“双减政策”背景下情境教学法在初中英语教学中的应用研究
Research on the Application of Situational Teaching Method in Junior High School English Teaching under the Background of the “Double Reduction Policy”

2021年7月中共中央办公厅印发《关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见》。社会的主要矛盾发生变化，教育将更加重视育人的本质内涵。落实立德树人是根本任务，高质量发展是战略主题。但基础教育阶段作业和校外培训引发的学生课业负担过重问题，严重影响青少年的健康成长，增加了社会焦虑，破坏着教育生态。根据国家的决策部署，各地积极开展有关义务教育阶段学生“双减”工作并且取得了一定的成效。“双减政策”要求教师应当进一步提高课堂效率，让学生学在课堂、会在课堂。而情境教学法能够实现情景和知识之间的融合，促进学生的学习。本文分析了情境教学法在初中英语教学中的应用存在的问题主要包括以下几点：初中在情境教学中存在创设手段单一，情境设计生硬；情境教学活动偏离目标；小组合作效果不佳，秩序混乱；忽略了对学生兴趣的关注等问题。针对这些问题，建议提高教师情境教学专业素养；采用多种方法、手段创设情境；在情境教学中有效开展小组合作；关注学生的兴趣。通过研究补充关于情境教学法在初中英语教学中应用的理论成果并指导实践教学。
In July 2021, the General Office of the Central Committee of the Communist Party of China issued the “Opinions on Further Reducing the Homework Burden and Off campus Training Burden of Students in Compulsory Education”. The main contradictions in society have changed, and education will pay more attention to the essence of educating people. Implementing moral education and cultivating talents are the fundamental task, and high-quality development is the strategic theme. However, the problem of students’ heavy academic burden caused by homework and off campus training during the basic education stage seriously affects the healthy growth of teenagers, increases social anxiety, and damages the education ecology. In recent years, according to the national decision-making and deployment, various regions have actively carried out the “double reduction” work for compulsory education stage students and achieved certain results. The “double reduction policy” requires teachers to further improve classroom efficiency, allowing students to learn in the class-room. But the situational teaching method can achieve the integration of scenario and knowledge, promoting students’ learning. This article analyzes the problems in the application of situational teaching method in junior high school English teaching, mainly including the following points: In junior high school, there is a single means of creating and a rigid design of situations in situational teaching; Situational teaching activities deviate from objectives; The effectiveness of group cooper-ation is poor and the order is chaotic; Neglecting concerns about students’ interests and other is-sues. In response to these issues, it is recommended to improve teachers’ professional literacy in situational teaching; Using various methods and means to create scenarios; Effectively carry out group cooperation in situational teaching; Pay attention to students’ interests. By studying and supplementing the theoretical achievements on the application of situational teaching method in junior high