Successful foreign language classroom teaching should create more situations, so that students have the opportunity to use the language they have learned。 In the past, several scholars have studied situation teaching from different perspectives。 From constructivism theory system, Wang Ran holds the view that English as a language is not a simple symbolic system, but with this system students internalize it into their own knowledge and express their views through this language。 In teaching, teachers teach language, while students acquire knowledge。 But for teachers, this is not simply to impart knowledge。 It is students that build their own language system and integrate their knowledge of the external world into the language knowledge system through their active processing and selection。 In instructional design, it is the most important link to create a situation that is conductive to learners’ construction of meaning, which should be run through the whole process of learning activities。 On the situational teaching of primary school English, creating situations for learning is the process of writing and communicating between teachers and students。 In the situation, teachers communicate and cooperate through meaningful activities, sharing collective wisdom。 Especially, English as a language also needs this kind of communication。 They work together to get information and improve ability through the situation, which is the embodiment of the effectiveness of situational teaching。 (Wang 6) As we know, on the one hand, in the effective situation teaching, teachers play a significant role。 They need to play different roles to facilitate teaching and learning, such as screenwriters to design delicately, directors to present content and control class, and actors to infect and excite emotion by combining language and performance。 (Yang 40) One the other hand, from the perspective of students, pupils play the role of audience, who can only listen, take notes, have little chance to participate in the language practice activities。 Obviously, traditional teaching method is not suitable for students’ psychological and age characteristics at all。 So it is difficult to combine English basic knowledge and language communicative competence, contributing to pupils’ passive effective factors such as lack of self-confidence, insufficient motivation。 Therefore, it is necessary to comprehensively understand students, if you want situation design to play a promoting role。

However, most of the studies are from a theoretical or the effectiveness of situation teaching perspective, which is less than satisfactory。 Inevitably, problems come into being。 Many teachers and researchers started to lay stress on training students’ ability of using language rather than only imparting knowledge。 They inclined to design some activities and games with the help of pictures, stick figures and videos。 Although the condition has changed to some degree, as a matter of fact, it is not optimistic。 Some teachers still use traditional teaching method and ignore emotional experience, which finally makes matters worse。 All above, based on the theory of pedagogy, psychology, teaching method and the achievements of Chinese leading scholars in this field, this approach investigates the features, feasibility and necessity in primary English situation-based teaching。 And the writer will stand in the position of the students, proceed from the reality of life, pay attention to the differences between China and abroad, analyze and solve problems, making situation teaching truly promote English teaching in primary school。

2。 Literature Review

Needless to say, in our country, a majority of schools are still in the knowledge standard stage from the view of the current situation of education。 Disturbed by various factors, English teaching is gradually away from life and loses the true feelings in the language learning。 The pleasure of learning, the taste of truth, kindness and beauty and the enthusiasm of the language communication are submerged in the analysis of discourse, teaching and training。 It is under such a background that the situational teaching is created。 Situational teaching is not only concerned with the students’ knowledge and ability, but also concerned with their personality, sentiment and the development of the ideas, aiming to make students develop in an all-round way。 Situational teaching is a teaching method based on situated learning theory。 According to the teaching goal, teachers create a situation closely related to teaching content with the form of dialogue, music, games and other activities to arouse students’ enthusiasm for learning and emotional experience。 Thus, students are guided to take the initiative to explore, learn new knowledge and new skills, and apply to practice in a relaxed and pleasant atmosphere, which can achieve the best results of teaching and learning。论文网 小学英语教学中的情景设计(2):http://www.youerw.com/yingyu/lunwen_85069.html