学生在英语课堂表现出的积极性程度相同，通过对比和分析两个班 级初一年级

学生在英语课堂表现出的积极性程度相同，通过对比和分析两个班 级初一年级的多次考试成绩，发现两个班级学生的英语成绩、英语水平大致相同， 并且学生有着相似的家庭环境和教育背景。通过实验前测成绩证明学生的听力水 平大体相同、差异不大。因此，笔者选取其中一班为实验班，另一班为对照班， 在实验班采取情境教学法进行听力教学，对照班采用传统的听力教学模式进行听 力教学。为期三个月的实验过程中，两个班级的听力教学内容、教学进度以及教 学时长完全相同，只采取不同的听力教学模式。实验结束后，通过实验后测，对 比学生后测的听力成绩，分析情境教学法是否能够提高学生的听力成绩和听力水 平

Students show the same degree of enthusiasm in the English classroom. By comparing and analyzing the test scores of the first grade of the two classes, it is found that the English scores and English levels of the students in the two classes are roughly the same, and the students have similar family environment and educational background. The pre-test results show that the students' listening level is roughly the same and there is little difference. Therefore, the author selects one class as the experimental class and the other as the control class. The situational teaching method is adopted for listening teaching in the experimental class and the traditional listening teaching mode is adopted for listening teaching in the control class. During the three-month experiment, the listening teaching contents, teaching progress and teaching duration of the two classes are exactly the same, and only different listening teaching modes are adopted. After the experiment, through the post-test, compare the students' listening performance, and analyze whether the situational teaching method can improve the students' listening performance and listening level

Students show the same degree of enthusiasm in English class. By comparing and analyzing the scores of many exams in the first grade of the two classes, it is found that the English scores and English proficiency of the students in the two classes are roughly the same, and the students have similar family environment and educational background. The pre-test results show that students' listening level is roughly the same, but there is little difference. Therefore, the author chooses one of the classes as the experimental class and the other as the control class. In the experimental class, situational teaching method is adopted for listening teaching, while the control class adopts the traditional listening teaching mode for listening teaching. During the three-month experiment, the listening teaching content, teaching progress and teaching hours of the two classes are exactly the same, and only different listening teaching modes are adopted. After the experiment, through the post-test of the experiment, compare the students' post-test listening scores, and analyze whether situational teaching method can improve students' listening scores and listening level.