Role of situational pedagogics in English teaching in the context of soft computing and fuzzy sets

Abstract

This paper improves the current situation of English language teaching from a technological perspective. Fuzzy that is a method of having local information to project the whole. Soft computing is a kind of optimization relative to traditional should computing, emphasizing the uncertainty and imprecision of things, and with the development of modern society, soft computing can solve many problems in production practice. Scenario teaching method is an important asset to enrich classroom content and mobilize students’ learning enthusiasm. Situational teaching is the sum use of preparation before class to improvisation in the classroom. It has been proved that using scenario teaching in the process of English teaching can improve students’ English ability. However, this traditional situational teaching method has problems such as incomplete evaluation index and poor teaching effect. To solve this problem, we constructed a new situational teaching method and a fuzzy evaluation system based on fuzzy sets and soft computing technology, and verified through experiments that both the new situational teaching method and the fuzzy evaluation system have good effects. At present, the popularity of situational English teaching is low, the overall level of English teaching is not high, fill-in-the-blank teaching is predominant, spoken English is weak, the cost of situational teaching is high, and teachers’ willingness to implement it is low. To improve these problems, based on the research results above we propose the following four recommendations to improve the quality of contextualized teaching, solve the problems of contextualized teaching, and reduce teachers’ pressure to prepare lessons. Finally, we make recommendations based on the current situation of the development of scenario-based teaching. (1) Build situational teaching in many ways. (2) Improve the quality of teachers’ English. (3) Develop individualized improvement programs for students. (4) Promote the reform of teaching tools.

Keywords

Soft computing fuzzy sets contextual teaching english language teaching

1. Introduction

With the rapid development of information technology, there are more and more kinds of information, and more and more information is needed for social development. However, a large part of information in society is incomplete and fuzzy, and some data cannot be expressed by simple “yes” and “no”, for example, handsome, cute, cool, and in order to study this part of information, we introduce fuzzy sets. Fuzzy sets are born from the fuzzy set theory in the field of mathematics, which stipulates that a fuzzy set consists of a subordinator of fuzzy information and fuzzy information constitutes an element of a fuzzy set, while multiple fuzzy elements constitute a fuzzy set. Fuzzy sets are built based on fuzzy information, however, the concept expressed by fuzzy sets is clear and fuzzy sets clearly specify the affiliation of fuzzy elements. The concept of soft computing starts from the traditional concept of hard computing, which aims at pursuing the accuracy of computational results, but soft computing is a series of computational methods that do not require accuracy and certainty, exchanging the accuracy and certainty of computational results for the traceability of information. At present, soft computing and fuzzy sets have few applications in humanities, and there is still much room for application in economics, education, politics and other disciplines Fig. 1 shows the application patterns of fuzzy sets and soft computing in humanities and social sciences, and it can be seen that fuzzy sets and soft computing have a wide range of application prospects in humanities and social sciences [1, 2].

Figure 1.

Application model of fuzzy sets and soft computing in humanities and social sciences.

Scenario teaching method is an important asset for enriching classroom content and motivating students to learn. Scenario teaching is the sum of preparation before class and improvisation in class. In the process of scenario teaching, the teacher first determines how to conduct the lesson and the teaching tools to be used according to the content of the lesson and the learning situation of the students. Secondly, the teacher needs to motivate students by describing and presenting them in a lively way, so that they can master the knowledge in a fun and lively way and develop their interest in learning. Finally, at the post-class stage, teachers can link various scenarios to help students recall classroom knowledge and achieve the purpose of consolidation and improvement. With the rapid development of information technology, the situational teaching method has changed from relying on the teacher’s verbal actions to describe scenarios for students in the past to using fuzzy collections of soft computing to build virtual scenes with illustrations and text [3, 4]. The teacher’s physical performance is abstract and difficult to understand, but the information technology can restore the book content directly according to the book knowledge, so that students can integrate into the teaching scenario and use the case or scenario as a medium to guide students to learn independently and get pleasure from the learning. The emergence of new situational teaching makes teaching with the traditional static learning into dynamic learning, breaking the status quo of traditional learning boring and tedious, and building a good learning environment for students.

With the development of economic globalization, language plays a huge role as a bridge of communication. English composition is the most widely used language and has a great social demand. At the same time, with the popularity of education, the level of English proficiency is also used as one of the evaluation criteria for one’s personal ability. However, the following problems still exist in the current English teaching in China. First of all, the teaching method is boring and tedious. Language teaching in China is based on the traditional fill-in-the-bag teaching, which lacks interestingness. Secondly, the interest in learning is not high. The learning of language subjects requires a lot of memorization, which leads to many people’s lack of interest in learning English. Finally, China’s English teaching system is not mature enough and the evaluation criteria for students are too one-sided. Most of the evaluations of English subjects in China rely on grades. It is impossible to comprehensively evaluate students’ real English ability [5, 6].

The research in this paper is carried out on the basis of the previous work and fills the research gap in this area. In order to improve the current situation of English teaching in China, this paper describes how to use soft computing and fuzzy sets to improve the contextualized teaching of English from a technical perspective. The innovation of this paper is to use fuzzy sets and fuzzy evaluation model of soft computing to improve the shortcomings of contextualized teaching.

2. Constructing a wise situational teaching evaluation model based on soft computing and fuzzy sets

2.1 Needs analysis

First, it is difficult to implement the evaluation of situational teaching. Some schools require teachers to implement the situational teaching model in the teaching process, but it often lacks implementation, and at the same time, the results of teaching evaluation are not valued and improved.

Second, the way of teaching evaluation is single, and teaching evaluation is mainly based on examinations organized by teachers, lacking students’ self-reflection and improvement.

Third, the traditional teaching evaluation is mainly based on examinations, which serve as the end of a learning period and only evaluate students’ knowledge mastery, lacking the evaluation of students’ innovation ability, practical ability and expression ability.

Fourth, traditional teaching evaluation is too one-sided, evaluating students’ comprehensive ability by grades and lacking consideration of students’ individual differences [7, 8].

Fifth, traditional teaching evaluation tends to stay on the mastery of knowledge and methods, and lacks the evaluation of students’ mental health, physical condition and emotional development.

Sixth, the indicators of traditional evaluation methods are too few, which leads to students not paying attention to classroom evaluation.

Situated English teaching adds more colorful expressions to the traditional way of teaching. Therefore, the traditional evaluation method cannot be used for contextualized teaching. The establishment of a classroom evaluation system determines the direction of the classroom. The classroom evaluation system determines the different priorities of teachers’ lesson preparation and students’ learning. Teachers will favor the aspects that the evaluation system focuses on in the lesson preparation process, and students will raise the priority of the aspects covered by the evaluation system in their learning. The classroom assessment system has a guiding role in determining the development of the classroom. Therefore, addressing this issue of the evaluation system of contextualized teaching is the key to promoting contextualized teaching [9, 10].

2.2 Models

2.2.1 New situational teaching model

As shown in Fig. 2, the situational teaching method is divided into three stages, before class, during class and after class. Before class, students are mainly used for self-preparation, and the pre-year teaching method is a process of internalizing learning based on the scenes of life, which should eventually be applied to life. In the classroom, realistic life scenarios are constructed with communication and cooperation between the classroom and students, and students internalize their learning in this process. The knowledge is then applied to life in a practical process at the end of the class. This framework of the scenario-based approach is universally applicable to the learning of English, a subject that also comes from life and goes to life, and through the scenario-based approach, students’ motivation to learn English can be significantly enhanced [9, 10].

Figure 2.

Framework for the implementation of situational teaching method.

2.2.2 Fuzzy evaluation model

As shown in Fig. 3, the fuzzy evaluation framework is divided into three layers. The perception layer adopts IoT sensor technology, and IoT sensors can sense various information from the outside world. This model construction mainly adopts temperature sensors, pulse sensors, distance sensors, etc., with the help of infrared sensing, etc., to realize the monitoring of various behavioral information of students, so as to obtain data from the perception layer.

The processing layer is the level to process the large amount of data obtained from the perception layer, and transmits the data obtained from the perception layer to the processing layer, first using the data mining function of big data to filter out the valuable information. The core logic of processing data in the processing layer is fuzzy set and soft computing [11, 12].

Soft computing and fuzzy and interdependent and closely related. Fuzzy mathematics is one of the solutions to the soft computing problem, and the continuous development of fuzzy mathematics promotes the formation of a system for soft computing. In the process of processing layer operation, often encounter complex data, the use of traditional hard computing will face the problem of time-consuming, low processing efficiency, and through the fuzzy and the theory of fuzzification and abstraction of these data can greatly improve the efficiency of data mining. Data mining a large amount of data with low value density to obtain valuable knowledge, fuzzy set in the search for text, especially the tone of the vocabulary has a powerful ability, based on this ability, fuzzy clustering algorithm was born. Fuzzy clustering is able to obtain useful information through cluster analysis and periodically reduce the data set by certain rules to ensure the high density of data. Soft computing is characterized by uncertainty and imprecision, and he is able to adjust the proportion of useless information in the data set by regulating the incongruity of the data. The task is to remove the worthless information to find the knowledge that can be clustered and analyzed, and to adopt the required strength to deal with the inactive values.

The platform layer takes the core application of the situational teaching method and creates an evaluation system of the teaching process of the situational teaching method. The platform layer contains the control system for the implementation of the situational teaching method is able to use VR, digital twin and other technologies to build virtual book scenes to assist teachers in classroom teaching activities. At the same time, this platform also contains a complete evaluation system for the situational teaching method, which can solve the problem of traditional evaluation methods being too one-sided and help teaching evaluation develop in a more comprehensive and objective direction [13].

Figure 3.

Framework of the situational pedagogy.

where the core logic used in the platform layer is shown in Eqs (1)–(4).

$\displaystyle E=\omega(t+c)+f$ (1) $\displaystyle t=\sum\nolimits_{i=0}^{n}{\frac{t_{1i}}{T}}+\sum\nolimits_{i=0}^% {n}{\frac{t_{2i}}{T}}$ (2) $\displaystyle f=\sum\nolimits_{i=0}^{n}{\frac{f_{1i}}{F}}+\sum\nolimits_{i=0}^% {n}{\frac{f_{2i}}{F}}$ (3) $\displaystyle c=\sum\nolimits_{i=0}^{n}{\frac{c_{1i}}{c}}+\sum\nolimits_{i=0}^% {n}{\frac{c_{2i}}{c}}$ (4)

Equation (1) is the standard for the acquired data, $\omega$ represents the weighting factor, $c$ represents the offset, $f$ represents the adjustment factor, and $t$ represents the data to be processed. Equation (2) is the weight calculation of the data to be processed, $T$ represents the data as a whole. Equation (3) is the adjustment of the data weights, $F$ represents the coordination factor, and Eq. (4) is the clustering of the data. Equations (1)–(4) can help the processing layer to remove redundant data, improve the value density of the data, and perform clustering analysis on the data, while passing the results to the platform layer.

3. Investigation of the application of situational teaching evaluation model

3.1 Investigation process

Selection of survey subjects. In this study, the research subjects were selected from a middle school in city A. 200 students were selected from this middle school to take the English general ability test, and 100 eligible ones were selected as the research subjects. These 100 students were then divided into two groups, as the control group and the experimental group, respectively. The details of the data of the two groups are shown in Table 1, and there is Table 1 shows that the data of the two groups can be considered as no difference in the case that the significant difference does not exceed 0.05, from ensuring the consistency of the two groups of experimental subjects and ensuring the reliability of the experiment.

Table 1
Comparison of the original data of the experimental and control groups

Groups	English test scores	Language expression ability	Practical ability	Creativity
Experimental group	92.03	95.12	87.12	88.31
Control group	92.31	95.77	87.14	88.64

Purpose of the investigation. The purpose of this experimental study is to investigate the effectiveness of the application of the new situational teaching method. This paper investigates the effectiveness of the situational teaching method in English classrooms through a comparative experiment to investigate whether the model in this paper has practical implications. In the specific research process, the effect of the situational approach on English teaching is analyzed by comparing the learning outcomes, the effectiveness of applying knowledge, the depth of understanding of knowledge, and the students’ sense of experience between the two groups of experimental students. At the same time, the satisfaction level of the current classroom evaluation system was collected from the students to investigate the feasibility of the fuzzy evaluation theory proposed in this paper.

Survey method. Two groups of experiments, the control group and the experimental group, were set up by means of a comparative experiment. However, the experimental process ensured that the teaching content was kept confidential from the students in both experimental groups. For the control group students, the traditional teaching method was carried out, while the evaluation was done according to the traditional scores. For the experimental group students, the teaching was conducted according to the new situational teaching proposed in this paper, and evaluated according to the fuzzy evaluation method.

Reliability validity analysis. Reliability analysis is a common method used to test the reliability of survey results, specifically the degree of consistency of the results of the Clonbach coefficients obtained from repeated measurements of the research subjects using the questionnaire.

In this experiment reliability analysis was conducted using

$\displaystyle\alpha=\frac{H}{H-1}\left({1-\frac{\sum{p_{1}^{2}}}{p_{x}^{2}}}\right)$ (5)

The value of $\alpha$ in this survey can be known from Eq. (5), and the results are shown in Table 2. According to the Cronbach coefficient, it is acceptable after $\alpha>$ 0.7, so the results of the survey in this survey have a high reliability.

Table 2

Reliability analysis

Sample size	Number of projects	Cronbach $\alpha$ coefficient
100	10	0.886

Validity analysis of the questionnaire data is an important guarantee of the reliability of the questionnaire results. Table 3 shows that the KMO value of validity analysis is 0.736, and according to the criterion of validity analysis, when the coefficient of validity analysis is $>$ 0.06, the data of this experiment is considered to have good reliability.

Table 3

Validity analysis

Project	Factor 1	Factor 2	Factor 3	Factor 4
Eigenvalues (before rotation)	3.199	1.2877	2.879	2.888
Variance explanation rate (before rotation)	19.69%	9.645%	10.15%	8.47%
Cumulative variance interpretation rate (before rotation)	16.69%	88.242%	67.14%	47.04%
Eigenvalues (after rotation)	3.889	1.358	4.26	2.01
Variance explained rate % (after rotation)	86.89%	66.68%	69.22%	69.55%
Cumulative variance explained rate % (after rotation)	77.67%	76.63%	79.99%	88.14%
Kmo value	0.736
Barth’s spherical value	0
Df	66

In summary, it can be seen from the results of the reliability and validity analysis that the data obtained from this experiment then have good reliability.

3.2 Findings

3.2.1 The new situational teaching method has good effects

As can be seen from Fig. 4, the average scores of the experimental group in terms of test scores, depth of knowledge understanding, ability to apply knowledge, and creative ability are higher than those of the control group. Since the students in the experimental group and the control group have been tested on their overall English ability before conducting the experiment, which proves that there is almost no difference in their overall English ability, this result in Fig. 4 proves that the new situational teaching method has a good effect.

Table 4
Comparison of two teaching evaluation methods

Group	Control group	Experimental group
Satisfaction	65	98

Figure 4.

Comparison of two teaching evaluation methods.

3.2.2 The fuzzy evaluation system is welcomed by teachers and students

As can be seen from Table 4, the fuzzy evaluation method is better than the traditional evaluation method. The experimental group’s satisfaction with the teaching evaluation method was 98%, and the control group’s satisfaction with the teaching evaluation method was 65%, with distinct differences between them. Analyzing the reason behind, the experimental group evaluated a more comprehensive system, including a number of indicators such as speaking ability, classroom performance, depth of understanding of knowledge, and overall performance, which considered all elements of students’ development, but the control group only considered grades, which could not represent the most real performance due to the great variation of students’ test scores, resulting in low satisfaction of students and teachers with the traditional evaluation system.

From the above analysis, it is clear that the new situational teaching method has obvious effects, and we have improved the traditional situational teaching method through big data, Internet of Things, fuzzy sets, soft computing and other technologies, and changed the status quo of traditional teaching which is boring and tedious. At the same time, the multi-index evaluation English teaching evaluation system constructed in the article has been recognized by teachers and students.

4. Situated teaching strategies

At present, situational English teaching has a low popularity rate, a low overall level of English teaching, a predominance of fill-in-the-blank teaching, weak spoken English, high cost of situational teaching, and low willingness of teachers to implement it. To improve these problems, based on the research results above, we propose the following four suggestions to improve the quality of contextual teaching, solve the problems of contextual teaching, and reduce teachers’ pressure in preparing lessons.

4.1 Building situational teaching in many ways

Realism and imagery are decisive for the effectiveness of English classes. Abstract and difficult scenarios will make students lose interest in learning. To build a rationalized English teaching situation, we must start from these three aspects. First, consider the duration of the course and the difficulty of the course. Teachers should design ELT scenarios that take into account the complexity of the course, as well as the student’s foundation and teaching requirements. English teaching situations must be designed to ensure that the majority of students can complete the task within the required time frame. Memory is the main task of learning English, and teachers must design English courses with this in mind, so that students can remember as much as possible during the lesson. Second, the constructed scenarios must be based on the course content and must be based on the English textbook. Simulate real-life scenarios based on the scenarios described in the textbook. Teachers must consider the equipment and devices needed to teach the scenarios in this course before conducting the course. If the scenarios in the books are not understandable to the students, teachers can also use their creativity to create realistic scenarios that are different from the books, but express similar ideas to the books. Third, the quality of the English scenarios must be ensured. The scenarios created by teachers must be authentic and interesting. Vivid and interesting English scenarios can inspire students’ love for learning English, stimulate their desire to explore and learn English, and greatly help to improve the quality of English teaching. Improving English teaching must start from these aspects in order to build authentic English teaching scenarios.

4.2 Improving teachers’ English quality

Some English teachers in China do not have enough English subjects and use semi-English teaching in the classroom. According to incomplete statistics, more than half of English classrooms in China use half-English teaching. Due to the difference between Chinese and Western thinking, teachers impart knowledge to students in Chinese, but are unable to use it in English. To solve this problem, English teachers should consciously improve their English literacy, teach in full English in the classroom, and create a good English learning environment for their students. In the process of teaching English, if you encounter some out-of-the-way vocabulary that students cannot understand. Teachers can explain this to students through pictures, videos or even action demonstrations. Let students bring more exposure to English in their lives. Moreover, most of the students also use Chinese in their daily communication, and only use English to communicate during the English classroom. This reflects that the teaching process in primary and secondary schools in China lacks a good English context as a teaching environment. In order to improve the current situation of English teaching in China, we should reform the English teaching mode, improve the English quality cultivation of our teachers, encourage students to communicate with each other in English, and cultivate a good English learning environment for students.

4.3 Students develop personalized improvement programs

According to the survey, it can be seen that there are obvious differences in English proficiency among our students. In order to comprehensively improve the quality of our students’ English, because they develop individualized improvement programs, which requires teachers to consider each student when designing the classroom and design the classroom content according to each student’s ability. When designing situational English instruction, teachers should not only consider curriculum factors, but also understand the students’ mastery of the text in order to students’ learning situation. According to the students’ mastery, they should design some after-class assignments which are not limited to the text form, but can be such as communicating and conversing with their classmates. For example, if the teacher is explaining a piece of history about the development of transportation, students will feel very boring if they follow the sequence of reading the text by themselves and explaining by the teacher. But if the teacher first lets the students discuss the changes in transportation, then lets the group present themselves, and finally introduces the text. Teachers should also create individualized assignments, for example, if students have poor speaking skills, teachers can assign assignments to tell like parents about the content of this text. By making personalized improvement plans for students, they can make up for students’ shortcomings in learning English, cultivate their interest in learning English, and promote the overall development of English teaching.

4.4 Promote the reform of teaching tools

One reason why teachers at all levels are currently reluctant to carry out situational English teaching is that the curriculum is too stressful. Situational English teaching that relies solely on the teacher’s body language and descriptions not only increases the teacher’s workload, but also faces the problem of not being interesting enough. Therefore, classrooms should actively use teaching tools to build situational English instruction during the teaching process. Appropriate use. Teaching tools can make the content of English teaching clearer and more systematic, so that students’ knowledge structure is clearer and can be cultivated. Good English thinking mode. With the development of information technology, multimedia has become a necessary tool for English teaching in China. But the rise of information technology such as virtual reality technology provides new opportunities for the development of prospective teaching, and situational teaching will develop in a better direction in the future. Virtual reality technology can allow students to truly integrate into the situation and bring them a more realistic experience. The expression of scenario-based teaching has been changed from traditional body movement language to multimedia teaching, and in the future, it is expected to create more realistic teaching situations through virtual reality technology, from promoting the development of scenario-based teaching.

5. Conclusion

This paper studies the role of situational teaching method in English teaching in the context of soft computing and fuzzy sets, which is a method used to describe the uncertainty of things and can simulate the thinking process of human brain to project the whole through incomplete and incomplete information. Soft computing is a kind of optimization relative to the traditional should computing, emphasizing the uncertainty and imprecision of things, with the development of modern society, software can solve many problems in production practice. Scenario teaching method is an important asset to enrich classroom content and motivate students to learn. Situational teaching is the sum use of preparation before class to improvise in the classroom. It has been proved that using scenario teaching in the process of English teaching can improve students’ English ability. However, this traditional situational teaching method has problems such as incomplete evaluation index and poor teaching effect. To solve this problem, we constructed a new situational teaching method and a fuzzy evaluation system based on fuzzy sets and soft computing technology, and verified through experiments that both the new situational teaching method and the fuzzy evaluation system have good effects. Finally, we make suggestions based on the current situation of the development of situational teaching. (1) Build situational teaching in many aspects. (2) Improve teachers’ English quality. (3) Develop personalized improvement programs for students. (4) Promote the reform of teaching tools.

It has been proven that the situational approach has a significant role in improving the quality of teaching. This paper is conducted on the basis of previous research. There are three major innovations in this paper. First, the specific content of the article is presented through concrete survey data, combining theory and data, while most of the previous studies are limited to theoretical research. Secondly, this paper improves the current situation of English teaching from the perspective of evaluation system, which is a novel research angle. Finally, this paper reformed teaching aids from a basic perspective to improve the quality of English teaching. However, this paper also has shortcomings; the depth of the article’s research is not deep enough, the statistics are not comprehensive enough when conducting the questionnaire survey, and the suggestions made in the article are not implemented.

Footnotes

Funding

This research was supported by The Ministry of Education’s 2019 First Batch of Cooperative Education Project (201901173035), Research on the Application of the Construction of Online Open Course of Oral English Teaching for Business English Majors in Colleges and Universities from the Perspective of Information Teaching

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Role of situational pedagogics in English teaching in the context of soft computing and fuzzy sets

Abstract

Keywords

1. Introduction

2.1 Needs analysis

2.2 Models

2.2.1 New situational teaching model

3.1 Investigation process

Table 1 Comparison of the original data of the experimental and control groups

3.2.1 The new situational teaching method has good effects

Table 4 Comparison of two teaching evaluation methods

4. Situated teaching strategies

4.1 Building situational teaching in many ways

4.2 Improving teachers’ English quality

4.3 Students develop personalized improvement programs

4.4 Promote the reform of teaching tools

5. Conclusion

Footnotes

Funding

References

Table 1
Comparison of the original data of the experimental and control groups

Table 4
Comparison of two teaching evaluation methods