中国教育体制下情境教学法的误区

范文编号:YY131  字数:6135,页数:22

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 Situational Teaching Method is restricted by some actual conditions in China. The adoption of the Situational Teaching Method may cause some misunderstandings.
This dissertation has studied the current English education. After analyzing the adoption of the teaching method and the causes of the misunderstandings under the educational system of China, this thesis attempts to eliminate the misunderstandings and find solutions to them.

Key Words

The Situational Teaching Method; Educational System; Situations;
Misunderstandings

摘  　要

      在现代社会，英语教育有着非常重要的地位。为了促进英语教学和学习，在中国的某些中学，情境教学法已被采用。相关资料表明，情境教学法在国外的运用已经取得了一定的成绩，它有着许多优点，比如说它能激发学生的英语学习兴趣，能活跃课堂气氛等。但是，在中国的应试教育体制下，情境教学法的运用却产生了一定的误区。因为中国现行的教育体制的教育目的是为了在考试在中取得好成绩,在学生和教师的心里，分数是第一位,而且中国的一些实际情况也限制着情境教学法的广泛采用。因此,情境教学法的运用将会产生一定的误区。
本范文将对中国现行的教育制度作出相应的研究，仔细分析情境教学法在中学英语教育中的应用，寻找出该教学法与教育制度所形成的误区并找出相应的解决方法。

关键词

情境教学法;教育体制; 情境;误区

Contents

Abstract...........................................................Ⅰ
Key Words..........................................................Ⅰ
摘要...............................................................Ⅱ
关键词.............................................................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

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