情景教學(xué)法在初中英語教學(xué)中的應(yīng)用

ChapterOneIntroductionEnglish,asthemostwidelyuseduniversallanguageintheworld,hascontinuouslyimproveditsstatus.InordertobuildChina'sinternationalcompetitivenessandenhancethecountry'sinternationalcommunicationability,thecountryneedstocultivatealargenumberoftalentswithinnovativeabilityandcross-culturalcommunicationability.ItisofgreatsignificancetoofferEnglishcoursesatthestageofcompulsoryeducationinChina(primaryschoolandjuniorhighschool),whichisalsothebackgroundofthemostextensivesignificanceofthisstudy.1.1MainproblemsinjuniorhighschoolEnglishteachingSinceChinahasalwaysattachedimportancetoexam-orientededucation,thephenomenonof"highmarksandlowabilities"oftenoccursinEnglishteaching.Asalanguage,Englishisessentiallyatoolofcommunication.ChinesetraditionalEnglishteachingoftenfocusesonteachers'speakingandstudents'listening,paysattentiontostudents'masteryofbasicEnglishknowledge,andcarriesoutmechanicallearningintheformoflanguage.Studentsonlyacceptknowledgepassivelybyrote,andtheirenthusiasm,initiativeandinterestaresuppressedforalongtime,andtheycannotestablishacorrespondingrelationshipbetweenknowledgeandinformation.Inthiscontext,students'Englishcommunicativeabilityisdifficulttodevelop.Englishisasubjectwithstrongapplication,andtheultimatepurposeoflearningiscommunication.TheEnglishCurriculumStandardsforCompulsoryEducationclearlypointsoutthatinthestageofcompulsoryeducation,EnglishwillbethemaingoaloflearningEnglishsothatstudentscanusethelanguagecomprehensively,sothatstudents'intelligenceandcomprehensivequalitycanbedevelopedandimproved.Withthenewroundofteachingreform,Englishteachersconstantlyimprovetraditionalteachingmethodsandteachingconcepts,andstrivetoexplorewaystoimproveteachingquality.1.2TheapplicationstatusofsituationalteachingmethodThecurrentsituationofEnglishclassroomteachinginjuniorhighschoolisnotoptimistic.AlthoughthepromulgationofthenewcurriculumstandardprovidesascientificconceptualguidanceforjuniorhighschoolEnglishteaching,underthelong-termtest-orientedtrend,theexistingclassroomteachinghasformedacertainstereotype.Manyteachershaveweaktheoreticalawareness,teachingpracticeislimitedbyempiricalthinking,andtheyhavetheinertiaof"howotherteachersteach,howIteach".Atthesametime,mostoftheteachingundertheexamination-orientedpressuretakesknowledgeaccumulationandmemorytrainingasthemaingoalofteaching,emphasizingwritingratherthanspeaking,whichleadstothedevelopmentofjuniorhighschoolstudents'oralexpressionabilitynotsynchronizedwiththedevelopmentofwrittenexpressionability.ChineseandEnglishbelongtodifferentlanguages.ThelackofagoodlanguageenvironmentisamajorobstacletolearningEnglishinChina.Therefore,improvingclassroomteachingandcreatingagoodclassroomteachingenvironmentbecometheonlyfeasiblewayatpresent.Theprototypeofsituationalteachingmethodisoralgrammar,whichhasstrongpertinenceinclassroomoralteaching,canplayaroleinpromotingthesynchronousdevelopmentoforalandwrittenlanguageteaching,andisconducivetocreatingagoodclassroomenvironmentthroughsituationalcreation.Asaforeignlanguageteachingmethodwithalonghistory,situationalteachingmethodhasbeenaffirmedbymanyscholars.Eventoday,itcanstillbeseeninsomepopularforeignlanguagetextbooks.Situationalteachingmethodasaudio-visualsituationalteachingmethod,canmakefulluseofgestures,models,multimediaandotherteachingAIDScreationscene,deepenthecultivationofstudents'listeningandspeakingability,andmeettheneedsoflanguageteaching.Therefore,thestatusofsituationalteachingmethodhasbeencontinuouslyimproved.Infact,situationalteachingmethodhasbeenintroducedintoChinasincethe1970s,butduetoeconomicandtechnologicalconstraints,situationalteachinglacksmeansandmaterials.Atthattime,situationalteachingwasoftenlimitedtoproblemsituations,andmanysituationaldesignscouldonlybecompletedthroughstudents'imaginationandteachers'descriptions.However,withthedevelopmentofthetimes,theeconomicandtechnologicalconditionshavebecomeincreasinglymature,teachingresourceshavebecomeincreasinglyrich,moderneducationaltechnologyhasdevelopedrapidly,andteachers'teachingdesignideashavealsobeenconstantlybroadened.Thecontentofsituationalteachingismoreandmorerichandmeaningful.Thetraditional"staticteaching"hasgraduallyevolvedintothecurrent"dynamicteaching".Languagelearningisdifferentfromothersubjectsinthatitrequiresmoreenvironment.Bycomparison,languagelearninginnaturalenvironmentismuchmoreeffectivethanclassroomenvironment.Byimprovingtheclassroomenvironmentandbringingitclosertothenaturalenvironment,thesituationalapproachfocusesonsolvingamajorobstacleforChinesestudentstolearnforeignlanguages,andconformstothedevelopmentrequirementsoflanguageteaching.TheEnglishclassroomunderthesituationalteachingmethodisnolongerasinglelanguageknowledgeinfusion,butalsoagoodplaceforstudentstouseEnglishtodeveloppsychologicalfunctions.

ChapterTWOIntroductionofsituationalteachingmethod2.1DefinitionofsituationalteachingmethodSituationallanguageteachingmethodisaveryinfectiousteachingmethod,whichoriginatedintheUnitedKingdominthe1930s.ItwasfoundedbyBritishlinguistsandthenwidelyused.Variousacademicworkshavedifferentdiscussionsonthedefinitionofsituationallanguageteachingmethod.Hornby(1981)believesthatthesituationaleducationmethodistosetupmorevividandmorespecificteachingscenesthroughteachingactivities,sothatstudentscanbetteracquireknowledgeandimprovetheirpersonalskills.Brown,CollinandDuguid(1989)alsoputforwardtheconceptofsituationallanguageteaching.Theychallengethetraditionalviewofeducationthroughlearning.Theirsituationisveryimportantforlearningandknowledge,andthesituationisnotsubordinate.Situationsandallotherfactorscontributetotheformationofknowledge.Becauselearningandknowledgearesituational.Ignoringthesituationalnatureoflearningandcognition,educationcannotprovideusefulknowledgeandthereforecannotachieveitsobjectives.Fromtheperspectiveoftheabovescholars,theyhaverelativelyconsistentviewsonthedefinitionofsituationallanguageteachingmethod.Inthe1970s,situationallanguageteachingmethodgraduallyappearedinthedomesticfieldofvisionandwaswidelyused.Domesticscholarsalsoputforwardtheirownviews.WeiZhicheng(1996)concludedthatsituationallanguageteachingisateachingmethodbasedonteachingneeds.Accordingtotheteachingmaterials,theteacherstaketheimageasthemainbody,createaspecificsituationoratmospherewiththeemotionalcolor,stimulateandattractthestudentstolearnactively,andachievethebestteachingeffect.XuFeng(2000)concludedthattheso-calledsituationallanguageteachingreferstothecreationofasceneoratmospheresuitablefortheteachingcontentintheteachingprocess,Startingfromtheteachingneeds,byachievingtheestablishedteachingobjectives,arousestudents'emotionalexperience,helpstudentstoquicklyandaccuratelyunderstandtheteachingcontent,andpromotethecomprehensiveandharmoniousdevelopmentoftheirpsychologicalfunction.Accordingtothedifferentdefinitionsofsituationallanguageteachingmethodsgivenbyexpertsathomeandabroad,theauthorbelievesthatsituationallanguageteachingreferstothepurposefulcreationofsceneswithcertainvividcharacteristicsbyteachersintheteachingprocesstostimulatestudents'interestinlearning,soastohelpstudentsunderstandknowledge,promotethedevelopmentofstudents'thinkingandability.2.2CharacteristicsofsituationalteachingmethodSituationallanguageteachingmethodmeansthatteachersteachknowledgebycreatingvividandspecificsituations,stimulatestudents'interests,transferstudents'thinking,andexercisestudents'comprehensiveabilities.Itisbothintuitiveandvivid.Anderson①(1996:61-63)oncepointedoutthat"themostprominentfeatureofthesituationaleducationmethodistouserealsituationsasthecarriertohelpstudentslearnknowledge.”2.2.1Student-centeredFirstly,situationallanguageteachingisstudent-centered.Situationallanguageteachingmethodisthatteacherscreatevividandspecificsituationstoteachknowledge,stimulatestudents'interest,transferstudents'thinking,andexercisestudents'comprehensiveability.Itisbothintuitiveandvivid.Themainpurposeofsituationallanguageteachingmethodistoimprovestudents'Englishability,thatis,students'practicalabilitytouselanguage.Infact,onlyifstudentsareinterestedinEnglishlearningcantheylearnEnglishbetter.Situationallanguageteachingmethodistostimulatestudents'interestinlearningfromtheperspectiveofstimulatingstudents'internalmotivation.2.2.2Scenario-basedcluesSecondly,thesituationallanguageteachingmethodtakesthesituationastheclue.InjuniorhighschoolEnglishteaching,weneedtostartfromthesituation,graspthecharacteristicsofstudents'physicalandmentaldevelopment,designahumanizedteachingsituation,andletstudentsfeelthefunoflearningEnglish.Sointeaching,weneedtochangetheshortcomingsofthetraditionaleducationmodel,introducethecontentthatstudentsareinterestedin,andensuretheattractivenessofthesituation.Forexample,youshouldbrushyourteethtwiceadayinthefirsttopicofUnit2,Volume1,Grade8.Duringclass,theclassroomwassetasaclinic.Teachersandstudentsarebothdoctorsandpatients.Withthehelpofthesituation,theytalkabouttheirillnessandthengiveeachothergoodcareandadvice.Inthisway,studentscanexercisetheirpracticalabilitytouselanguage.2.2.3BasedoncultureThirdly,Englishisalanguageandreflectsaculture,sosituationallanguageteachingshouldbebasedonculture.Forexample,inEnglishteaching,manyChineseandWesternfestivalswillbeinvolved,soteachersneedtointroducetheculturalbackgroundoffestivalstostudentsbeforeclass,sothatstudentscanhaveadeeperunderstandingofthetextandfurtherstimulatetheirenthusiasmforlearningtheculturalfactorsbehindthelanguage.ThefocusofEnglishcurriculumreformistochangethetendencyoffocusingtoomuchontheexplanationandteachingofgrammarandvocabularyknowledge,whileignoringthecultivationofstudents'actuallanguageuseability.Emphasizecoursefromstudents'interestinlearning,lifeexperienceandcognitivelevel,advocatingexperience,practice,participation,cooperation,communicationoflearningmethodsandtask-basedteachingmethod,cultivatestudents'abilitytocomprehensiveuselanguage,languagelearningprocessbecomestudentsformpositiveattitude,positivethinkingandboldpractice,strengthenthecross-culturalconsciousness,formtheprocessofautonomouslearningability.Thisrequiresusnotonlytovigorouslystudyculturalbackgroundknowledge,butalsotobegoodatapplyingtheseknowledgetocreateasuitablelanguageenvironmentandlearningbackground.

ChapterThreeApplyingprinciples,StrategiesandProblemsofSituationalTeachingMethodinJuniorHighSchoolEnglishTeaching3.1ApplicationprinciplesAnykindofteachingmethodhasitsimplementationprinciplesinlinewithitsessence.Whenteachersconductsituationalteaching,itisalsonecessarytofollowrelevantprinciples.3.1.1CombiningwiththeactuallifeofstudentsSituationalteachingcomesfromlifeandisappropriatetolife.IntheprocessofEnglishclassroomteaching,teachersshouldguidestudentstoexploreandobservelifesituationsandfeelreallifesituations,soastomaketheconstructedsituationmoreappropriatetotheactualsituationofstudents.Situationsshouldbecloselyrelatedtostudents'lives.Situationalteachingcomesfromlifeandishigherthanlife,sothatlearningandlifecanbecombined.SituationalteachingmethodenablesstudentstorealizethedifferencebetweentheexpressionmethodsinEnglishandChinese,andbetterapplyEnglishknowledgetoreallife.AnotheradvantageofsituationaladaptationtolifeistohelpstudentsdeepentheirunderstandingofEnglishpracticalapplicationscenariosandgreatlypromotetheirpracticalapplicationabilityofEnglish.Notonlythat,thesituationalteachingmethodfitsthereality,butalsoenablesstudentstodevelopgoodthinkinghabitsandintegrateobservationanddiscoverythinkingintodailylife,whichisofgreatbenefittostudents'academicdevelopmentinthefuture,especiallyonthepathofinnovation.3.1.2FocusingonformsofparticipationandcommunicationCommunicationbetweenteachersandstudentsisveryimportantforEnglishmajorswithsocialfunctions.Studentsarethesubjectofeducation,sostudentsshouldhavefullsubjectiveinitiativeineducation.Teachersshouldstimulatestudents'enthusiasmtoparticipateinclassroomactivities.Thestudents'imaginationburstoutintheclassroomisamazingandshouldbefullyrespectedbyteachers.Someteachersliketocriticizestudents'creativityinclass,whichwillgreatlydiscouragestudents'learningenthusiasm.Thecorrectwayistouseappropriatecommunicationmethodstocommunicatewithstudents,andsetupclassroomactivitiesthatmeetstudents'cognitivelevel,sothatstudentscanfullyparticipate.IntermsofthecharacteristicsofEnglishsubject,Englishknowledgehasaggregationandhighcorrelation.Thatistosay,Englishknowledgeandothergeneralizedknowledgehaveextensiveconnection,sostudentscanusetheknowledgelearnedinEnglishclasstogeneralizetoothersubjects.Throughanalogyanddialecticalthinking,Englishteachingcanpromotetheincreaseofstudents'vocabulary,theabilityofknowledgetransferandtheimprovementofthinkinghabits.3.1.3EnhancingtheinterestoftheclassroomThetraditionalteachingmodeisthattheteachertalksaboutaclassfrombeginningtoend,andthestudentshearitfrombeginningtoend,whichleadstothestudents'weaksenseofparticipationandonlypassivelyacceptknowledge.Thishasproducedagreatnegativeeffect.Manystudentshavedifficultyinkeepingtheirconcentrationthroughouttheclass.Somestudentswillfallintolazinessandfatigueandloseinterestintheteacher'steaching.Inthelongrun,studentswilldevelopbadlearninghabits,whichisveryharmfultothefuturedevelopmentofstudents.SituationalteachingmethodisthebestwaytosolvethisproblemandenhancetheinterestofEnglishclass.Theso-calledinterestisthebestteacher.Interestcanstimulatestudents'abilityofindependentthinkingandactiveexploration.Bycreatingarelaxedandpleasantteachingscene,teacherscanbetterattractstudents'attentionandintroducetheclassroomintoafast-pacedandactiveatmosphere.3.1.4StrengtheningoralabilityOralsocialabilityistheprimaryfunctionofEnglishinpracticalapplication,whilethetraditionalclassroomcrammingteachingisdifficulttotransfertoreallifesituations.Situationalteachingmethodcreatesascenethatfitsstudents'actualsituationandcreatesanatmospherewithstronglifeatmosphere,whichgreatlyimprovesstudents'abilitytobringemotionintosituationalteaching.IntheprocessofguidingstudentstoexpresstheirviewsinoralEnglishinactualsituations,teachersneedtoinnovatewaysandmethods.Toencouragestudentstodevotethemselvestopracticaloralpractice,thatis,tocultivatestudents'"meaning"and"behavior".Therefore,theprocessofapplyingsituationalteachingmethodinoralEnglishteachingis,tosomeextent,aprocessofpromotingthecomprehensivedevelopmentofstudents'"knowledgeandpractice".3.2Applicationstrategies3.2.1EstablishingnewteachingthinkingTraditionalEnglishteachersusuallyuseEnglishtextbooksasthemainteachingmaterials,andthecontentandarrangementofthetextbooksareveryclassic,butthisinevitablyleadstotheoutdatedframeworkofthetextbooks,andtheteachingmethodsbasedontraditionaltextbooksaredifficulttoinnovate.SituationalteachingmethodcanhelpEnglishteacherstoestablishnewteachingthinking.Byconstructingspecificsituations,Englishteacherscanfindabreakthroughpointintheappropriatesceneclues,extracttheeducationalfragmentsinthesceneforanalysis,strengthencommunicationwithstudents,andthenestablishaspecificcontextthroughcooperationanddiscussion,sothatstudents'thinkingresultscanbeexpressedintheformofgroupdialogue,Inthisprocess,teacherscanunderstandstudents'viewsonknowledgepoints,geteffectiveandrealteachingfeedback,andthenobtainstudents'thinkingpatterns,findoutstudents'thinkingproblems,andfinallyguidethempertinently.3.2.2MakingfulluseofmultimediatechnologyUnderthecurrentschoolhardwareconditions,mostschoolsareequippedwithcompletemultimediatools,suchascomputers,televisions,projectors,etc.Bymakingfulluseofmultimediatechnology,Englishteacherscansimplifytheteachingcontentandconstructthemaincontentofsituationalteaching,sothatstudentscanfullyfeelthefullandcompletesceneconstructioninsituationalteaching.Multimediatoolsarepowerfultoolsforbuildingteachingscenes,activatingclassroomatmosphere,andcompletingEnglishconversationscenes.Forexample,inadiscussionclasswiththetopicofAmericanuniversities,theteachercanfirstusethecomputertoplaythedocumentaryclipsofAmericanuniversitiesandrelatedfilmworks,sothatstudentscanunderstandthecharacteristicsofAmericanuniversitiesthroughthevideo,andthenorganizetheEnglishconversationonthetopictoexplorethesentencepatternsandemotionsneeded,sothattheeffectoftheactivityisclosertoreallife.Thisnotonlybroadensstudents'horizons,butalsorealizestheconceptofefficientlearningandapplicationofEnglish,thusimprovingstudents'EnglishliteracyandpromotingtheprogressofEnglishteaching.3.2.3CreatingscenariosusingphysicalobjectsPhysicalobjects,asthenameimplies,aretherealmaterialisticthingsinlife.EducatorTaoXingzhioncesaid:"Educationwithoutlifeasthecenterisdeadeducation".Languagecomesfromlifeandreturnstolife.Physicalobjectsareanintuitiveteachingtool.Combiningclassroomteachingwithreallifewillbeclosertostudents'reallife.InEnglishteaching,mostphysicalexamplesarecommoninourreallife.WhenteachingEnglishwordsofstationeryandfruit,teacherscanusephysicalobjectsandpicturestohelpstudentsvisualizeandquicklymemorizeanddeepentheirunderstandingofthewordslearnedinordertochangethedullandrigidteachingformoftraditionalEnglishteachinginjuniorhighschool.Becausethethinkingmodeofjuniorhighschoolstudentshasacertaindegreeofdispersion,theycannotputalltheirenergyintolearningwhenlearning,whichrequiresteacherstocombinestudents'cognitiverulesintheprocessofcarryingoutsituationalteaching.InrealEnglishteaching,teacherscanusesomemodernequipmenttocreateagoodteachingatmosphereforstudents.Atthesametime,intheteachingprocess,teachersshouldalsoberequiredtofullydisplaytheroleofbodylanguage,whichcanensurethatstudentscanreasonablyapplytheknowledgetheylearnedintheclassroomtoreallife,andthenachievethepurposeofimprovingthelanguageuseabilityofjuniorhighschoolstudents.3.3Problemsneedingattentionintheapplicationofsituationalteachingmethod3.3.1DissociatefromteachingobjectivesandteachingcontentsNomatterwhatkindofteachingmethod,inthefinalanalysis,itistoservetheteachingobjectivesandteachingcontent.Inordertoactivatetheclassroomandstimulatestudents'interest,someteachersonlypayattentiontocreatingaclassroomatmospherewithouttakingintoaccounttheeffectivenessoftheclassroom,resultinginthesituationcreatedisinconsistentwiththeteachingcontentandteachingobjectives.Inthelistening,speaking,readingandwritingactivitiesofthesituationteaching,studentsarenotgivenenough,relevantandunderstandablelanguageoutput.Therefore,itisoftenthecasethatstudentsactivelyparticipateinvariousclassroomactivities,butfindthemselvesconfusedafteraclass,asiftheyhaven'tlearnedanything.ThereisnofixedroutinetoapplysituationalteachingtojuniorhighschoolEnglishteaching.Intheprocessofpracticalapplication,weshouldmakefulluseofthediversityandflexibilityoftheprocessofsituationalapplication,andweshouldnotdogmatizetheprocessofsituationalsetting.Someteachersthinkthatsituationalteachingisafixedformsuchasrecitationandperformance.ThiswrongideaisnotconducivetotheapplicationofthismethodinjuniorhighschoolEnglishteaching.3.3.2SituationalteachingmodeandmodesimplificationBecausesometeachersknowlittleaboutsituationalteaching,ortheirexperienceandteachingskillsarenotrichenough,theuseofsituationalteachingmethodsisnotflexibleenough.Situationalteachingmethodisusedtoimproveteachingqualityandassistteaching.However,someteachersdonotconsiderteachingpracticeintheprocessofapplication.Situationalactivitieslackauthenticityanddonotconformtotheactuallanguagelevelofstudents.Eachclassorganizesvariousirrelevantactivitiesaccordingtoafixedprogramdesign.This"formismorethancontent"classnotonlywastestime,butalsoreducesstudents'interestinlearningEnglish.Intheactualteachingprocess,thesituationsettingshouldfullyconsiderthestudents'languageabilityandtherulesofstudents'understandingofthings,whichisconducivetomakingtheteachingsituationclosertothestudents'actuallife.Onthecontrary,ifintheprocessofsettingthesituation,Iftheteacherdoesnotfullygraspthestudents'Englishproficiencyandlearningability,itwillcausethemiddleschoolstudentstonotfullyusetheiroriginalEnglishknowledgereservestounderstandtheknowledgeintheclassroominthesituationalteaching,andthesituationalteachingwillbecometheteacher'spersonalperformance,whichmeansthattheclassroomsituationislikeavirtualoneandhaslostitsduerole.3.3.3MisuseofmultimediaItistruethatusingmultimediacanenhancestudents'absorptionofknowledgethroughvisual,auditoryandtactilefeedback,butitisobviouslywrongtousemultimediainsteadofblackboardwritingtoexplainanddemonstrateteachingcontentinclass.Theuseofmultimediaintheclassroomistoassistteachingratherthanentertainment.Itblindlypursuestheexcitementintheclassroomandthehighinterestofstudents.Theuseofmultimediainthewholeprocessorimproperuseofmultimediawillinevitablymissthekeyknowledgeandsqueezethestudents'thinking,andtheeffectwillinevitably"addtothesnake".Becauseitisatabootousesituationalteachingmethodtoembodymultimediaanduseitforuse.Onlytheperfectcombinationofteachers'teachingartandmultimediacanachievethebestteachingeffect.

ChapterFourSignificanceofApplyingSituationalTeachingMethodFirstofall,fromatheoreticalperspective,situationalteachingisaverypracticalandapplicableteachingmethod,nomatterfromtheconceptorientationofthenewcurriculumstandardorfromtheneedsoflanguageclassrooms.However,teachingisanewartthatisalwaysdone,andteachingtheoriesnaturallyneedtokeeppacewithTheTimes.Situationalteachingmethodiswidelyusedinteachingofvarioussubjects.Becauseofitsuniversality,itisdifficultforteachingpractitionerstofindauniversalrulewhenapplyingsituationalteachingmethod.Connectionsareuniversal,buttheyarespecial.Situationalteachingmethodhasitsuniversality,butithasitsparticularityintheapplicationofdifferentteachinglinks,languageskillsandteachingcontents.Asacomprehensivetheory,situationalteachingmethodlacksdetailedbranchesoftheory.WhichsituationalmeansaremoresuitableforjuniormiddleschoolEnglishteaching,andhowdifferentteachingstepsandlinkschoosedifferentsituationalcreationmethods?Alltheseproblemsneedtorelyontheinvestigationofteachingpracticetomakeaverificationandsummary.Withtheincreasingoperabilityofsituationalteachingmethod,teachingalsopaysmoreattentiontotheintegrationofrealisticelementsandscientificandtechnologicalelements.Thesenewdevelopmentpointsmeanthatthetheoreticalupdateofsituationalteachingmethodisimminent.Secondly,fromtheperspectiveofpractice,therearestillmanyproblemsinforeignlanguageteachinginourcountry,suchasbackwardteachingconceptandlong-termtendencytotakeexams.Therefore,juniorhighschoolEnglishteachinghasfallenintoabottleneckperiod,anditisurgenttodevelopforeignlanguageteachingtheorieswithChinesecharacteristics.Intheageofinformationglobalization,theimprovementoflanguagecommunicationabilityismoreandmoreimportantforpersonaldevelopment.Theoreticallyspeaking,thecultivationofstudents'oralabilityshouldcomplementthedevelopmentoftheirwrittenability.Infact,theutilitarianteachingofwrittenlanguageoftenleadstothepassivecompressionoforaltrainingtime,orthemechanizationoforalteachingmethods.Acommonphenomenonisthatdailyteachingoftenemphasizesrecitationratherthancommunication.StudentshavelearnedalotofEnglishlanguageknowledge,butlackagoodlanguageenvironmenttoplay,testandconsolidatethemasteryofthispartofknowledge.Thepopularityofsituationalteachingmethodmakesupforthisdefectinlanguageclassroom.Ifthesituationalteachingmethodisproperlyused,itcanimprovethemechanizedteachingmodeandmaketheclassroomteachinglessdetours.Itcanbeseenthattheapplicationofsituationalteachingmethodishelpfultopromotethedevelopmentofjuniormiddleschool