高中英語閱讀情景教學(xué)畢業(yè)論文

1、<p>　　分類號______________________ 論文選題類型 </p><p>　　U D C 編號 </p><p>　　本科畢業(yè)論文（設(shè)計(jì)）</p><p>　　題 目 高中英語閱讀情景教學(xué)

2、</p><p>　　院 （系） 外國語學(xué)院 </p><p>　　專 業(yè) 英語語言文學(xué) </p><p>　　年 級 </p><p>　　學(xué)生姓名 </p><p>　　學(xué) 號 </p>

3、;<p>　　指導(dǎo)教師 </p><p><b>　　二〇一三年四月</b></p><p>　　Situational English Reading Teaching </p><p>　　in Senior High School</p><p>　　A thesis su

4、bmitted to the School of Foreign Languages CCNU</p><p>　　In partial fulfillment of the requirements for BA degree </p><p>　　In English Language and Literature</p><p><b>　　Cont

5、ents</b></p><p><b>　　內(nèi)容摘要</b></p><p>　　目前我國許多高中英語教師受傳統(tǒng)的應(yīng)試教育觀的影響，英語閱讀教學(xué)課堂上只重視語言知識的講解，而忽視了對學(xué)生的信息獲取能力和閱讀技巧的訓(xùn)練，教學(xué)模式單一，使學(xué)生喪失對英語閱讀課的興趣。隨著我國近年來對情景教學(xué)法研究的不斷深入，情景教學(xué)法以其生動(dòng)性和形象性也逐漸被一些老師運(yùn)用到課

6、堂上，起到了激活英語課堂、調(diào)動(dòng)學(xué)生學(xué)習(xí)熱情的作用。</p><p>　　本文依據(jù)國內(nèi)外專家學(xué)者對情景教學(xué)法的研究及筆者的教學(xué)實(shí)習(xí)經(jīng)歷，采用文獻(xiàn)資料法、教學(xué)案例分析等方法對情景教學(xué)法對我國高中英語閱讀教學(xué)的作用做了深入的探討。本文旨在為我國高中英語課堂教學(xué)的改革提供一些參考，并且為筆者將來的英語教學(xué)提供一些借鑒。</p><p>　　關(guān)鍵詞：情景教學(xué)法；英語閱讀教學(xué)；高中</p>

7、<p><b>　　Abstract</b></p><p>　　At present most high school teachers in our country are deeply influenced by traditional exam-oriented concept. They attach great importance to language know

8、ledge and conduct cramming teaching method but ignore the development of students’ ability of getting information and reading skills. The boring teaching model makes students lose interest in English reading. With furthe

9、r studies on situational teaching in recent years in our country, it is gradually used in class by many teachers for its vi</p><p>　　The thesis, based on the studies of situational teaching abroad and home a

10、nd the author’s 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 aims a

11、t providing some references for the reform in English teaching in senior high school and helping improve the author’s future English teaching career.</p><p>　　Key words: situational teaching; English reading

12、 teaching; senior high school</p><p><b>　　ii</b></p><p>　　Introduction</p><p>　　Reading teaching is a very important part in English teaching for reading ability reflect

13、s one’s 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.

14、However, in China the situation of English reading teaching is not very good. There are many problems in both students’ reading ability and teachers’ teaching methods. Many teachers have adop</p><p>　　Theref

15、ore, 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 enthusi

16、asm and initiative of 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,

17、 but also promote the reform in education and transfor</p><p>　　This thesis mainly introduces situational teaching and its application in English reading teaching in Senior High School. It presents the defin

18、ition, features and current studies of situational teaching, analyzes the current English reading models and the problems of English reading teaching in senior high school of our country. Moreover, the fourth part combin

19、es situational teaching with English reading teaching. It points out the purposes of reading teaching and the functions of situational te</p><p>　　2. Literature Review</p><p>　　2.1 Definition of

20、 situational teaching</p><p>　　Psychologists think that situation is a concrete environment which can stimulate people directly with biological and social meanings. It plays a certain role in activating peop

21、le’s affection (Yu Aihua, 2011). Situational teaching is a teaching method that with the aim at achieving good teaching efficiency, teachers employ and create vivid and specific situations to arouse students’ emotional e

22、xperience while teaching in order to help students understand teaching materials and develop their menta</p><p>　　2.2 Features of situational teaching </p><p>　　Situational teaching is more and

23、more valued by educators 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 clas

24、s (Xue Ning, Zhu Yingyu, 2011). The three features do not exist in isolation but influence and promote each other. They will be introduced as follows.</p><p>　　1) Providing visual teaching aids</p>&l

25、t;p>　　Providing visual teaching in situational teaching makes it vivid and figurative. The reason why traditional teaching can’t draw students’ attention is that teachers always use mechanical rigid teaching method, w

26、hich may 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

27、students real objects. Powerpoint presenting is another frequently-us</p><p>　　2) Keeping students interested</p><p>　　Situational teaching should keep students interested in study. Most student

28、s 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

29、 Ning, Zhu Yingyu, 2011). Teachers should design teaching situations according to students’ psychological characteristics, that’s to say, taking pleasure in teaching. Playing games is an effective way to m</p><

30、;p>　　3) Getting students actively involved</p><p>　　The aim of learning is to communicate with the world, especially in language study (Xue Ning, Zhu Yingyu, 2011). Teaching is an interactive process that

31、 teachers exchange with students so teachers should train students’ communicative ability and skills while teaching. Situational teaching is to activate students’ enthusiasm and initiative to be active in class so gettin

32、g students actively involved is a very important feature. Teachers should encourage students learn to cooperate with others and </p><p>　　2.3 Studies on situational teaching </p><p>　　2.3.1 Stud

33、ies of situational teaching abroad</p><p>　　Situational teaching emerged and became popular in England from 1930s to 1960s, and then has been valued in the educational world (Wen Jialing, 2008). Linguists an

34、d educators have conducted further studies about the function of situational teaching. The distinguished American educator Dewey attached great importance to situational teaching. He thought teachers should create situat

35、ions and then set teaching aims and made plans to stimulate students’ learning motivation and interest and inspire th</p><p>　　2.3.2 Studies of situational teaching in China</p><p>　　The explora

36、tion of situational teaching in China originated from the English Teaching started by Zhang Shiyi in 1948 (quoted in Qian Zhaoxia, 2011). The studies started with Li Jilin’s experiments of situational teaching. Li Jilin,

37、 the author of Experiments and Studies of Situational Teaching, Theory and Practice of Situational Teaching, advocated teachers creating situations to help students acquire knowledge in practice. With his leading, the th

38、eory and practice of situational teaching in Chin</p><p>　　3. English Reading Teaching </p><p>　　3.1 Definition of reading teaching</p><p>　　Reading is a complex intellectual activi

39、ty to get knowledge from various written materials (Qian Zhaoxia, 2011). It’s a very crucial way to learn English, and the foundation of acquiring linguistic knowledge, getting information and improving language applicat

40、ion ability (Li Hui, 1999). Reading ability reflects one’s integrated language application ability and is very important among the four abilities (listening, speaking, reading and writing) in the process of second langua

41、ge acquisition (Qian</p><p>　　3.2 Models of reading teaching </p><p>　　Reading comprehension is a process that readers exchange with reading materials. Authors encode the information in their

42、 mind to form discourses and readers decode them to get information (Deng Shangshang, 2009). There are three types of models in reading ---- bottom-up reading model, top-down reading model and interactive reading model (

43、Qian Zhaoxia, 2011). Therefore, there are also three models of reading teaching correspondingly. They will be listed as follows. </p><p>　　3.2.1 Bottom-up model</p><p>　　In 1970s, some experts

44、and scholars in linguistics put forward the bottom-up reading model (Qian Zhaoxia, 2011). According to bottom-up reading model, reading is primarily a decoding process of reconstructing the author’s intended meaning by r

45、ecognizing the printed letters and words, working out sentence structure and building up a meaning for a text from the smallest textual units at the “bottom” (letters and words) to larger units at the “top” (phrases, cla

46、uses, etc.) (Xu Quan, Wang Ting, 2010</p><p>　　Many teachers use this model while teaching reading. In this model, teachers emphasize vocabulary and grammar and analyze the grammatical structure and reading

47、materials carefully, but ignore the context and the development of students’ logical and cognitive capacity (Deng Shangshang, 2009). Students, under the influence of this teaching model, often know the internal sentence

48、structure and the meaning of the whole sentence but lack understanding of the whole text and context. It may result in t</p><p>　　3.2.2 Top-down model</p><p>　　To avoid those disadvantages in th

49、e bottom-up reading model, American psychologist Goodman proposed the top-down reading model (Deng Shangshang, 2009). In this model readers can be more active. They draw on their own intelligence and experience to unders

50、tand the text (Xu Quan, Wang Ting, 2010). Goodman (1967) said it’s unnecessary for readers to read every letters and words. They just need select necessary information to predict the meaning and content of text, and then

51、 confirm their assumptions</p><p>　　Some teachers may use this model to train students to find clues and make correct predictions while reading. It emphasizes students’ thinking process of deducing and predi

52、cting. Students’ reading speed can also be improved. But there also exist some limitations in this teaching model. It ignores detailed information of the text and may lead to subjective judge about the text. </p>

53、<p>　　3.2.3 Interactive model</p><p>　　To find a better model that contains the advantages both in the bottom-up reading model and the top-down reading model, famous American artificial intelligence exp

54、ert Rumelhart founded the interactive reading model based on summing up the experience of others and latest achievement in the field of artificial intelligence (Deng Shangshang, 2009). In practice, readers often shift fr

55、om different models to deal with information, which not only guarantees readers’ accurate predictions of the text, bu</p><p>　　According to studies on the three reading models above, efficient reading model

56、is the interactive model. However, teachers seldom employ the interactive model while teaching reading. This model attempts to take into account the strong points of the first two models, and tries to avoid the criticism

57、s leveled against each, making it one of the most promising approaches to the theory today (Xu Quan, Wang Ting, 2010). Reading is neither bottom-up nor top-down. It’s actually a combination of the two</p><p>

58、;　　3.3 Problems of English reading teaching in senior high school</p><p>　　The National English Teaching Syllabus (2003) clearly said that the English teaching aims in senior high school stage is to develop

59、students’ listening, speaking, reading and writing abilities, and it emphasizes that teachers should pay more attention to fostering the reading ability of students. But in our country, there exist many problems in Engli

60、sh reading teaching. </p><p>　　For most teachers, they are greatly influenced by traditional behindhand teaching beliefs. They use the bottom-up model in English reading teaching. They usually emphasize the

61、vocabulary and grammar, and translate texts sentence by sentence, but pay little attention to training students’ reading skills and ignore the understanding of the whole passage. Reading strategies and skills are seldom

62、taught in class and lots of after-class exercises are left for students to consolidate linguistic knowle</p><p>　　For students, they also have many problems in English reading study. The first one is the sho

63、rtage of vocabulary. It will be difficult for readers to understand the meaning of the text and the real intension of the author if readers don’t know little vocabulary, so knowing more vocabulary is very important to im

64、prove reading speed and comprehension. Secondly, many students lack enough English cultural background knowledge for they have little spare time under the heavy study burden. Thirdly, stu</p><p>　　All of the

65、se make English reading classes boring and results in inefficient teaching effect. Therefore, English reading teaching need to be improved immediately. Teachers should adopt the interactive reading teaching model while t

66、eaching and take measures to train students’ reading skills and arouse their reading interest. Situational teaching is helpful to solve these problems by creating situations or language environment for teachers to conduc

67、t interactive reading teaching model. As an effect</p><p>　　4. Situational English Reading Teaching</p><p>　　in Senior High School</p><p>　　The former part of the thesis pointed out

68、 that the traditional reading teaching method is boring and students have the problems of lack of interest, background knowledge, vocabulary and reading skills. Situational teaching has the features of providing visual t

69、eaching aids, keeping students interested and getting students actively involved. It is good to help students understand reading materials better, keep them interested, stimulate their thinking and improve their language

70、 application abilit</p><p>　　Reading teaching usually consists of three parts: pre-reading stage, while-reading stage and post-reading stage. In the pre-reading stage, teachers can create situations to arous

71、e students’ interest and provide background knowledge; in the while-reading stage, teachers can create related language environment to help students learn vocabulary and get information or train their reading skills; in

72、the post-reading stage, teachers can create situations for students to consolidate their knowledge and</p><p>　　The following will tell how situations can be created in each stage of reading teaching and giv

73、e some teaching cases in detail. </p><p>　　4.1 Pre-reading stage</p><p>　　Pre-reading part of reading teaching is the first part of the reading teaching process. It leads in the text and paves

74、way for the reading teaching. It doesn’t take too much time but is very important. The aims of reading teaching in pre-reading stage are to arouse students’ interest in the topic and introduce some background knowledge t

75、o help them better understanding the text. To achieve the aims, teachers can create situations by presenting pictures, asking questions and so on.</p><p>　　1) Creating situations to arouse students’ interest

76、 in the topic </p><p>　　Many students think reading is boring so they are passive in reading class. As is known to all, interest is the best teacher. To improve the teaching efficiency, it’s very important f

77、or teachers to arouse students’ interest in the topic. As is mentioned before, Situational teaching has the feature of keeping students interested, so teachers can use situational teaching method. Common situations creat

78、ed in the leading-in part are picture situation.</p><p>　　Presenting pictures is a very figurative way to convey information. Providing pictures is an effective way to draw students’ attention and at most ti

79、me it’s easier to understand than written words for students. Teachers often introduce the topic and keep students interested by giving pictures. For instance, the topic of Unit 1 in the Textbook 6 in senior high school

80、is Art. Art is very abstract and difficult for student to understand and students may have no interest. Teachers can create a situa</p><p>　　Creating situations to introduce background knowledge of the text

81、</p><p>　　Background knowledge is very important in reading, and lack of background knowledge can affect students’ correct understanding of the text. But many students have little knowledge about things outs

82、ide textbook because of heavy study load and the exam-oriented concept. So teachers should introduce background knowledge in the pre-reading stage. Situational teaching is helpful to make students receive information bet

83、ter in a certain situation. Question situation is a good way for teachers to introd</p><p>　　Asking students questions about the topic to make them think, inviting them share ideas and then providing answers

84、 to make them know is the common procedure of question. Teachers should design a series of questions related to the topic to introduce background knowledge to students step by step. For instance, Unit 4 in the Textbook 2

85、 is about wildlife protection. Teachers can firstly ask students “what animals do you know?” to introduce animals, then ask “which are endangered animals?” to lead in</p><p>　　4.2 While-reading stage</p&g

86、t;<p>　　While-reading part is the major part in the reading teaching process. In this stage, students can get information of the text and develop their reading strategies and skills. Making students get informatio

87、n and teaching reading strategies to improve their reading skills are the major aims of reading teaching. And many students participate in class passively. Situational teaching has a feature of getting students actively

88、involved. It can help students understand the text better and train their r</p><p>　　Creating situations to help students get information </p><p>　　Getting information from reading materials is

89、the basic aim of reading teaching. A good reader should be clear about information mentioned in the text and know the author’s intension. Situational teaching can help students understand the text better. Teachers can cr

90、eate a situation according to the content of the text for students to act.</p><p>　　Role playing can give students a feeling of actually being there. It helps students understand the characters better and ge

91、t emotional experience. It’s also very interesting. For example, the text of Unit 4 in Textbook 2 is a narration, which mainly tells the wonderful experience of a girl called Daisy and how she learned to protect wildlife

92、. She went to three places and met three animals in total by a flying carpet. Teachers can design four scenes—Daisy’s home, Tibet, Zimbabwe, the rainforest a</p><p>　　Creating situations to teach vocabulary&

93、lt;/p><p>　　Vocabulary teaching is a part of reading teaching in the while-reading stage. Reading text is formed based on vocabulary. Knowing enough vocabulary is very important for good reading comprehension.

94、One of factors that result in difficult in the process of reading for students is that they don’t know the words. And most students complain that the efficiency of memorizing words is low. They always forget the words th

95、ey just memorized. Vocabulary teaching should be in certain context. Situational t</p><p>　　Teachers can design a short passage to create a context for students to use the words appearing in the text. For ex

96、ample, new words mentioned in the text of Unit 1 in Textbook 6 are evident, adopt, possess, superb, a great deal, ridiculous, controversial, on the other hand and predict. The topic of the text is the short history of we

97、stern painting. Teachers can select these words from the text and use them as key words to create a short passage with a new topic about the discussion on the effect</p><p>　　The effects of the Internet are

98、controversial. On the one hand, some people think it’s superb because it helps people solve many problems for its great resource sharing. People can find information they want by searching on the Internet. As computers a

99、re so widely used now that some people predict that in the future computers will replace human brain. On the other hand, however, many people think the prediction is ridiculous for it’s evident that the popularization of