承担。学位论文作者签名： 日期： 年 月 日学位论文版权使用授权书本学位论文作者完全了解学校有关保障、使用学位论文的规定，同意学校保留并向有关学位论文管理部门或机构送
3、交论文的复印件和电子版，允许论文被查阅和借阅。本人授权省级优秀学士学位论文评选机构将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。本学位论文属于1、保密 ，在_年解密后适用本授权书。2、不保密 。（请在以上相应方框内打“” ）学位论文作者签名： 日期： 年 月 日导师签名： 日期： 年 月 日ContentsAbstract in Chinese iAbstract in English . ii1. Introduction.2. Literature Review.2.1 Definition of situational tea
4、ching.2.2 Features of situational teaching.2.3 Studies of situational teaching.2.3.1 Studies of situational teaching abroad.2.3.2 Studies of situational teaching in China.3. English Reading Teaching .3.1 Definition of reading teaching .3.2 Models of reading teaching .3.2.1 Bottom-up model.3.2.2 Top-
5、down model.3.2.3 Interactive model.3.3 Problems of English reading teaching in senior high school.4. Situational English Reading Teaching in Senior High School4.1 Pre-reading stage.4.2 While-reading stage.4.3 Post-reading stage.5. Conclusion.Bibliography.122233445556678810111415内容摘要目前我国许多高中英语教师受传统的应
6、试教育观的影响，英语阅读教学课堂上只重视语言知识的讲解，而忽视了对学生的信息获取能力和阅读技巧的训练，教学模式单一，使学生丧失对英语阅读课的兴趣。随着我国近年来对情景教学法研究的不断深入，情景教学法以其生动性和形象性也逐渐被一些老师运用到课堂上，起到了激活英语课堂、调动学生学习热情的作用。本文依据国内外专家学者对情景教学法的研究及笔者的教学实习经历，采用文献资料法、教学案例分析等方法对情景教学法对我国高中英语阅读教学的作用做了深入的探讨。本文旨在为我国高中英语课堂教学的改革提供一些参考，并且为笔者将来的英语教学提供一些借鉴。关键词：情景教学法；英语阅读教学；高中AbstractAt prese
7、nt most high school teachers in our country are deeply influenced by traditional exam-oriented concept. They attach great importance to language knowledge and conduct cramming teaching method but ignore the development of students ability of getting information and reading skills. The boring teachin
8、g model makes students lose interest in English reading. With further studies on situational teaching in recent years in our country, it is gradually used in class by many teachers for its vividness and figurativeness, playing an important role in activating English class and mobilizing students stu
9、dy enthusiasm.The thesis, based on the studies of situational teaching abroad and home and the authors teaching internship experience, mainly discusses the effects of situational teaching on English reading teaching in senior high school through consulting literature and analyzing teaching cases. It
10、 aims at providing some references for the reform in English teaching in senior high school and helping improve the authors future English teaching career.Key words: situational teaching; English reading teaching; senior high schoolii01. IntroductionReading teaching is a very important part in Engli
11、sh teaching for reading ability reflects ones capacity of getting information. As is a major skill in the process of learning English, reading is vital for students because it accounts for nearly 27% in the English paper of the college entrance examination. However, in China the situation of English
12、 reading teaching is not very good. There are many problems in both students reading ability and teachers teaching methods. Many teachers have adopted the cramming method of teaching under the influence of traditional exam-oriented education for a long time. They regard language knowledge teaching a
13、s the key point of English reading teaching, during which they mainly teach vocabulary and grammar and translate the whole text sentence by sentence, but ignore the development of students reading skills and ability. It results in the boring classroom atmosphere and low teaching efficiency, which is
14、 not good for the integrated development of students. Therefore, the current English reading teaching must be improved and reformed. With better understanding of the law and essence of foreign language teaching in recent years, more and more people advocate mobilizing the enthusiasm and initiative o
15、f students. Situational teaching, as an effective way to arouse students learning interest, is more and more widely used in teaching. It can not only activate the conventionally boring English class, but also promote the reform in education and transform the traditional teacher-centered teaching mod
16、el to student-centered model. Teachers create various situations to interest students in reading and improve their English reading capacity and turns students to the main body of classroom activities. Applying the situational teaching to English reading teaching is significant. Its necessary to opti
17、mize teaching process and develop students comprehensive language application ability. This thesis mainly introduces situational teaching and its application in English reading teaching in Senior High School. It presents the definition, features and current studies of situational teaching, analyzes
18、the current English reading models and the problems of English reading teaching in senior high school of our country. Moreover, the fourth part combines situational teaching with English reading teaching. It points out the purposes of reading teaching and the functions of situational teaching in Eng
19、lish reading teaching to fulfill those aims, and gives some teaching situations to embody how situational teaching help to promote English reading teaching and solve the problems of English reading teaching in senior high school.12. Literature Review2.1 Definition of situational teachingPsychologist
20、s think that situation is a concrete environment which can stimulate people directly with biological and social meanings. It plays a certain role in activating peoples affection (Yu Aihua, 2011). Situational teaching is a teaching method that with the aim at achieving good teaching efficiency, teach
21、ers employ and create vivid and specific situations to arouse students emotional experience while teaching in order to help students understand teaching materials and develop their mental function (Zhong Xinyue, 2005). It breaks through the traditional teaching model and is in line with the law of l
22、anguage teaching and the development of thinking, which indicates that teaching is not only to impart knowledge, but also a process to exchange and share emotions with students. Situational teaching includes real situation, associational situation, graphic situation and so on (Qian Zhaoxia, 2011). T
23、he core of situational teaching is to stimulate students interest (Wang Jimao, 2004). It can activate students study motivation and create relaxing classroom climate. Its an effective method to teach language. 2.2 Features of situational teaching Situational teaching is more and more valued by educa
24、tors and teachers for it has some distinguished features compared with traditional teaching method. It can provide visual teaching aids, keep students interested and get them actively involved in class (Xue Ning, Zhu Yingyu, 2011). The three features do not exist in isolation but influence and promo
25、te each other. They will be introduced as follows.1) Providing visual teaching aidsProviding visual teaching in situational teaching makes it vivid and figurative. The reason why traditional teaching cant draw students attention is that teachers always use mechanical rigid teaching method, which may
26、 eventually make students lose interest in study (Xue Ning, Zhu Yingyu, 2011). Visual aids are regarded as the most direct and effective means used in situational teaching (Qian Zhaoxia, 2011). Teachers can show students real objects. Powerpoint presenting is another frequently-used means in situati
27、onal teaching. Teachers can present pictures and sound through PPT. Many other things such as students stationery, scenery outside the classroom or things familiar to people can also serve the situational teaching to help students understand and make classes attractive. 2) Keeping students intereste
28、d2Situational teaching should keep students interested in study. Most students are passive receiver in class now partly because classes are too boring to attract them. Being interesting in situational teaching is very important as it can make students participate in teaching process actively (Xue Ni
29、ng, Zhu Yingyu, 2011). Teachers should design teaching situations according to students psychological characteristics, thats to say, taking pleasure in teaching. Playing games is an effective way to mobilize students subjective initiative and creativity and draw their attention and its loved by them
30、. They can get not only knowledge but also happiness from situational teaching. Teachers can also design other forms of activities like competition of memorizing words, idioms solitaire and English speech contest to make students become active in class (Xue Ning, Zhu Yingyu, 2011). 3) Getting studen
31、ts actively involvedThe aim of learning is to communicate with the world, especially in language study (Xue Ning, Zhu Yingyu, 2011). Teaching is an interactive process that teachers exchange with students so teachers should train students communicative ability and skills while teaching. Situational
32、teaching is to activate students enthusiasm and initiative to be active in class so getting students actively involved is a very important feature. Teachers should encourage students learn to cooperate with others and express themselves in class. Activities such as group discussion and role playing
33、are very common in situational teaching and more than one sense of students are involved and mobilized. Real and vivid situations give students an immersive feeling and make them participate in class actively (Xue Ning, Zhu Yingyu, 2011). 2.3 Studies on situational teaching 2.3.1 Studies of situatio
34、nal teaching abroadSituational teaching emerged and became popular in England from 1930s to 1960s, and then has been valued in the educational world (Wen Jialing, 2008). Linguists and educators have conducted further studies about the function of situational teaching. The distinguished American educ
35、ator Dewey attached great importance to situational teaching. He thought teachers should create situations and then set teaching aims and made plans to stimulate students learning motivation and interest and inspire them through creating teaching situations, which greatly boosted the practice of sit
36、uational teaching (quoted in Yu Aihua, 2011). In 1950s, based on situational teaching, the famous Bulgarian philosopher George Lozanov put forward the Suggestive Method, which suggested using some teaching situation to activate students learning motivation and interest (quoted in Wen Jialing, 2008). In 1960s, the former Soviet Union educator Sukhomlinskii, who also
