【正文】 lass (Xue Ning, Zhu Yingyu, 2020). The three features do not exist in isolation but influence and promote each other. They will be introduced as follows. 1) Providing visual teaching aids Providing visual teaching in situational teaching makes it vivid and figurative. The reason why traditional teaching can’t draw students’ attention is that teachers always use mechanical rigid teaching method, which may eventually make students lose interest in study (Xue Ning, Zhu Yingyu, 2020). Visual aids are regarded as the most direct and effective means used in situational teaching (Qian Zhaoxia, 2020). Teachers can show students real objects. Powerpoint presenting is another frequentlyused means in situational teaching. Teachers can present pictures and sound through PPT. Many other things such as students’ stationery, scenery outside the classroom or things familiar to people can also serve the situational teaching to help students understand and make classes attractive. 3 2) Keeping students interested Situational teaching should keep students interested in study. Most students are passive receiver in class now partly because classes are too boring to attract them. Being interesting in situational teaching is very important as it can make students participate in teaching process actively (Xue Ning, Zhu Yingyu, 2020). Teachers should design teaching situations according to students’ psychological characteristics, that’s to say, taking pleasure in teaching. Playing games is an effective way to mobilize students’ subjective initiative and creativity and draw their attention and it’s loved by them. They can get not only knowledge but also happiness from situational teaching. Teachers can also design other forms of activities like petition of memorizing words, idioms solitaire and English speech contest to make students bee active in class (Xue Ning, Zhu Yingyu, 2020). 3) Getting students actively involved The aim of learning is to municate with the world, especially in language study (Xue Ning, Zhu Yingyu, 2020). Teaching is an interactive process that teachers exchange with students so teachers should train students’ municative ability and skills while teaching. Situational teaching is to activate students’ enthusiasm and initiative to be active in class so getting students actively involved is a very important feature. Teachers should encourage students learn to cooperate with others and express themselves in class. Activities such as group discussion and role playing are very mon in situational teaching and more than one sense of students are involved and mobilized. Real and vivid situations give students an immersive feeling and make them participate in class actively (Xue Ning, Zhu Yingyu, 2020). Studies on situational teaching Studies of situational teaching abroad Situational teaching emerged and became popular in England from 1930s to 1960s, and then has been valued in the educational world (Wen Jialing, 2020). Linguists and educators have conducted further studies about the function of situational teaching. The distinguished American educator Dewey attached great importance to situational teaching. He thought teachers should create situations and then set teaching aims and made plans to stimulate students’ learning motivation and interest and inspire them through creating teaching situations, which greatly boosted the practice of situational teaching (quoted in Yu Aihua, 2020). In 1950s, based on situational teaching, the famous Bulgarian philosopher Gee Lozanov put forward the Suggestive Method, which 4 suggested using some teaching situation to activate students’ learning motivation and interest (quoted in Wen Jialing, 2020). In 1960s, the former Soviet Union educator Sukhomlinskii, who also made great contribution to the development of situational teaching, often used the colorful nature as a real situation to inspire students’ thinking and train their imagination and creativity (quoted in Qian Zhaoxia, 2020). In 1960s, piled the famous New Concept English, which used situational teaching and has been widely used so far. Swiss philosopher Jean Piaget emphasized the overall teaching method and thought teaching should be laid in meaningful situations and that the knowledge learnt previously can be applied was the most ideal condition (quoted in Qian Zhaoxia, 2020). Studies of situational teaching in China The exploration of situational teaching in China originated from the English Teaching started by Zhang Shiyi in 1948 (quoted in Qian Zhaoxia, 2020). The studies started with Li Jilin’s experiments of situational teaching. Li Jilin, the author of Experiments and Studies of Situational Teaching, Theory and Practice of Situational Teaching, advocated teachers creating situations to help students acquire knowledge in practice. With his leading, the theory and practice of situational teaching in China made great achievements. Zhong Xinyue (2020) published an article named The Research and Practice of Situational Teaching in Senior High School, in which he researched and discussed situational teaching and its application in senior high school in detail according to his own teaching experience. He Xiaohua (2020) said that situational teaching could activate linguistic knowledge and the vividness and figurativeness of situations could arouse students’ interest and change the former dull situation in his paper The Application and Thinking on Situational English Teaching. Xue Ning and Zhu Yingyu (2020) thought that teachers should use various methods to create interactive situations to activate students’ study initiative and municative ability. Sun Chunqin (2020) said that the application of situational teaching can effectively reflect the interactive feature of language study and stimulate students’ affec