中文摘要:随着经济全球化的发展，以及社会不断进步，英语已然成为一门全球性的语言，如何学习这门语言也引起了社会各界人士的重视。小学英语教育，作为英语启蒙教育的一部分，自然也是研究者关注的热点。然而，现阶段的小学英语教学仍然存在着很多弊端。教师往往只注重给学生讲解语言知识，而忽视了语言情境的创设。英语课堂变得枯燥乏味，调动不起学生学习英语的积极性，也无法满足学生的情感需求，教学效果自然也不好。情境教学法是指在教学过程中，教师根据一定的教学目的，利用各种资源，引入或创设一定教学情境，让学生在教学情境中学习新知的同时，心理机能得到发展。在小学英语教学中融入情境教学法有助于激发学生的学习兴趣，同时培养其良好的情感。

-本研究通过对先前国内外研究情况及相关资料的分析，基于建构主义学习理论以及语言习得理论，论述了情境教学法在小学英语教学中的必要性，并从直接情境和间接情境两个方面，结合实际教学案例，具体阐述了不同情境的运用。其中直接情境教学法包括实物、英语歌曲、图片、视频、角色扮演、游戏以及故事在英语教学中的应用。间接情境教学法具体包括了问题情境、目标语言以及肢体动作在英语教学中的运用。为了更好地实施情境教学法，本文提出了四点有关情境教学法的实施建议，即教师在运用情境教学法时应当尽可能创设灵活、贴近实际生活以及符合教学目标的情境。此外，教师还应当提高自己在情境教学下的课堂掌控能力。

关键词：情境教学法  小学英语  教学应用

TABLE OF CONTENTS

ABSTRACT

中文摘要

Chapter One Introduction-1

1.1 Background of the research-1

1.1.1 The present situation of students’ English level in primary school-1

1.1.2 The present English teaching situation of primary school-2

1.2 Purpose and significance of the research-2

1.3 Structure of the thesis-3

Chapter Two Overview of Situational Teaching Method-4

2.1 Definition of situational teaching-4

2.2 Classification of situational teaching method-5

2.2.1 Direct situational teaching method-5

2.2.2 Indirect situational teaching method-5

2.3 Theoretical basis of situational teaching method-6

2.3.1 Constructivism Learning Theory-6

2.3.2 Language Acquisition Theory-6

2.4 Studies of application of situational teaching method to English teaching-7

2.4.1 Studies of application of situational teaching method to English teaching abroad-7

2.4.2 Studies of application of situational teaching method to English teaching in China-8

Chapter Three Application of Situational Teaching Method to English Teaching in Primary School-10

3.1 The application of direct situation-10

3.1.1 The application of material objects-10

3.1.2 The application of English songs-11

3.1.3 The application of pictures-11

3.1.4 The application of videos-12

3.1.5 The application of role-play-12

3.1.6 The application of games-13

3.1.7 The application of stories-13

3.2 The application of indirect situation-14

3.2.1 The application of questions-14

3.2.2 The application of the target language-15

3.2.3 The application of body language-15

3.3 Pedagogical suggestions-16

3.3.1 Creating flexible teaching situation-16

3.3.2 Creating situation in line with reality-16

3.3.3 Creating situation in accordance with teaching aims-17

3.3.4 Developing teachers’ classroom management ability in situational teaching-17

Chapter Four Conclusion-18

REFERENCES-19

ACKNOWLEDGEMENTS-20