本科生毕业论文（设计）册学院 XXX 学院 专业 英语教育 班级 XXX 级英语教育 X 班 学生 XXX 指导教师 XXX XXXX 大学本科毕业论文（设计）任务书编 号： 论文（设计）题目： 情景教学法在中学英语口语教学上的应用 学院： XXX 学院 专业： 英语教育 班级： XXX 级英语教育 X 班 学生姓名：XXX 学号： XXXXXXXX 指导教师： XXX 职称： 教授 1、论文（设计）研究目标及主要任务 本论文的研究目标是总结有关中学英语口语教学以及情景教学法的国内 外研究及其在中学英语口语教学中的应用。其主要任务是通过分析情景教 学法的作用指导中学英语口语教学。2、论文（设计）的主要内容本论文分为四章，第一章介绍该研究的背景、目的及论文的设计，第二 章介绍口语教学的国内外研究，第三章介绍情景教学法的国内外研究，最后 一章讨论了情景教学法在中学英语口语教学上的应用。3、论文（设计）的基础条件及研究路线 本论文的基础条件是不同的语言学家及教育学家对情景教学法的研究结 果。 研究路线是对情景教学法的应用从不同的角度进行阐述，并将其分别应 用在中学英语口语教学实践中。4、主要参考文献 KrashenKrashen, S.D. 1982. Principles and Practice of Second Language Acquisition. Oxford: Pergamon Press. NunanNunan, D. 1989. Designing Tasks of the Communicative Classroom. Cambridge: Cambridge University Press. 杭理. 2009. 初中英语口语教学现状与研究策略.考试周刊第 40 期, 123- 25. 龙文珍. 2003.中学英语情景教学的设计与运用. 上海: 华东师范大学. 李吉林. 2006.情境教学实验与研究. 北京: 人民教育出版社. 5、计划进度 阶段起止日期 1确定初步论文题目3 月 16 日前2与导师见面，确定大致范围，填开题报告 和任务书，导师签字3 月 16 日-3 月 23 日3提交论文提纲3 月 23 日-3 月 30 日 4交初稿和文献综述3 月 30 日-4 月 20 日 5交终稿和评议书5 月 8 日前指 导 教师： 年 月 日 教研室主任： 年 月 日注：一式三份，学院（系） 、指导教师、学生各一份XXXX 大学本科生毕业论文（设计）开题报告书XXX 学院 英语教育 专业 2XXX 届学生 姓名XXX论文（设 计）题目情景教学法在中学英语口语教学上的应用指导 教师XXX专业 职称XX所属教 研室英语高年 级教研室研究方 向英语教学法课题论证：从国内外各个研究等方面论证情景教学法的作用及其在中学英语口语教学 中的应用。方案设计：第一章介绍该研究的背景、目的及论文的设计， 第二章介绍口语教学的国内外研究， 第三章介绍情景教学法的国内外研究， 第四章讨论了情景教学法在中学英语口语教学上的应用。进度计划：3 月 16 日前确定初步论文题目3 月 23 日前写开题报告、任务书 3 月 30 日前提交论文提纲 4 月 20 日前提交初稿和文献综述 5 月 8 日前交终稿和评议书指导教师意见：指导教师签名： 年 月 日XXXX 大学本科生毕业论文（设计）文献综述教研室意见：教研室主任签名： 年 月 日LiteratureLiterature ReviewReviewSpoken language was the most frequently used communication tool for humans. Teachers in middle schools should attach importance to oral English teaching and improve the students communicative ability (Zhu Minghui, 2009).Oral English has some features. Firstly, external language expression and internal language thinking are synchronous. Secondly, spoken language is situational. Even for the same topic and content, there are different expressions. Thirdly, spoken language is loose. In order to make the listener understand easily, people tend to use simple structure (Zhou Xiaoqing, 2012).Oral English teaching is a curriculum which let students learn spoken knowledge and skills. Oral English teaching is an element of English teaching. Through the teaching students can communicate with others in English (Guan Xulan, 2011).Oral English teaching has some theoretical bases. Firstly, cognitive learning theory is to explore the law of learning theory through studying the cognitive process. It insists that human is the subject of studying and learn actively. At first, activity is the medium of peoples knowledge of the external world. The purpose of education is to make students create not repeat. (Jean Piaget, 1970)Secondly, second language acquisition is also the basis of oral English teaching. S.D.Krashens language acquisition theory includes five hypotheses: the acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis, the affective filter hypothesis and the nature order hypothesis. In S.D.Krachens mind, only when learners get comprehensive input which is a little higher than his or her present language level and learners can focus his or her attention on comprehension of meaning not form, can the learner gain language acquisition. If the present level of learners is called “i”, the input “i + 1” can improve the learners acquisition.Thirdly, the theory of constructivism is of instructional effect to oral English teaching. Constructivism is a branch of cognitive psychology school. One of its key concepts is schematism which refers to perception of understanding and ways of thinking. Schematism is the origin and core of cognitive structure or the foundation of people getting knowledge of events.In recent years, scholars in China have done a lot of researches in oral English. In the 1990s, the scholars have explored the situation and problems of oral English teaching from the perspectives of culture shock, teachers quality, emphasis degree and students psychological barriers, etc ( Kang the knowledge can keep seventy-two percent after three hours and it will drop to twenty percent after three days when the students learn knowledge only depending on vision. However, the situational teaching method is lively. The teachers can create situations based on teaching content with the help of multimedia and other measures, when apply situational teaching approach to oral English teaching. The contents of teaching can be experienced by all kinds of sense organs through various appearances. So the students can get a better result in learning oral English.Secondly, situational teaching approach has the characteristics of symmetry of emotion and perception. Zhang thought that learning process is the process