情境认知理论在高职高专英语教学中的运用

The Application of Situated Cognition in Vocational College English Teaching

为了探讨符合高职高专特点的英语教学设计策略,通过选择08护理专业班级的学生为实验班级,同级的医用仪器专业班级为对照组。对实验班级采用情景认知理论进行英语教学,对照组采用传统英语教学方法。半年后,对比实验组和合对照组的英语学习情况。结果表明,实验组比对照组的课堂气氛活跃,学习积极性高涨,教学效果好,平均成绩显著提高。说明针对当前高职高专英语教学中存在的主要问题,以情境认知理论为指导,通过创设真实的或"接近"真实的英语认知情境,有助于帮助学生构建自己的认知结构。

In order to explore the appropriate English teaching design strategy corresponding to the characteristics of vocational school. Grade 2008 nursing major students are chosen as the experimental group, and students from Medical Appliance of the same grade as the control group. Experimental group have been given English teaching based on situated cognition theory, and the control group have been taught with the traditional method. 6 months later, the performance of the experimental group and control group are compared. The results indicated that the experimental group is better than the control group in classroom environment, study initiative and scores. A conclusioncan be drawn that authentic English cognition situations should be created on the basis of Theory of Situated Cognition to help students build up cognition structure.