Research on English Language and Literature Teaching Strategies Based on Situational Teaching Method

The teaching of English language and literature not only focuses on developing students’English language proficiency but also emphasizes their understanding and cognition of the cultural connotations behind the English language.This dual focus aims to cultivate students’cross-cultural communication skills and practical English skills.The application of the situational teaching method can create corresponding learning scenarios based on English language knowledge,thereby enriching students’learning experiences and understanding within these scenarios.This method has significant advantages in enhancing the effectiveness of English language and literature teaching.Consequently,this paper first analyzes the significance of applying the situational teaching method in university-level English language and literature instruction.It then proposes several strategies for implementing this method,with the goal of enhancing students’language awareness,cultural literacy,and comprehensive English skills.

A Brief Analysis of the Application of Situational Teaching Method in Primary School Music Class

Music situational teaching method aims to mobilize the students’thoughts in a natural state so as to enhance the attractiveness and efficiency of music classes.In the process of this method,some specific situational are designed according to the characteristics of music and under the guidance of psychology,methodology,pedagogy and other theories,and various sensory organs are employed.Different from traditional teaching method,situational teaching method creates learning situational for students,which is consistent with the characteristics of primary school students’physical and mental development and maximizes students’experience and feeling of music.

The Application of Situational Teaching Method in Comprehensive Russian Curriculum

Economic development and social progress, China’s openness to the outside world is getting higher and higher, and the development of comprehensive Russian curriculum is particularly important. Among them, for the situational teaching method, it is one of the most important teaching methods. Through the application of the situational teaching method, a vivid and vivid learning atmosphere can be created, and the intuitiveness and image of the language scene can be fully reflected, which provides a strong guarantee for the development of Russian curriculum teaching. This paper mainly uses the application of situational teaching method in the comprehensive Russian curriculum, aiming to provide feasible guidance for relevant researchers.

The application of situational teaching method based on the Chinese linguistic literature

The teaching properties and the teaching modes of the Chinese linguistic literature compared with the other courses have certain particularity, and in the course teaching, we should give full play to the subjectivity of the students, but also play the practicability of the course teaching through the construction of students＇ knowledge slructures and the shape of their ideology. The author thinks that contemporary Chinese language and literature teaching should break the limitation of the traditional teaching mode, and we should guide the students to play the subjective consciousness and the consciousness of the emotional experience of the course learning in the cross-national literature and artistic context with various forms and rich contents, and help the students easily and autonomously integrated into the Chinese language and literature teaching.

The Comparison of Tasked-based Teaching Method and Situation Teaching Method in Lexical Learning in Senior High Language Teaching

there are many teaching methods in current teaching procedures,such as the whole language teaching method;communicative teaching method;cooperation teaching method;situation teaching method;tasked-based teaching method;content-based teaching method;competence-based teaching method multiple intelligence teaching method and other teaching methods.This article depicts the usage and comparison of the tasked-based teaching methods and situation teaching method in lexical learning in senior high language leaching.This article first talks about the definition and feature of these two teaching methods.Then through observing the students using different methods,I aim to compare these two methods in order to find out the similarities and differences between them when students are learning vocabulary.Making further study on the teaching methods,I would like to take good advantage of them in lexical learning in senior high classes in hope that we teachers can inspire students'thinking,arouse their desire,active the atmosphere and help them have a better and simpler command of the vocabulary they obtained in the class.

The Role and Application of Situational Teaching in Teaching Chinese as a Foreign Language-A Case Study of Primary Oral English Class

The law of language learning has a theoretical basis.Language learning is a process of active learning,not of passive acceptance.Situational teaching is the extension and development of constructivist teaching.The correct use of situational teaching can stimulate students 125 interest,facilitate a harmonious relationship between teachers and students,as well as promote the cultivation of other skills among students,so as to improve the teaching quality of oral Chinese teaching as a foreign language and effectively complete the teaching task.However,there are some issues that should be emphasized when using the situational teaching method,such as how to create situations effectively,the problems that teachers should pay attention to when creating situations,and the principles of creating situations.

A Brief Description of Audio-Lingual Method and Discussion of its Advantages and Disadvantages vis-a-vis the English Language Teaching Situation in Chinese Middle Schools

With the development of reform and open policy, foreign languages become more and moreuseful. And how to teach a foreign language is an important matter. A lot of methods of teaching foreign languages have been developed. There’re grammar-trans-lation method, direct method, audio-lingual method, communicative method, etc. In this paper I in-

Application of Scenario Simulation Method in Pediatric Clinical Nursing Teaching

Purpose Analysis of Situational Teaching Method Applied in Pediatric Clinical Nursing Teaching.Method The 120 nursing students who studied in our University from 2015 to 2017 were selected as the study subjects and divided into routine group and experimental group.General teaching methods were adopted for the routine group,and the experimental group took a scenario simulation teaching method on this basis.Results The satisfaction of the teaching methods between the experimental group and the routine group were 93.33% and 81.67% respectively,P<0.05;The theoretical and practical results of the experimental group were better than the routine group,P<0.05.Conclusion The application of the situational teaching method in pediatric clinical nursing teaching has a significant effect and can effectively arouse students’interest in learning.

The Application of SLT and CLT in Oral English Teaching

Nowadays,there is a big problem exist in English language teaching.Therefore,adopting the effective and proper methods plays an important role in the reform of teaching methods.The combination of SLT and CLT will get the students actively involved in the real life English language situation,and will enhance students'oral English ability and communication ability.

Preliminary Discussion on the ESP Teaching for Civil Engineering Majors of Independent Colleges

In independent colleges, English for civil engineering majors is not a main course. Accompanied by China's accession to WTO and the deepening global economic integration, civil engineering industry enhances international exchanges and cooperation.In order to further adapt to the international community and the market demand, English for civil engineering majors is becoming more and more important to the graduates who graduate from this major. Discussion on the English teaching situation and the existing issues for civil engineering majors of independent colleges from teaching methods, by putting forward some suggestions, help to improve English teaching level of civil engineering majors of independent colleges.

The Exploration for Innovative College Student on New Engineering Situation

Under the premise of building an innovation-oriented country and cultivating new engineering innovative talents, how to carry out the teaching of professional innovative learning, cultivate the innovative thinking of the students, and improve the teaching mode and the curriculum form have become the main directions for deepening the reform of higher education. This article analyses the main problems existing in cultivating new engineering innovative talents for college students, probes into solutions, puts forward teaching methods and gives evaluation methods. The use of CDIO, innovative practice, combining production, learning and research methods to improve students' innovative abilities, practice shows that the exploration of reform can get a good training effect.

基于问题导向式的中西医结合临床教学的现状研究

基于问题导向式的临床教学模式(problem based learning,PBL)是指通过问题案例或场景使学生确定自己的学习目标,且经由学生自我独立式学习和小组讨论以完善知识。经过60余年的教学实践,在世界许多国家的临床医学教育中都取得了良好的效果,PBL引入我国也有近30年的历史,其在我国临床医学教育的应用中仍然处于探索和改革的阶段。文章就PBL在国内中西医结合临床各科室中的教学现状进行总结,发现其对提高学生积极性,改善学习效果,提高学生的教学满意度等方面效果较好,同时探讨其目前存在的问题,并针对现有的问题提出应对策略,如“靶向PBL教学”模式,以期为未来的医学临床教育提供思路。

急诊预检分诊岗位护理实习教学方法调查分析

目的探讨适合急诊预检分诊岗位护理实习的带教方法。方法随机选取2022年1—8月于广州医科大学附属第一医院、广州医科大学附属第二医院、广州医科大学附属第三医院、广州市第一人民医院、广东省人民医院等多家三甲医院急诊科实习的112名护理学生进行问卷调查,内容包括一般资料、急诊预检分诊岗位护理实习教学方法调查。结果参与调查的护生中,79名护生(70.5%)实习前已参加过急诊培训,102名(91.1%)护生认为非常有必要学习预检分诊知识,72名(64.3%)护生对学习预检分诊知识及技能非常有兴趣,105名护生(93.8%)自愿安排时间学习预检分诊知识。分别对急诊预检分诊岗位实习教学方法进行对比分析,排名最高的3种教学方法依次为情景教学法、以问题为基础的教学法(problem-basedlearning,PLB)、传统教授法。在校护生对护理实习教学方法的选择构成比比较,差异有统计学意义(P<0.001)。结论护生对急诊预检分诊岗位实习需求较高,更加倾向选择能提高其实践能力、理论与临床结合能力的实习带教方法。情景教学方法在本研究中的分值最高,在急诊预检分诊实习带教中可灵活使用。

情景模拟联合CBL教学法在中医儿科学临床带教中的应用

目的分析在中医儿科学临床教学中情景模拟联合案例教学法(case-based learning,CBL)的应用价值。方法2022年9—12月将黑龙江中医药大学2019级学生136名作为观察对象,按照随机数字表法分为观察组(n=68)和对照组(n=68)。观察组采用情景模拟联合CBL教学法,对照组采用常规教学法。比较分析2组学生分别教学后CBL病例分析评分、情景模拟考核评分、临床考核成绩、学生对教学的满意度程度。结果采用不同教学方式后,观察组学生理论考试分数高于对照组学生[(89.64±3.48)分vs.(78.95±3.18)分],差异有统计学意义(P<0.001);观察组学生CBL病例分析评分高于对照组,差异有统计学意义(P<0.05);观察组学生情景模拟考核评分高于对照组学生,差异有统计学意义(P<0.001);观察组学生对教学的满意度为89.7%,较对照组的73.5%更高,差异有统计学意义(P<0.05)。结论在中医儿科学教学过程中,对学生采取情景模拟联合CBL教学法可显著提高学生的教学成果,与常规教学方式比较而言,情景模拟联合CBL教学法更能提高学生对教学的满意度,使其积极参与教学,从而提高学生成绩。

多元教学法在全科门诊教学中的应用

目的研究多元教学法在全科门诊教学中的应用效果。方法选择2019年1月—2022年11月在黄石市中心医院全科门诊轮转培训的60名全科医师,随机分为试验组和对照组,各30名。对照组门诊带教采用传统教学方式,试验组采用多元教学法。带教结束后,对比2组全科医师的全科门诊综合接诊能力、教学效果及带教活动满意度。结果试验组全科医师病史采集能力[(85.11±3.56)分vs.(73.69±3.86)分]、体格检查能力[(83.25±3.63)分vs.(77.81±3.64)分]、病例分析思维能力[(84.72±3.66)分vs.(74.82±3.35)分]、健康宣教能力[(88.91±3.25)分vs.(81.72±3.53)分]、解决临床问题能力[(86.62±2.83)分vs(.68.90±3.36)分]、医患沟通能力[(83.82±2.86)分vs.(72.04±2.66)分]、自主学习能力[(83.67±1.35)分vs.(74.54±3.83)分]、团队协作能力[(86.93±3.26)分vs.(73.62±3.59)分]、学习兴趣和积极性[(83.82±1.66)分vs(71.26±1.95)分]、医学人文素养[(76.25±3.73)分vs.(72.21±3.45)分]的考核评分均高于对照组,差异有统计学意义(P<0.05)。试验组学生在知识收获、教学方式、带教老师能力、师生互动4个方面对带教活动的满意度评分均高于对照组,差异有统计学意义(P<0.05)。结论多元教学法可提高全科培训医师的知识吸收和理解能力、沟通能力、临床思维能力及团队合作能力,提高全科门诊教学效果。

情境教学在全科住院医师医患沟通能力培养中的应用研究

目的 评估情境教学在全科住院医师医患沟通培训中的应用效果。方法 选择浙江大学医学院附属第一医院2019级和2020级全科基地住院医师36人作为研究对象,分为情境教学组与对照组,比较培训前后两组全科住院医师的理论测试成绩及医患沟通能力测试成绩的差异,并对情境教学法的满意度及高质量情境教学实施影响因素进行调查。结果 培训结束后,情境教学组与对照组相比医患沟通能力测试差异有统计学意义(t=2.963,P=0.006)。住院医师参与度评分[(4.89±0.72)分]低于平均分,指导医师的态度和指导医师临床能力是住院医师认为高质量情境教学开展排在首位的两个因素。结论 情境教学有助于提高住院医师医患沟通能力,开展高质量的情境教学需要指导医师与住院医师的共同努力。

案例结合情景模拟教学法在神经外科护理教学中的实施效果

目的:探讨案例分析结合情景模拟教学法在神经外科临床护理教学中的实施效果。方法:选取某院神经外科实习的护生80名为研究对象,按照随机数表法将其分为两组,对照组40例采用传统带教方法,研究组40例采用案例结合情景模拟教学法。比较两组学生考核成绩(理论考核、实践考核)、学习能力(学习兴趣、学习主动性、沟通能力、协作能力、应急能力)以及教学效果。结果:研究组学生理论与实践考核成绩、学习能力评分以及整体教学效果评价优良率均显著高于对照组(P<0.05)。结论:神经外科临床护理教学应用案例分析结合情景模拟教学法,效果良好,能够明显提高护生的学习能力和考核成绩,值得推广。

基于情境教学法的高中化学主题式教学设计——以“婴儿的缺铁性贫血”主题为例

按照化学学科核心素养的要求,运用情境教学法对高中化学“铁及其化合物”进行了主题式教学设计,详细论述了教学流程、主题情境的选择、教学设计思路以及实施过程等方面内容。采用主题式教学模式,可以更好地激发学生学习兴趣和积极性,增强学生的自主学习和思考能力,提升课堂效率,培养学生学科素养。

中学数学课堂教学情境创设方法探析

情境教学是中学数学课堂教学中的重要教学方式,创设有效教学情境能激发学生的学习兴趣,调动学生数学学习的积极性和主动性,帮助学生更好地理解和应用所学知识,有利于培养学生的数学核心素养。本文联系教学情境的基本概述,给出中学数学情境创设的5种类型:真实情境、逻辑情境、图示情境、故事情境、跨学科情境,针对中学数学不同的教学内容,构建课堂教学中情境创设的框架和基本流程,并提出几点情境创设时需要注意的问题。基于以上情境创设的方法,教师在开展课堂教学时可以选择合适的情境类型及个数,将其自然地融合到课堂教学过程中,保证课堂教学高效有序进行。

CBL联合情景模拟教学法在肾内科见习教学中的应用

目的探索以案例为基础的学习(case-based learning,CBL)联合情景模拟教学法在肾内科见习中的可行性,并评价其效果。方法选取2023年3—6月在西安交通大学第一附属医院肾内科见习的106名本科临床医学专业医学生为研究对象,随机分为试验组(n=53)和对照组(n=53)。试验组采用CBL联合情景模拟教学法,对照组采用传统讲授及床旁带教的教学方式。课程结束后比较两组学生期末考试成绩,并采用问卷调查形式对教学效果进行评估。结果试验组学生的理论课成绩为(87.8±4.9)分,对照组为(82.9±7.7)分,差异具有统计学意义(P<0.001)。试验组学生更加认同CBL联合情景模拟的教学方法(90.6%vs.67.9%,P<0.05),并且其学习积极性(86.8%vs.58.5%)、自主学习能力(81.1%vs.58.5%)、理论结合临床能力(86.8%vs.66.0%)、临床技能掌握情况(84.9%vs.56.6%)、医患沟通交流能力(90.6%vs.56.6%)方面的满意度高于对照组(P<0.05)。结论与传统教学方法相比,CBL联合情景模拟教学法能提高学生的基本理论掌握、临床技能水平与思维能力,激发学习兴趣,全面提升教学质量,值得推广应用。