在日常的听课、区域性的小学英语课堂教学(以下简称课堂教学)展示活动中,教师常将课堂教学以这样三种“质态”呈现给我们:一是学生按照教师预设的教学流程认知语言材料,积极参与教师组织的听、说、读、写教学活动,整个课堂教学有声有色。然而,到了灵活运用所学语言知识的时候,学生却显得力不从心、不够自信;二是在运用所学语言知识时,学生不善于在教师设计的情境中选 In everyday lectures and regional primary English classroom teaching (hereinafter referred to as classroom teaching), teachers often present classroom teaching to us in such three kinds of “qualitative states”: first, students follow the teacher’s preset teaching Process cognitive language materials, and actively participate in the teacher’s organization listening, speaking, reading and writing teaching activities, the entire classroom teaching vivid. However, when applying the language knowledge flexibly, the students are incapable of self-confidence and self-confidence. Second, students are not good at selecting teacher-designed situations when applying the language knowledge