Analysis of the Application of Situational Teaching in English Classrooms from the Perspective of Social Constructivism

本研究基于社会建构主义理论，聚焦情境式教学对英语课堂互动模式的影响。通过文献研究法，梳理相关理论概念，从而剖析英语课堂互动现状。研究表明，情境式教学以学生为中心、注重实践体验，与英语课堂互动模式紧密相连。它在增强课堂学习氛围，提升学生主体地位，促进师生、生生深度互动等方面对英语教学具有积极的影响，能够有效提升学生的思维能力、语言素养与跨文化交际意识。基于此，本论文建议英语教学借鉴情境式教学理念，同时教师强化情境创设能力，优化教学活动设计，提升专业素养，并借助AI新技术构建科学评估体系，以此来推动英语教学的长远发展。This thesis is based on the social constructivism theory, concentrating on the influence of situational teaching on the interaction patterns in English classrooms. Through the literature research method, relevant theoretical concepts are sorted out to analyze the current situation of English classroom interactions. The study indicates that situational teaching, which is student-centered and emphasizes practical experience, is closely associated with the interaction mode in English classrooms. It has a positive impact on English teaching in aspects such as enhancing the classroom learning atmosphere, promoting students’ centered position, and facilitating in-depth interactions between teachers and students as well as among students. Moreover, it can effectively improve students’ thinking abilities, language proficiencies, and cross-cultural communication awareness. Based on these findings, in English teaching we should draw on the concept of situational teaching. Meanwhile, teachers should strengthen their ability to create teaching scenarios, optimize the design of teaching activities, enhance their professional qualities, and utilize new AI technologies to establish a scientific evaluation system, thereby promoting the long-term development of English teaching.