由境生情,以情升能——情境教学法在高职英语教学中的运用
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摘要
通过梳理情境教学法乃至英语情境教学相关理论,寻求高职英语教学中运用情境教学法的理论依据,以具体课例阐述高职英语情境教学的六大操作流程,并指出实施要点。实践证明,通过创设各类实践情境,能充分体现高职英语教学的应用性,促使高职学生产生英语学习上的成就感和满足感,有助于全面提升高职生的英语思维能力与学习品质。
With connotations of situational teaching method and English situational teaching being sorted out, theoretical bases of applying situational teaching method to higher vocational English instruction have been probed into. Six operation procedures are explicitly illustrated through a concrete lesson and some operating points are pointed out as well. The practice has proved that creating various situations can fully embody the application feature of higher vocational English teaching, enable the students to have a sense of achievement and satisfaction and are consequently helpful to improve their all-round English proficiency.
With connotations of situational teaching method and English situational teaching being sorted out, theoretical bases of applying situational teaching method to higher vocational English instruction have been probed into. Six operation procedures are explicitly illustrated through a concrete lesson and some operating points are pointed out as well. The practice has proved that creating various situations can fully embody the application feature of higher vocational English teaching, enable the students to have a sense of achievement and satisfaction and are consequently helpful to improve their all-round English proficiency.
引文
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[3]陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,2007:198,461-465.
[4]吕文静.英语情境教学的概念及其特征剖析[J].经济与社会发展,2009(11).
[5]甘智华.中职英语视听说情境教学研究——以动感英语教学为例[D].宁波:宁波大学,2017.
[2]于兰.英语情境教学:原理、特征与策略[J].教育科学,2011(12):36-39.
[3]陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,2007:198,461-465.
[4]吕文静.英语情境教学的概念及其特征剖析[J].经济与社会发展,2009(11).
[5]甘智华.中职英语视听说情境教学研究——以动感英语教学为例[D].宁波:宁波大学,2017.