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高中英语教学中人文教育的现状调查研究 ——以通辽市三所高中为例

发布时间:2023-05-23 13:47
Contents
Introduction 1
Chapter One Literature Review 6
1.1Relevant definitions 6
1.1.1Definition of humanity 6
1.1.2Definition of humanistic education 7
1.2The necessity of humanistic education in senior high school English teaching
9
1.3Relevant research abroad and at home 11
1.3.1Relevant research on humanistic education abroad 11
1.3.2Relevant research on humanistic education at home 13
1.3.3Summary of the relevant research 16
Chapter Two Research Design 18
2.1Research questions 18
2.2Research subjects 18
2.3Research instruments 19
2.3.1Questionnaire 19
2.3.2Interview 19
2.4Research procedure 20
Chapter Three Research Results and Discussion 21
3.1The results of questionnaires 21
3.1.1English teachers' humanistic qualities 21
3.1.2Humanistic connotation of teaching materials 23
3.1.3English teaching methods and means 24
3.1.4English learning assessment methods 25
3.1.5Humanistic rendering of English extracurricular activities 26
3.2Results of interviews 27
3.3Conclusion of current situation investigation 28
3.4The influencing factors of humanistic education in senior high school English
teaching 29
3.4.1English teachers' weak awareness of humanistic education 29
3.4.2Insufficient exploration of humanistic connotation in English textbooks
30
3.4.3Relatively backward English teaching methods 31
3.4.4Single English learning assessment system 32
3.4.5The formalization of English extracurricular activities 33
Chapter Four Major Principles and Suggestions 36
4.1Major principles on humanistic education 36
4.1.1Principle of people-oriented 36
4.1.2Principle of comparative teaching 37
4.1.3Principle of step by step 37
4.2Major suggestions 38
4.2.1Improving teachers' humanistic qualities 38
4.2.2Digging the humanistic connotation of teaching materials 41
4.2.3Optimizing teaching methods and means 43
4.2.4Implementing humanistic assessment systems 44
4.2.5Enriching extracurricular activities 45
Conclusion 47
References 50
Appendices 54
Acknowledgements 57
Introduction
At present, the development direction of China's education reform is to promote quality education in an all-round way. The core of quality education is the humanistic education of learners. National English Curriculum Standards for General High Schools (2017 Revision 2020) points out that the characteristics of senior high school English curriculum are the integration of instrumental and humanistic features. Therefore, this paper investigates the present situation of humanistic education in English teaching in senior high school and puts forward some improvement strategies.
1)Background of the research
On the importance and urgency of humane quality and humane spirit education. In 1984, the American Association for the Promotion of Humanities published “Save Our Spiritual Heritage-Humanities Report of Higher Education”, which showed great concern for the declining humanistic education and called for the importance of strengthening the cultivation of humanities literacy. At the 44th Education Conference held in Geneva in 1994, the participants agreed that “a more reasonable balance should be sought between scientific culture and humanistic culture”. T. Hesburgh, the former president of Notre Dame University in the United States, pointed out that a complete education should include two parts: “ learning to do things” and “learning to be human”. Yang Shuzi, an academician of the Chinese Academy of Sciences, also pointed out that without humanistic education, mankind will fall into the abyss of cultural darkness and social extinction brought about by scientific and technological progress.
Fundamentally speaking, education is a humanistic process, a value issue, not just a matter of information or knowledge. As part of basic education, senior high school English teaching can promote the development of mind, emotion, attitude and values, and promote the comprehensive humanistic quality. On the other hand, mastering an international common language can create conditions. It is used to learn advanced foreign culture and science, and to conduct international exchanges. The national English curriculum standard also pointed out that foreign language education in senior high school is an important process to cultivate the foreign language quality of citizens. It should not only meet the development needs of students' mental and emotional attitudes, but also meet the needs of senior high school graduates' employment, further studies and future survival and development, and also meet the requirements of national economic construction and scientific and technological development for talent cultivation. Therefore, foreign language education in senior middle school has multiple humanistic and social meanings. English class not only undertakes the task of imparting knowledge and cultivating ability, but also needs to cultivate people's inner and deeper things, that is, Humanistic quality. As a cultural carrier, English involves many fields in human social life, such as politics, economy, military affairs, etc. and it contains rich humanistic knowledge. And it is helpful to cultivate the humanistic quality of the educated by tapping and exerting its humanistic value.
2)Purpose and significance of the research
The ultimate goal of learning English is not only to master language knowledge, but also to improve students' humanistic quality and promote their all-round development. Therefore, humanistic education is especially necessary in foreign language education.
2.1) Purpose of the research
In recent years, many scholars and foreign language teachers have discussed and studied the humanistic education from different angles and levels. However, due to various reasons, the development of theory has not been truly or well implemented in teaching practice. There is no doubt about the importance and significance of students' humanistic education in foreign language teaching. However, as the author pointed out earlier, the present situation of students' humanistic education in senior high school English teaching is not very satisfactory, and there are still many difficulties. Based on this understanding, the author has launched a research and discussion on the humanistic education of students in senior high school English teaching, hoping to find some problems in humanistic education and explore the underlying reasons behind these problems through the investigation and analysis of the present situation of humanistic education. On this basis, some feasible teaching strategies and suggestions can be put forward to help foreign language teachers have a deeper understanding of humanistic quality and its education.
2.2) Significance of the research
Theoretical significance
Improving humanistic quality and strengthening humanistic education, both in its concrete implementation and theoretical research, are still in the exploratory stage. With the development of the times, the issue of humanistic education poses a great challenge to the current high school English education philosophy, teaching methods and the quality of English teachers. How to adapt to the new situation, meet the challenges, and realize its irreplaceable role in cultivating the humanistic quality of senior high school students in the whole humanistic education is a task faced by senior high school English teachers, and it is also an urgent problem to be solved in the current theoretical research of education and teaching. Therefore, this study is of great theoretical significance to further improve the humanistic education and English teaching strategies for senior high school students.
Practical significance
At present, English is the most widely used universal language in the world, which determines that in many countries, English is not only a compulsory course for students in the basic education stage, but also an important part of citizens' quality. In addition, the requirement of cultivating students' humanistic quality has also been recognized and affirmed in the English Course for Ordinary Senior Middle Schools, that is, “in the process of learning English, students should pay attention to the emotional changes of students, pay attention to the cultivation of independent thinking, interpersonal communication and cooperation, cross-cultural understanding and communication, and guide students to form a positive outlook on life, world outlook and values, be socially responsible citizens, and comprehensively improve their humanistic quality.” However, the reality is that the implementation of the new curriculum standard in most schools is not thorough enough, because the influence of traditional teaching concepts and methods still exists, the current teaching and examination evaluation system has not been diversified and scientific, and middle school English teaching has not been able to shift the focus from achievement to ability and accomplishment. This has also leads to a series of negative effects, such as students can only mechanically copy what they have learned in English, or they can successfully deal with various English exams, but they can not understand the humanistic spirit behind the language; Students only know that they blindly following western festivals, but they really can't understand the origin and history behind them. Students can only express their personal views and attitudes mechanically, but can't truly reflect their world outlook and values. Therefore, English, as one of the humanities, is duty-bound to undertake the important task of humanistic education for students. In English teaching, teachers should make efforts from two aspects: on the one hand, through classroom presentation and explanation, students can master the necessary language knowledge and become knowledgeable. On the other hand, through language teaching, students can feel the cultural connotation of language, appreciate the humanistic breath of language, improve their humanistic character, enhance their humanistic quality and make them become literate people.
3)Structure of the thesis
This article is divided into six parts. The first part is the introduction, which first analyzes the research background, then expounds the purpose and significance of the research, and finally introduces research instruments. The second part is literature review. Based on the analysis of related concepts and basic connotations of humanities and humanistic education, it reviews the historical development of humanistic education research at home and abroad. The third part is research design, including research questions, research subjects, research process and the overall framework of this paper. The fourth part is an analysis of the current situation of humanistic education. On the basis of sorting out relevant literature and research, it specifically discusses and analyzes the current situation of humanistic education in senior high school English teaching, and discusses its influencing factors. The fifth part puts forward the principles and strategies that should be followed to solve the problems according to the present situation and influencing factors. The sixth part is the conclusion, which summarizes the full text and reflects on some characteristics and shortcomings of this paper.
Chapter One Literature Review
In recent years, the combination of humanistic education and foreign language teaching has become a hot issue in the field of education, and a large number of related research activities and papers have also emerged. Through reading and thinking about these research documents, it has inspired me a lot. Regrettably, the research on humanistic education is mainly carried out in institutions of higher learning such as universities or vocational colleges, while there are few researches on humanistic education for middle school English teaching in senior high schools. At the same time, the author finds that many scholars' researches at present mainly focus on the influence of students' emotional factors or the cultivation of cultural awareness in foreign language teaching, which are all covered in humanistic education, but fail to reflect all the contents. Therefore, the author thinks it is necessary to define and interpret humanistic education and some related concepts, and then sort out the development history of humanistic education in foreign language teaching, so as to lay a good foundation for future discussion and analysis.
1.1Relevant definitions
In order to carry out research on humanistic education better, we should firstly have a systematic understanding of the concepts of humanities and humanistic education.
1.1.1Definition of humanity
The word “humanities” in the West is derived from Latin, which means human nature and upbringing. The term humanism did not appear until 1808. Philosophers of the German Enlightenment era collectively referred to human beings as Hmanity, and the humanists of the time called themselves Hmanista. Humanism is the core idea of the Renaissance, the anti-feudal social thought of the emerging bourgeoisie and the initial form of its humanitarianism. It affirms human nature and human value, requires the liberation of human personality and equality, and respects human perceptual experience and rational thinking. After the 20th century, with the vigorous development of natural sciences and social sciences, the term “humanism” refers specifically to a series of non-empirical disciplines and undertakings, such as literature, history and philosophy, which are opposite to science, mainly to cultivate people's inherent moral quality. Therefore, modern humanism not only believes in science, but also advocates humanism. It takes science as the basis and means, and humanities as the value and purpose, to promote the harmonious development of human beings and society in both material and spiritual aspects. On this basis, it constantly realizes the liberation of people and achieves the harmonious coexistence of people, nature and society.
1.1.2Definition of humanistic education
It is necessary to understand the connotation of humanistic education before carrying out the research of humanistic education in English teaching in senior high schools. Different scholars and experts have different understandings of humanistic education, and the following part expounds their views.
Moscovitz (1978) thought that humanistic education should pay attention to the development of intelligence and emotion of the whole person. Therefore, humanistic education has two points to emphasize. One point is about feelings, because learning is influenced by how they feel about themselves. Another point is to cultivate individual uniqueness, that is, everyone's ability can be fully exerted to achieve self-realization.
Professor Du Shizhong (1999) believes that humanistic education aims to cultivate students' humanistic spirit and improve their humanistic quality.
Zhang Xin (2000) puts forward that the purpose of humanistic education is to help students cultivate humanistic spirit. More importantly, the essence of humanistic education is humanization, which takes perfect mind as the highest educational object. In addition, humanistic education should also internalize excellent humanistic knowledge and its values, tastes and thoughts into learners' outlook on life, values, moral qualities and qualities by imparting knowledge and influence in a good environment.
Yang Yangzi (2002), a famous educator, believes that humanistic education includes humanistic knowledge, humanistic thinking, humanistic methods and humanistic spirit. These components should be regarded as a whole and indispensable.
Professor Shi Wei and Professor Xue Tianxiang (2003) pointed out that humanistic education should not be limited to imparting knowledge of humanities and social sciences, but mainly humanistic care. Therefore, as long as the whole educational process from form to content is devoted to creating an atmosphere for cultivating humanistic spirit, promoting learners' personality and professional ethics fibers, and helping learners to establish a correct world outlook, outlook on life and values, whether it refers to nature, society or people, it can be called humanistic education.
Professor Wen Fuxiang (2004) believes that humanistic education aims at promoting the improvement of humanistic realm, shaping ideal personality and realizing self-value and social value. Furthermore, the essence of humanistic education is to perfect humanity, and its core is to nourish humanistic quality, which needs to be carried out through various ways such as extensive knowledge absorption, the impact of elegant cultural atmosphere, deep experience of practice in life and so on.
It can be seen that scholars and experts have various understandings and definitions of humanistic education. The diversity of viewpoints reflects the richness of humanistic education connotation, and we can have different understandings from different aspects. Education can be regarded as an educational content, just like some humanities, covering literature, history, philosophy, art and so on. It can also be regarded as an educational measure. Learners acquire humanistic knowledge through humanistic teaching, and then cultivate and improve humanistic spirit through internalization and construction on the basis of absorption. In addition, humanistic education can be regarded as an educational idea, such as cultivating a complete personality.
Here, the definition of humanistic education studied in this paper is mainly based on the Yang Shuzi's interpretation. It refers to that teachers impart humanistic knowledge and spirit from textbooks to students in a flexible way according to their own humanistic quality and subjective judgment. In addition, teachers put people- oriented evaluation on students, pay attention to expanding extracurricular activities, and cultivate and improve students' humanistic quality.
1.2The necessity of humanistic education in senior high school English teaching
The need of social development determines the necessity of cultivating humanistic quality in English teaching. At present, English is the most widely spoken language of other countries in the world. Accordingly, English education, as the main carrier of the inheritance of English knowledge from generation to generation and the cultural essence of other countries, pays more attention to the overall understanding of the objective process of human society than other disciplines. The human society in the 21st century is a new development environment full of innovation needs, and it is also a civilized era when people's intellectual activities have reached an unprecedented height. First of all, the social development movement promoted by the scientific and technological revolution and economic globalization is pushing the evolution of human civilization to a new height. Secondly, under the guidance of the evolution of civilization, human society is undergoing a multilevel social transformation in an allround way. Thirdly, globalization, as an irreversible historical process, has raised a series of challenging and important issues for the development of human society in the 21st century. Therefore, humanistic quality not only influences the development of individuals, but also relates to the progress of social civilization and the rise and fall of a nation-state. In On the Integration of Science Education and Humanistic education, Sun Yingqiang put forward “the integration of science education and humanistic education” on the basis of rethinking contemporary education, and called for reestablishing a people-oriented development value system in the field of education, attaching importance to people's harmonious development, improving material living conditions, comprehensively improving peoples quality of life, emphasizing social development as the foundation, and promoting people's all-round development. This is the premise and guarantee of human social development. The cultivation of humanistic quality can awaken, preserve and develop people's personality, and enhance the realm of being an individual, thus helping individuals to know themselves better, understand and establish their own development direction. How to make foreign language teaching play a more important role in cultivating all-round innovative talents and promote the progress and development of human society is of great importance.
The characteristics of the English subject itself determine the necessity of cultivating humanistic quality in English teaching. As a humanities subject, English covers a wide range of teaching content. To some extent, English teaching is intertwined with other disciplines, from geography, biology, physics and chemistry of natural science to literature, history, politics, philosophy, religion and culture of humanities, etc. It can be said that English is a comprehensive course, which determines the comprehensive educational function of English course, and at the same time, it has many humanistic values, such as scientific value, emotional value, intellectual value, ethical value, reference value, thinking value and aesthetic value. First of all, the scientific value of English education lies in that English, as a kind of culture, carries the common sense recognized by a national society, which is the common sense recognized by people in their daily life, and it can internally restrain individual behavior. Secondly, English education, especially the education with British and American cultural background, through telling the history of the formation and development of other national cultures, enables students to deeply feel the profoundness of Chinese civilization, promote national traditions, enhance national pride and self-confidence, and thus form their emotional value. Thirdly, foreign language education is of great intellectual value by introducing relevant contents of countries and times around the world, deepening students' understanding of world multiculturalism, broadening international horizons and cultivating citizens' literacy to adapt to the international community. At the same time, due to the rich content of foreign languages, many works reveal or reproduce people's emotional experiences and traces of various emotions and sorrows in the process of practice, reflecting human thirst for truth, goodness and beauty, which is the precious spiritual wealth of human beings. In addition, because English is all-encompassing, full of treasures of spiritual and material civilization, English itself is a treasure house of beauty. The process of learning and using a foreign language is the process of discovering, appreciating, expressing and creating beauty. Since English courses have many humanistic values, in order to give full play to the value of English education, the humanistic spirit contained in English courses must be fully released.
1.3Relevant research abroad and at home
In the mid-1970s, the serious consequences of the lack of humanistic quality attracted widespread international attention, and the restoration of humanistic education was put on the important agenda. In order to meet the requirements of the future society for personnel training, some developed countries' universities first initiated the active advocacy and implementation of humanistic education, aiming at enabling students to get healthy and harmonious all-round development in the benign situation of interaction between scientific knowledge and humanistic spirit. At present, strengthening and attaching importance to humanistic education has become a common trend of educational reform and development in contemporary countries.
1.3.1Relevant research on humanistic education abroad
Introducing humanism into education is one of the remarkable changes in the field of education in the world, especially in the field of language teaching. Humanistic education is a hot topic in foreign education circles. Since the middle of the 20th century, it has attracted more attention.
Gaetano (1972) is regarded as a humanist educator, and his “Silent Way” teaching method is often labeled as “humanism”. This teaching method is against learning cognition and emotion by rote learning and repetition. In addition, it requires teachers not to impart a lot of knowledge to students, but to use gestures, body language and various teaching tools to guide students to speak, keep silent as much as possible, and give students more opportunities to think, experience and explore by themselves. In addition, students need to flexibly change roles in group cooperation, including learners, instructors, evaluators, problem solvers, etc. Therefore, students can give full play to their main role in learning.
Moscovitz (1978) put forward the concept of humanistic technology, aiming at better realizing humanistic education. He believes that teachers should consider students' emotions, thoughts and intelligence in the teaching process, and strive to create a caring, participating and happy atmosphere in the classroom. The aim of teaching is to achieve self-realization and self-respect. Specifically, obeying the teaching of humanistic education should help students get familiar with learning, be accepted by themselves and others, realize their own values, and be proud of themselves. In fact, Moscovitz's humanistic education is devoted to cultivating people with allround development of emotion, language knowledge and behavior skills.
Stevick (1990) proposed five points of humanism related to language teaching. The first one is feeling. Refers to personal feelings and aesthetic taste. It is against anything that makes people feel uncomfortable or unhappy. Secondly, social relations. This phase encourages people to establish a harmonious, friendly and cooperative relationship. Third, the responsibility. On this side of humanism, we accept the requirements of public supervision, criticism and correction. At the same time, it refuses anything to destroy them. The fourth point is intelligence related to knowledge, rationality and understanding. On this side, people are encouraged to use their abilities freely to the maximum extent, and they are suspicious of anything that can not be tested by reason. Finally, self-realization. It means that people can bring their talents and potentials into full play and realize their ambitions. In response to these obstacles, Kemp (1994) supplemented these points with religious humanitarianism, which was considered as the sixth point.
As for language teachers, Stevick (1980) found that teachers should coordinate students' needs. They should not only learn teaching skills, but also be aware of students' personal development. Arnold (1998) pointed out that humanistic education can be combined with language teaching. Teachers' high emotional intelligence has a great influence on students. In his view, teachers should not only pay attention to teaching, but also pay attention to the internal quality of individuals. Cook (2007) thinks that foreign language teaching should not only teach language skills, but also cultivate students' humanistic quality. There are two purposes in foreign language teaching, including external purpose and internal purpose. The external purpose is to improve the ability of language expression and communication. The internal purpose is to improve personal quality. There are two purposes in foreign language teaching, including external purpose and internal purpose. The external purpose is to improve the ability of language expression and communication. The internal purpose is to improve personal quality. Gadd(1998) is an opponent of humanistic language teaching. In order to oppose Gadd, advocate Arnold (1998) wrote an article entitled “Towards more humanized teaching”, and her opposition to humanistic language teaching is a more complicated phenomenon than Gadd pointed out. We should consider its complexity, not divide it into isolated parts. Tamura and Mihura (2011) also denied Gadd's viewpoint. Although HLT emphasizes the individual development of learners, every humanistic language teaching scholar believes that its primary goal is language acquisition.
1.3.2Relevant research on humanistic education at home
In the end of 1990, many colleges and universities in China have carried out research on the cultivation of humanistic quality. After entering the 21st century, the research on humanistic quality education in China emerge one after another, and a large number of foreign language researchers and foreign language teachers have published papers and monographs, which have explored and studied humanistic quality education from different angles and levels. Tan Jiashan (2004: 5), in Reflections on the Humanistic Value of English Education, pointed out the humanistic value in the teaching objectives, contents, methods, processes and evaluations in the process of English teaching, based on the humanistic educational view. Mei Cuiping, in the aspect of the organic combination of English language skills and humanistic quality, researched and analyzed various related cases of the organic combination of language skills and humanistic quality training, and seek ways and means to effectively improve students' humanistic quality.
Through consulting the relevant literature in recent years in the Chinese periodical database, from 2008 to 2021, there were more than 20,000 research papers on humanistic education, and there were about 600 articles on “English teaching and humanistic education.” The research on humanities literacy education of college students and higher vocational college students was mostly, and the research on higher education was relatively less. The articles searched are organized as follows:
In the stage of higher education, the research articles are mainly for college students, followed by vocational students. Among them, Zheng (2007) ‘Exploration of College English Teaching Innovation and Humanistic Quality Cultivation' advocates improving students' humanistic quality by strengthening the construction of excellent English teaching materials, creating a healthy and harmonious humanistic environment and creating a distinctive campus culture. Wang Ting (2011) “On the Infiltration of Humanistic Quality in College English” proposed that college English teaching should play the role of language carrier, improve college students' humanistic quality through English teaching activities, realize the organic combination of English teaching and humanistic quality, and raise college English teaching to a new height. Wang Ning (2013) “Cultivation of College English Middle School Students' Humanistic Quality” puts forward that in teaching practice, the cultivation ways of humanistic education should be discussed from the perspectives of focusing on personality development, deepening experience, cultivating independent cooperation ability, etc. Guo Dan (2013) “Humanistic Education: an indispensable theme of English teaching in higher vocational colleges” pointed out the necessity and possibility of implementing humanistic education for students in higher vocational colleges at present, and puts forward corresponding countermeasures based on the investigation of the present situation. Xu Yanxia (2013)'s exposition on humanistic quality education in higher vocational colleges first elaborated the concept and development process of humanistic quality education, and introduces the significance of humanistic quality education in higher vocational colleges. On this basis, some suggestions are put forward on how to cultivate humanistic quality from the aspects of campus culture, teacher team construction and evaluation system.
The research on the cultivation of teachers' humanistic quality, such as Deng Zhiwei (2008) ‘On the Connotation Construction of Teachers' Humanistic Quality in Primary and Secondary Schools,' holds that teachers' humanistic quality includes humanistic character and noble teachers' s morality formed through the accumulation of humanistic knowledge, the establishment of humanistic values and educational ideals, the pursuit of humanistic spirit and ultimate concern, and is finally transformed into teachers' humanistic actions in education and teaching practice. Based on this background, Huang Li (2009) ‘Analysis of Humanistic Quality of Humanistic Teachers' analyzes the present situation and reasons of the lack of humanistic quality of university teachers, and on this basis, puts forward some effective suggestions to improve the humanistic quality of university teachers. Bai Lufeng (2010) ‘On the Humanistic Quality of Excellent Teachers' mainly discusses some humanistic qualities that must be possessed by an excellent teacher from the emotional perspective of teaching activities. This paper mainly analyzes responsibility, attitude, patience, sense of humor and sense of justice, etc., and on the basis of studying the influence of these factors on teaching effect, reveals that they are indispensable to become an excellent teacher.
In the research of middle school English teaching and humanistic quality cultivation, Liu Jinhua (2010 “Research on Infiltrating Humanistic Education in Junior Middle School English Teaching”) explored the concrete implementation methods of humanistic education in vocabulary, grammar, listening, speaking, reading and writing teaching. Zeng Jiajia (2011) “Investigation and Countermeasure Research on Humanistic Quality Cultivation in Senior High School English Teaching” analyzes the relationship between humanistic quality cultivation and English curriculum concept, content, teaching materials, teaching methods and evaluation, and the embodiment in teaching. Cai Ting (2012), A Study on the Cultural Value of English Education in Junior High School — From Keating's Humanism Perspective, puts forward that the cultural essence of English language can be embodied by tapping the healthy, positive and humanistic factors in junior high school English culture. Lin Lixiang (2014) “Investigation on the Present Situation of Humanistic Education in Senior High School English Teaching” analyzes the new curriculum standards under the new curriculum reform concept and the humanistic literacy elements of current senior high school English textbooks, and puts forward improvement strategies. Tan (2018) “The Present Situation of Humanistic education in English Teaching in Liuzhou Senior High School” discusses the present situation and existing problems of humanistic education in English teaching in senior high schools from the perspectives of students' humanities knowledge, English teachers' humanities literacy, humanities resources in English textbooks, English teachers' teaching methods, humanities evaluation and the investigation of English extracurricular activities, and puts forward some teaching suggestions.
1.3.3Summary of the relevant research
To sum up, the author finds that many experts and scholars have conducted comprehensive and in-depth research on humanistic education and language teaching from different perspectives and levels, each with its own characteristics and highlights. These related studies provide enlightenment for the author's humanistic education research in senior high school English teaching. However, in the process of sorting out the above information, the author found some problems and many shortcomings. First of all, the definition of humanistic education is rather vague. Many scholars can't tell what it means when referring to specific teaching contents and methods. Therefore, based on the research of authoritative scholars, the author will clearly define the humanistic education studied in this paper. In addition, the author will introduce some details of humanistic education in English teaching through questionnaire survey. Secondly, the theoretical research of humanistic education goes far beyond empirical research and investigation. Therefore, its practicability is very limited and needs further exploration. Thirdly, the key areas are mainly concentrated in colleges and universities, and the research in senior high school is relatively scarce. Therefore, it is necessary for educators to supplement related research through investigation. Then, problems are found in practice, and reasonable suggestions are put forward in order to further improve the humanistic education in English teaching in senior high schools and make some contributions to related research in the future.
Chapter Two Research Design
This chapter consists of four parts. First, put forward the research questions. Secondly, introduce the research subjects. Third, describe the research procedures. Finally, structure of the thesis is introduced.
2.1Research questions
Based on the analysis and consideration of the survey results, this paper will focus on the following issues: First, what are the problems and influencing factors of humanistic education in senior high school English teaching? Second, how to effectively strengthen students' humanistic education in senior high school English teaching?
2.2Research subjects
The author takes Tongliao No.5 Middle School, Tongliao No.1 Middle School and Tongliao Experimental Middle School as the survey objects. This survey involves senior high school students in grade one and grade two, trying to sum up the basic situation of senior high school students in Tongliao City, in order to achieve the research purpose. A total of 300 questionnaires were distributed during the survey period, and 290 valid questionnaires were finally recovered. Judging from the questionnaire recovery rate, the vast majority of students actively cooperate with this survey. As for the teacher survey, the author used this opportunity to conduct a questionnaire survey among 60 English teachers and conducted individual interviews with some representative teachers. Of the 60 English teachers, 25 have master's degree and the rest have a bachelor's degree. Among them, there are 33 young teachers and 27 middle aged teachers. Then, SPSS 20.0 data analysis software is mainly used to sort out and analyze the data, so as to have a relatively objective and detailed understanding of the current situation of humanistic education in English teaching in senior middle schools.
2.3Research instruments
In order to make a reasonable and scientific analysis and research on the above problems, this paper uses two research methods, namely questionnaire survey and personal interview, to conduct theoretical induction and summary on the basis of empirical research.
2.3.1Questionnaire
By referring to the previous scholars' research results on humanistic quality, listening to the suggestions of relevant teaching experts, and combining with the research needs, the author has summed up a questionnaire on the current situation of humanistic education in senior high school English teaching for students and a questionnaire on the current situation of humanistic education in senior high school English teaching for teachers. Questionnaire designs 20 multiple-choice questions from the perspective of English teaching, including five aspects: English teachers' humanistic quality; The humanistic connotation in teaching materials; Methods and means of English teaching; Evaluation of humanization; Students' extracurricular activities. Secondly, the questionnaire mainly investigates teachers' attitude towards humanistic education, teachers' humanistic quality, and suggestions for future humanistic education.
2.3.2Interview
Through personal interviews with some teachers from three demonstration high schools in Tongliao, this study analyzes and understands many problems existing in humanistic education in the process of English teaching in senior high schools. Combined with questionnaire survey, we can have a deeper understanding of the problems to be studied. The questions for teachers refer to teachers' attitude towards humanistic education, teachers' self-evaluation of their own teaching methods and means, influencing factors of implementing humanistic education in senior high school English teaching and suggestions for promoting the implementation of humanistic education. In addition, all questions are presented in Chinese, so that respondents can understand them clearly and accurately. The interview was conducted in a relaxed and harmonious atmosphere, so the information obtained by the author from the interviewees reflected their true thoughts to some extent.
2.4Research procedure
On the basis of absorbing the theoretical and practical research results of humanistic education at home and abroad, this study firstly summarizes the humanities and humanistic education, clarifies its basic connotation, clarifies the humanity of English subject, and points out the necessity of humanistic education in English teaching in senior high school. Then, this study investigates, collects and counts the current situation of students' humanistic quality and humanistic education in senior high school English teaching, analyzes the present situation, finds out the problems and analyzes the reasons. On this basis, combined with English teaching practice, this paper puts forward the implementation principles and countermeasures aimed at improving students' humanistic quality, with a view to provide some reference for English teachers in senior high school.
This study is mainly divided into four stages.
In the first stage: On the basis of consulting the research results related to humanistic education and sorting out and analyzing the data, summarizing the relevant research literature, forming a comprehensive understanding of the research topics and determining the research problems.
In the second stage, the related concepts are explained, and the theoretical basis is expounded.
In the third stage, the author analyzes and investigates the current situation of the humanistic education in senior high school English teaching, and discusses the reasons.
In the fourth stage, according to the current situation and reasons, puts forward the principles and suggestions that should be followed to solve the problems.
Chapter Three Research Results and Discussion
The purpose of this chapter aims to show the results and discussion of questionnaire and interview. Firstly, the results of the questionnaire will be explained and discussed according to two research questions. Then, the interview information will be presented and discussed in order to have a more comprehensive and profound understanding of the research issues.
3.1The results of questionnaires
The core of contemporary education is student-centered, which is reflected in the humanistic education. The teaching method should be changed from “teacher-centered” to “student-centered”. English teaching should improve students learning ability, improve students' humanistic education and promote their sustainable development. Below, based on the survey results, the author makes the following analysis on the present situation of humanistic education in English teaching in senior high school.
3.1.1English teachers' humanistic qualities
In the questionnaire survey of teachers, in Question 1, 32.5% and 34.3% think that the implementation of quality education is just a show and the disadvantages outweigh the advantages, accounting for more than half of the total number of teachers. Only a few people choose “very good” and “the advantages outweigh the disadvantages”. These survey data show that most teachers are not optimistic about the development of quality education, and think that there is a contradiction between quality education and the current education reality. However, how to try to reconcile this contradiction is worth our in-depth study and put forward corresponding solutions. In Question 2, 60% of the teachers answered that they knew little about the English curriculum standards of senior high schools, and 24.3% of the teachers had not studied them. It can be seen that many teachers don't realize that only after carefully studying the English curriculum standards of senior high schools can they better guide their teaching to develop in the right direction and truly understand the significance of implementing quality education and humanistic education. In Question 3, 74% of the teachers think that it is not optimistic to carry out humanistic education in senior high school English teaching and they can give priority to imparting language knowledge. There are still five teachers who haven't thought about this problem, and only two teachers think it is feasible. Only through humanistic education can we really improve students' comprehensive ability. Otherwise, high school English teaching will only cultivate those “high score low ability” examinee. Through individual interviews with some teachers, the author learned that the main reason why they don't approve of the implementation of humanistic quality training is that they generally believe that the college entrance examination system is the biggest resistance to it. In addition, teachers' lack of humanistic knowledge or consciousness also leads to difficulties in normal development of humanistic education.
In Question 4, 41.1% of teachers read books on education and teaching, while only 5.4% of teachers read books on science and humanities. This reflects that most teachers' reading scope is limited, even utilitarian. They only pay attention to some education and teaching, and generally lack the consciousness of self-improvement, self-study and lifelong learning. It is no wonder that students' humanistic quality education is not taken seriously or stays at the stage of show. Questions 5 ~ 8 mainly examine the infiltration of teachers' humanistic education content in class. Most teachers focus on explaining knowledge points in class or repeatedly emphasizing the key points of the exam in combination with exercises. Students' classroom activities mainly focus on rote memorization and mechanical drills, and only two teachers can find humanistic values from textbooks. There are only two teachers who can find the humanistic values in textbooks. Eight other teachers occasionally talk about the humanistic content of the textbook, while the other three teachers rarely talk about it. Although after further interviews, most teachers think that if they study the textbooks in depth, they can dig out a large number of materials for humanistic education, but it will take more time, which makes it difficult to allocate the class time. It can be seen that most of teachers' humanistic quality is still relatively low, they don't pay enough attention to the cultivation of humanistic quality, their understanding of contemporary quality education is not deep enough, and their research on curriculum standards is not sufficient. In the teaching process, the skills and strategies of excavating humanistic spirit materials are not skilled and appropriate. These have seriously affected the comprehensive quality of senior high school students in our country, especially the improvement of humanistic quality.
In the questionnaire of students, in Question 3, 74% think that teachers with high humanistic quality are more popular. On the other hand, 12.4% of the students think that as long as teachers' professional quality is high, their humanistic quality doesn't matter. In the Question 4: most students think that about 6% of the time in English class is spent on the education of humanistic content. Some students even mentioned that there was no such thing. This reflects that the humanistic quality of English teachers is generally low, and their ideas are still in the stage of exam-oriented education. Most teachers still rely on years of teaching experience to teach English. They don't pay enough attention to the standards of English education in contemporary senior high schools, and they don't have a detailed research and understanding, or their understanding is vague, which is one of the reasons why quality education is difficult to develop and humanistic education is difficult to penetrate. Therefore, an excellent English teacher should not only master high professional knowledge, but also have good humanistic qualities, actively change the traditional backward teaching ideas, and focus on the future needs of the country so as to cultivate talents with comprehensive qualities.
3.1.2Humanistic connotation of teaching materials
In question 5, 68% of the students think the proportion of cultural connotation in the English textbooks used is very high, 28% of the students think the proportion is in the middle, and only a few students think the proportion is very low. In Question 6, 47% of the students think that teachers sometimes dig the humanistic connotation of textbooks, and a considerable proportion of students think that teachers never dig the humanistic connotation of textbooks. It can be seen that the humanistic connotation in current textbooks is still quite rich, and the supporting textbook reference books also list the humanistic ideological contents contained in each unit for teachers, such as the awareness of environmental protection, how people and nature live in harmony, and the optimistic attitude of some celebrities towards life when facing difficulties and setbacks in life. However, as can be seen from the data, the rich humanistic content in our textbooks has not been well tapped and utilized by teachers, and many precious spiritual wealth of our predecessors has not been well passed down. Students, as independent individuals with ideas and initiative, have not been paid attention to or even treated correctly. Therefore, teachers need to pay more attention to the excavation of humanistic connotation in textbooks, and strengthen students' humanistic education from the side.
3.1.3English teaching methods and means
In Question 7, when asked what kind of teaching methods teachers mainly use to infiltrate humanistic quality education in English class, 61% of students choose teaching method, while 15.1%, 15.4% and 6.4% of the students choose discussion, dialogue and demonstration respectively. In Question 8, 57.4% of students choose to preview words and phrases before new lectures, and 23.6% choose to read texts. Basically, few students take the initiative to read the relevant knowledge of what they have learned, and even a few students never preview new lectures. In Question 9, 24.5% of the students chose never to actively seek relevant information to understand the relevant cultural background of the content they have learned, while only 9.3% always choose it. There is no doubt that knowing the relevant cultural background knowledge will not only help students to learn new teaching contents, but also help them to master more knowledge outside books, broaden their horizons, and understand the foreign culture behind the language and the humanistic knowledge and thoughts contained in it.
In Question 11, according to the students' answers, multimedia teaching methods are the most popular among students, because multimedia technology can make teaching situations lively and interesting. Let students study in a lively atmosphere, which helps to stimulate students' interest in learning. Students can also get more comprehensive and intuitive knowledge from the screen, which greatly increases the classroom capacity and information output, and fully arouses students' enthusiasm for learning. During the survey, it was found that although the current school facilities are advanced and comprehensive, most school teachers rarely use this method. However, multimedia teaching requires teachers to spend more time preparing lessons, especially the complicated courseware making process, which requires high computer technology. In Question 12, according to the survey data of reflection after class, teachers should focus on the summarization of grammar and vocabulary knowledge, followed by the structure of the text. As for the ideological connotation in the text, it is basically ignored. In Question 13, the survey data shows that most students think that teachers should not only explain vocabulary and grammar, but also introduce relevant cultural background knowledge to sublimate the ideological content of the text. Only in this way can students really realize that the connotation of language is not only boring vocabulary recitation and grammar practice, but also can improve their own ability and humanistic quality.
3.1.4English learning assessment methods
In Question 14, 55.4% of the students think that the test results can only partially reflect their real English level, while 27.6% of the students think that the test results cannot really reflect their English level at all. This shows that most students can keep an objective and rational attitude towards the exam, and understand that the exam results do not necessarily match their English level. Question 15 asks whether regular examinations can improve students' knowledge, ability and quality. 45.4% of the students think it will, 11.4% and 42.4% think it will improve to some extent or not. This shows that examination, as an assessment method, is not scientific enough, and it can only test the students' basic knowledge level, but can't test whether students' ability is improved, which is not conducive to the development of humanities. In Question 16, the survey results show that many English teachers mainly assess students' English learning achievement by their mid-term and final exam results, and only value their test scores. These fully reflect that in actual English teaching, teachers basically don't treat students with diversified evaluation criteria, which is still fractional determinism, and students lack some humanistic care.
3.1.5Humanistic rendering of English extracurricular activities
In Question 17, only 13.3% answered whether they read English books after class, and 42.4% and 16.4% answered hardly or never. In Question 18, the extracurricular English learning activities to broaden their cultural horizons take up to one hour per week, accounting for 57.8% of the students, and most of them have no extracurricular English reading activities. Although every school has a standard library, abundant books and quiet reading space, it is not fully utilized by students, and it is useless because of the pressure of exams. Students complain that they spend too much time studying and dealing with all kinds of exams, and at the same time, they lose their active learning ability. They rely entirely on teachers' classroom explanations to learn English. In Question 19, when it was mentioned whether the school often held extracurricular activities such as English corner, English drama, English speech, most of the students answered very little. In fact, holding these extracurricular activities frequently can not only improve students' interest and enthusiasm in learning English, but also exercise and improve their ability to use English. However, there is a great gap between the actual situation of school implementation and the requirements of modern teaching. In Question 20, 47.2% of the students want to communicate with English teachers after class, while 19.3%, 25.4% and 8.1% of the students want to communicate their life, emotional problems and psychological problems with teachers. It can be seen that students are still eager to communicate with teachers, but this aspect is often lacking in practical teaching. To really help students improve and perfect themselves, apart from the confusion in their studies, teachers should also take the initiative to pay attention to
students' emotional needs, dredge students' psychological barriers in time, and help solve all kinds of puzzles brought by adolescence.
3.2Results of interviews
Before the interview, the author learned that the teacher being interviewed had a certain knowledge of humanistic education, which would be helpful for the next interview. Besides, the interviews with the two teachers were conducted separately. The author named them teacher A and teacher B respectively.
In the first question, both teachers agree on the importance of humanistic education in senior high school English teaching, because it not only enriches students' knowledge, but also improves their internal qualities and other all-round development skills. But both teachers said that this kind of teaching in high school was a bit idealistic. Because of the pressure of the college entrance examination, they have to spend more time and energy on how to improve students' English scores, so it's hard to consider all aspects.
In the second question, Teacher A gave herself 6 points. Because she usually introduces the background information of the text to students, in the process of explaining reading comprehension, she will mention some necessary extra-curricular knowledge to help students understand the article better. She seldom criticizes her students in the humanities evaluation. Finally, there were almost no extracurricular activities about English. Teacher B gave herself 7. Because she not only pays attention to imparting knowledge, but also gives spiritual education to students in class. In terms of humanistic evaluation, he advocated giving students more encouragement. But she never tries to get students to judge each other. As for English extracurricular activities, they are seldom held.
In the third question, both teachers said that the most important factor affecting humanistic education in English teaching in senior high school comes from the pressure of the college entrance examination. Leaders and parents of the school attach great importance to students' English scores. Secondly, teachers are the implementers of teaching, and their teaching ideas, knowledge accumulation and teaching methods also influence the implementation of humanistic education in English teaching. When the author asked whether the school atmosphere had any influence on humanities teaching, Teacher A admitted the influence from the school atmosphere. She said that the atmosphere of international schools is more humane, where most students study for the purpose of going abroad, so teachers emphasize the balanced development of their listening, speaking, reading and writing abilities. When asked about the role of teaching materials, both teachers think that teaching materials do have an impact on humanistic education, such as the type and scope of content.
For the last question, Teacher A thinks that it is a good attempt to increase the proportion of humanistic knowledge in the college entrance examination for English. For example, we can design a board to test the history, geography, local conditions and customs, literature and art knowledge of western countries. As for Miss B, she would rather see the change of the English evaluation system. She hopes that the results of the college entrance examination should not be the only criterion to decide which university students go to, and students' practical abilities should also be taken into consideration.
3.3Conclusion of current situation investigation
Through interviews and questionnaire data analysis of some students and teachers in three senior high schools in the city, it is found that there are many obstacles in implementing humanistic education in senior high school English teaching under the context of the active demand for quality education. To sum up, the author summarizes the present situation of humanistic education in English teaching in senior high schools in Tongliao as follows: First of all, in terms of teachers, most English teachers' humanistic quality is relatively low, their ideas are still in the exam-oriented education stage, they don't pay enough attention to the cultivation of humanistic quality, and they don't learn enough curriculum standards. This is one of the reasons why humanistic education is difficult to penetrate. Secondly, English textbooks contain relatively rich humanistic knowledge and spirit, but they have not been well explored and correctly used by teachers. Thirdly, English teachers' teaching methods and means are relatively simple. Considering the time and teaching tasks, they are more willing to input knowledge directly to students, and even less likely to infiltrate humanistic education with various teaching methods. Fourthly, the survey results show that many English teachers mainly assess students' English learning achievement by looking at their midterm and final exam results, and emphasize their learning effect. Basically, teachers don't treat students with diversified evaluation criteria, test scores are everything and students lack certain humanistic care. Finally, regarding students' extracurricular activities in English, teachers do not have a strong awareness of expanding students' knowledge by providing extracurricular reading materials in English, and schools seldom hold extracurricular activities in English. Therefore, on the whole, the current situation of humanistic education in English teaching in senior high school in Tongliao is not ideal, and it still needs to be improved.
3.4The influencing factors of humanistic education in senior high school English teaching
Generally speaking, there are many factors leading to the general lack of humanistic quality of senior high school students, but the author believes that the following factors are the key factors.
3.4.1English teachers' weak awareness of humanistic education
The experience of high school students is still relatively shallow. Their acquisition of humanistic knowledge and edification of humanistic quality mainly depend on teachers' in-depth analysis of humanistic spirit, thoughts and emotions loaded in textbooks in class, and their understanding and comprehension. Therefore, as a teacher who teaches all this, his humanistic quality and his emphasis on humanistic education have a direct impact on whether students can establish their own humanistic spirit. However, through investigation and research, it is found that most English teachers do not pay enough attention to humanistic education, do not have a deep understanding of contemporary quality education, do not study curriculum standards enough, and their ideas are still in the exam-oriented education stage. Most teachers still rely on many years of English teaching experience. In the process of teaching, their skills and strategies of excavating humanistic spiritual materials are not skilled and appropriate. All these have seriously affected the comprehensive quality of senior high school students, especially the improvement of humanistic quality, which is also one of the reasons why humanistic education is difficult to penetrate. Therefore, as a modern English teacher, we must actively cultivate and improve our humanistic quality and noble personality. Only in this way, can the boring language knowledge classroom be turned into a humanistic classroom, and can the high school English classroom have a good educational effectiveness. If teachers actively advocate and pay attention to students' humanistic education, students will naturally understand the importance of humanistic education under their influence, so as to further strengthen their study and strive to improve their own quality.
3.4.2Insufficient exploration of humanistic connotation in English textbooks
According to the investigation, the author knows that the current high school English textbook published by People's Education Edition has gradually met the requirements of promoting quality education in an all-round way. The humanity of the textbook content has been fully valued. In the past few years, the rich content of humanistic knowledge, novel forms, content that keeps pace with the times and original English articles in the textbooks have been well received by teachers and students. Compared with the old textbook, it has the following characteristics: the titles are humanistic and close to students' real life. Such as campus life, future imagination, environmental protection and so on. The mission is reasonable. Each unit designs listening, speaking, reading, writing and other activities around the topic, creating a real language environment for students, so that various activities can be carried out in communication, which not only exercises students' language use ability, but also promotes students' sense of accomplishment through active participation. Teaching materials are moderately difficult. The revised new textbook is more in line with the actual level of senior middle school students in terms of vocabulary and content difficulty. The design of the activity is very enlightening. It not only leaves the space for teachers to play freely, but also provides the space for students to think positively and creatively, which embodies the humanistic care for students. In addition, in the past, textbooks only provided students with tapes that matched the texts. Today's textbooks provide supplementary CD-ROM and self-study CD-ROM for teachers and students, respectively. Its rich teaching and learning resources can not only provide guidance for teachers' classroom teaching, but also reduce the burden of preparing lessons for teachers. At the same time, students can learn by themselves through CD-ROM, which meets the requirements of multimedia teaching today.
Unfortunately, although the former country vigorously carried out the comprehensive reform of quality education, some senior high school English teachers failed to seize this opportunity, combined with their own physical advantages, made full use of rich teaching resources, deeply excavated the humanistic connotation of textbooks, and cultivated students' humanistic quality. Instead, they simply used the traditional backward education method of instilling language knowledge. The survey of middle school students also shows that they are eager for teachers to take us to experience the cultural connotations behind the colorful and vivid pictures in textbooks, but teachers always mention a few words lightly, and then go back to the explanation of language knowledge. For the auxiliary CD-ROM in the textbook, the teacher never gives any explanation, which makes the students feel that it is redundant and useless. Therefore, most students fail to make full use of the existing learning materials and resources for English learning, and their autonomous learning ability has not been cultivated. Their English learning style is mainly classroom learning under the guidance of teachers.
3.4.3Relatively backward English teaching methods
In the process of English teaching, teachers often adopt the traditional grammartranslation teaching method, pay more attention to memorizing vocabulary and explaining grammar knowledge. The teaching method is also lecture-style, while multimedia-assisted instruction is seldom used. This relatively backward and outdated teaching method seldom goes deep into classroom humanistic education. Due to the pressure of teaching, English classroom teaching only pays attention to the goal of language knowledge, but ignores the emotional goal and humanistic teaching goal. Humanistic education is also considered as a waste of valuable classroom time, which is not conducive to the synchronous improvement of students' knowledge ability and humanistic quality. At present, the English class is still teacher-centered, which violates the student-centered teaching principle advocated by the new curriculum standard. Students do not have the opportunity to think independently and explore learning, but become passive receivers of information. English lessons in senior high school are taught by teachers and recorded by students for most of the time. Lack of sufficient interaction between teachers and students makes the classroom that should be relaxed and happy dull. Teachers pay more attention to cultivating students' skills to deal with various English test questions. Students will lose interest in learning in single mechanized exercise, and their character and practical ability will gradually deteriorate. This situation affects the effect of English teaching, and is not conducive to the implementation of humanistic education. Therefore, our English teachers should change their teaching methods properly and give full play to the advantages of multimedia in boring knowledge learning. Teachers should reasonably allocate some classroom space to introduce students to the humanistic knowledge related to the contents of English texts, and at the same time, they can understand the humanistic spirit contained in the books. On the contrary, the long-term English teaching methods and means of instilling knowledge will only polarize students' final knowledge and ability, and their physical and mental qualities will lose harmony. Even though the college entrance examination has achieved ideal results, their future development is worrying.
3.4.4Single English learning assessment system
The basic idea of the new curriculum standard points out that the senior high school English curriculum aims at developing students' comprehensive language application ability, and should formulate teaching objectives from three aspects: knowledge and skills, process and methods, emotional attitude and values, so as to promote students' all-round development and lifelong development. Unfortunately, some teachers haven't changed their ideas so far, and the evaluation standard of students' English learning is still mainly in the form of exams, such as classroom tests, monthly exams, mid-term and final exams, etc., which judge heroes by their achievements. This summative assessment method only pays attention to the results of English learning, but ignores the development of students' thinking and ability in the process of English learning. It can't find the progress and improvement of individual students, and it can't show humanistic care for students. In the survey, students think that the single test evaluation method can't really reflect their English level, and sometimes it will seriously hurt their enthusiasm for learning English. Because improvement in any aspect needs a process, and too frequent examinations make them unable to correctly judge their actual situation. What's more, active and earnest listening in class can't be fully reflected in the examination. In interviews, most of the teachers also said that this examination-based evaluation system is unreasonable, which buried the students' personalities and abilities, and turned them into learning machines that can only take examinations without thinking. Besides, the value orientation of humanistic quality has different connotations with the development of the times and the changes of the society, so it is difficult to establish an unchangeable standard. It just reflects that humanistic education is long-term and it is difficult to produce results in a short period of time, so the immediate evaluation results have little significance. At present, the diversity of values also makes the evaluation of different teachers with personal subjective color. After all, different people have different views and methods on the same issue. Therefore, it is very difficult to establish the evaluation criteria of humanistic education, and the implementation of real quality education has a long way to go.
3.4.5The formalization of English extracurricular activities
It is far from enough to cultivate students' humanistic quality only by relying on limited classroom. Due to the limitation of time and space, many contents can't be implemented in the classroom. English teaching should extend the classroom to afterclass, encourage students to actively participate in lively extracurricular activities, broaden their horizons, exercise their hands-on practical ability, and cultivate their team spirit and sense of competition in activities, so as to improve students' humanistic quality. Nowadays, many extracurricular activities in senior high schools are basically theoretical, and they have not been implemented at all or are not implemented enough. The reason is that some schools cancel related activities in order to save money, and more often think that these activities are not conducive to the college entrance examination or waste students' study time and energy, so they are unwilling to hold them. As for English extracurricular activities, it is even less. First of all, the totally unsupportive attitude of the school discouraged the teachers. Secondly, students' dumb English also makes it impossible to carry out activities. Third, even if it is held, it will be an English writing contests, word contests, English composition contests, etc., which can not be separated from examinations and can not attract students. To truly solve this problem, schools and teachers need to change the traditional backward educational concept, attach importance to students' extracurricular activities, carry out colorful extracurricular activities according to students' age characteristics and interests, and further strengthen the cultivation of students' humanistic quality.
In short, it is an indisputable fact that humanistic education is lacking in senior high school English teaching. However, as the main position and implementer of education, teachers must bravely undertake this important mission and make a modest contribution to the cause of education. In recent years, more and more experts, scholars and educators have begun to reflect on the current lack of humanistic education, and scientific research papers on this issue are constantly emerging. With the continuous improvement of people's education level, more and more people will realize that what our society really needs is some citizens with higher moral quality and accomplishment. Therefore, only by fully highlighting the theme of humanistic quality education in senior high school English teaching and making some positive breakthroughs in the cultivation of humanistic quality, can we better teach and educate people and cultivate all-round high-quality personnel.
Chapter Four Major Principles and Suggestions
Based on the above investigation and analysis, it can be seen that there are some problems in humanistic education in senior high school English teaching, and some measures must be taken to change them. Therefore, the author puts forward some countermeasures from the following aspects, aiming at enriching and perfecting the related theories of humanistic education in senior high school English teaching, and guiding practice.
4.1Major principles on humanistic education
It is feasible to implement humanistic education in English teaching in senior high school. In order to implement it smoothly, certain principles should be followed, which can be summarized as: the principle of people-oriented, the principle of comparative teaching and the principle of step by step.
4.1.1Principle of people-oriented
Humanistic care is to ensure students' sense of security, help them gain selfconfidence, experience the joy of success, and set up correct values. It plays an important role in the formation of students' good personality. Humanistic care is, in the final analysis, respect and care for a person's spiritual world. In actual teaching, we should change the traditional teacher-centered teaching mode, and truly be studentcentered and people-oriented. Is the main body of students' activities. To give full play to students' potential, teachers are the organizers and guides of learning activities, and do a good job in serving students. Teachers should let students try to practice, believe that every student has learning ability and potential ability, do not limit students' thinking, and fully cultivate their creative thinking and practical ability. We should also recognize the differences among students, respect the development of each student, cultivate each student's unique personality, give equal care and attention to students at different levels, encourage students with learning difficulties to keep improving, help students with learning difficulties to build confidence, learn correct learning methods and strive to improve. In a word, in the process of education, we should embody the humanistic spirit, respect students and give them humanistic care, so as to maximize the role of education and develop students' potential.
4.1.2Principle of comparative teaching
English teaching is not only the language itself, but also the collision and fusion of Chinese and English cultures. While learning western culture, students will also compare and re-recognize their native culture. The principle of comparative teaching is to respect differences, seek common ground and deepen understanding. Respecting the cultural traditions of different countries and nationalities, objectively evaluating and learning from them, and making comparative analysis in the learning process will help deepen the understanding and absorption of knowledge. The differences between Chinese and English cultures are mainly reflected in the world outlook, values and outlook on life. When students learn English, they will understand the world outlook and values of people in different countries. When they find the commonalities, they will also know the universally recognized moral values, which can help students to establish a correct world outlook and values and their own life pursuit. Conscious contrastive teaching in English teaching helps students to fully understand and observe the world, to deeply feel the similarities and differences between different languages and cultures, and to better master and understand teaching materials. While learning foreign cultures, we should carry forward Chinese traditional culture, so as to avoid the loss of traditional culture caused by students blindly worshiping foreign things and fawning on foreign countries. Let students inherit and carry forward national cultural traditions and national spirit while appreciating and feeling foreign cultures.
4.1.3Principle of step by step
Humanistic education for students should follow the principle of step by step. Cultivating students' humanistic quality is not a one-off process, but a long-term process. The process of learning English is also a process of accumulating one's own humanistic accomplishment. We should not only pay attention to permeating humanistic spirit in every link of the teaching process, but also implement it outside the classroom. It is necessary to learn and increase humanistic knowledge in a limited classroom, and cultivate humanistic attitude and good behavior habits outside the classroom. It is also necessary to strengthen the accumulation of humanities, read more literary classics, learn more about social and cultural knowledge, and let yourself study both inside and outside, so as to truly internalize what you have learned and seen into your own self-cultivation, which is exposed to your words and deeds. The accumulation of students' humanistic quality is not an overnight event. This requires a long-term persistence and careful understanding. Day after day accumulation will pay off in the end. In English teaching, students' humanistic education should always aim at students' sustainable development.
4.2Major suggestions
Real humanistic education requires English teaching to change from focusing only on monotonous imparting of knowledge and mechanical practice of language skills to focusing on humanistic spirit and value, and cultivating comprehensive talents with both professional knowledge and humanistic quality to adapt to social development. In English teaching, English teachers should do something, try and explore from the following aspects.
4.2.1Improving teachers' humanistic qualities
In the process of humanistic education for students, teachers play an important role in teaching and educating people, and dispelling doubts. To cultivate students' humanistic quality in English teaching in senior high school, English teachers should be people with high humanistic quality, personality strength and humanistic spirit. English teachers with humanistic feelings are needed in high school English class, and efforts should be made to cultivate their positive, optimistic, self-controlled and tolerant emotional qualities, thus exerting a subtle influence on students. Infiltrating humanistic education into English teaching in senior high school should be an all-round and threedimensional reform in teaching, learning, thinking and teaching methods, which undoubtedly puts higher demands on English teachers.
As we all know, high school English teachers have realized the importance of humanistic education in English teaching. However, due to the influence of the college entrance examination, the focus of English teaching is still the teaching of language knowledge, with little attention paid to the teaching of humanities knowledge. Teachers play a leading role in senior high school English teaching. Therefore, the improvement of the teaching level of teachers' humanistic knowledge directly affects their teaching effect. Teachers must renew the idea of humanistic education and take cultivating students' humanistic quality as an important goal of English teaching.
In English teaching, the teaching of humanistic knowledge runs through the whole teaching process. In the process of gradual infiltration, English teachers shoulder the heavy responsibility of integrating Chinese and Western cultures. Teachers not only should be bilingual people, but also play the role of biculturist or multi-culturist (Lv Jing, Lv Ding, 2012). In the survey, the teaching effect of other subjects and students' mastery of humanistic knowledge are not ideal, which is related to teachers' humanistic education view. The solution to this problem needs the joint efforts of teachers and schools. For English teachers, first of all, teachers are required to make clear their role orientation in high school English class, that is, teachers should make clear that they are the compass and guide for the healthy growth of students. English teachers should not only impart professional English knowledge and skills, but also teach students how to behave. “being a man” education should run through the humanistic education of “doing things”, so that students can learn to be a man through “doing things”. Therefore, English teachers should strengthen their self-cultivation of teachers' morality, strive to improve their humanistic quality and create their own personality charm.
Secondly, English teachers should change traditional concept of English teaching. English teachers must renew their concepts and fully understand the rich connotation of humanistic education in English teaching. To change the concept that teachers are the leaders, to recognize students' learning subject status, and to take students' development as the starting point and the end result. Pay attention to students' needs, respect students' differences, establish a harmonious teacher-student relationship of democracy, equality and mutual benefit, and let students feel the happiness of growing up and seeking knowledge in a relaxed English teaching situation.
Thirdly, English teachers should deepen the accumulation of humanistic quality. First of all, foreign language teachers should have professional knowledge of education theories such as pedagogy, psychology, linguistics, curriculum teaching theory, etc. and enrich their English background and cultural knowledge, so as to accurately grasp the humanistic connotation of teaching materials and cultivate humanistic quality in foreign language teaching. They should set up the consciousness of self-improvement. They can use their spare time to learn the humanities knowledge of English-speaking countries, or they can continue learning through the Internet. In this way, teachers can impart more valuable humanities knowledge to students in English class and enhance students' sensitivity to cultural differences.
In addition, English teachers should attach importance to the study and absorption of traditional humanistic knowledge, and criticize and inherit the humanistic spirit contained therein. In particular, it is necessary to study classics, have a dialogue with human thinkers and educators, and cultivate humanistic spirit on this basis, which is the humanistic foundation for the formation of English teachers' educational wisdom and ideological development, as well as the necessary condition for teachers' growth. As for schools, we can organize training courses for English teachers and teach humanities knowledge to improve their English teaching ability. Secondly, schools should make full use of its own advantages and arrange teachers to study abroad. Studying abroad is the best way to experience the cultural atmosphere of different countries. Only by living in a foreign country can we understand the differences between different cultures and grasp the connotation of humanistic knowledge endowed with language. In short, to cultivate students' humanistic quality as the goal of English teaching, teachers should educate students with the teaching concept of improving humanistic knowledge.
Teachers' advanced teaching ideas can help students learn English in an all-round way.
4.2.2Digging the humanistic connotation of teaching materials
Influenced by traditional education, in the current English teaching, teachers pay attention to imparting students' knowledge and training their skills, while neglecting the cultivation of students' humanistic quality in the form of emotion, attitude and values. There are a large number of literary works and rich humanistic knowledge in English textbooks, which have rich cultural connotation and flavor of the times, enriching the humanistic connotation of English textbooks.
PEP (People's Education Edition) English (compulsory) textbooks for senior high schools are mostly based on social life, rich in content, providing students with learning samples, helping to guide them to establish a correct outlook on life and values, and encouraging them to study hard, pursue truth, advocate science, love society, care for others and repay society. In the process of English teaching, teachers should gradually improve students' self-cultivation and cultivate good quality and noble personality through the edification of “moistening things silently”.
For example, Module 1, Unit 1Friendship, tells the history of Nazi Germany's persecution of Jews during World War II and the tragic experience of the heroine Annie. Although Anne is in a miserable situation, she longs for friendship, friends and nature, and still maintains an optimistic attitude towards life, so that students can cherish the present happy life and learn how to get along with themselves and others. Just like Annie, she regards her diary as her friend, encouraging and support herself. At the same time, let the students know the importance of friendship, and understand that people must give equal care to others while being cared for, and why we need to help each other. Unit 2, Growing pains, is the eternal topic of youth education. Instead of telling students what to do and what not to do when getting along with their parents, friends and classmates in the tone of elders or authority, the textbook sets up a number of topics for students to review and tell about the conflicts between themselves and their parents, and the whole class helps analyze the reasons together. Here, the textbook turns the English into a tool for mutual communication, and the content of language learning becomes a medium for spiritual interaction. Unit 3 shows readers the beautiful customs of the Mekong River through the journey down the Mekong River by the master. Through this unit, students not only learn the language knowledge and skills related to tourism, but also have a strong interest in tourism. By understanding the cultures around the world, they can enhance their love for the great rivers and mountains of the motherland and their international awareness. There are many beautiful sentences in the text, and the principle of protecting the environment and caring for the homeland are not instilled in students. However, the pictures painted with beautiful words is the best baptism for students' mind.
Earthquakes of Unit4 told the students about the sleepless night of the Tangshan earthquake, which made them know some signs and abnormal phenomena before the earthquake and how to protect themselves and help others in the earthquake or other major disasters. In the design of teaching materials, through reading with the mouth, seeing with the eyes, thinking with the brain, and understanding with the heart, the aim of infiltrating humanistic education into students is achieved. Unit 5 Nelson Mandela— a modern hero tells the story of the great man Mandela, so that students can understand the difference between celebrities and great men, know the excellent qualities of great men, and improve their own quality. It guides students to establish correct values and develop good living habits with common topics in the current society. There is also English Around the World in Unit 1 and Unit 2, and Back to the Past in Unit 14, all of which contain rich humanistic connotations. Teaching materials do not preach and admonish, but only provide topics for students to discuss and communicate. The ways of dealing with people contained in them allow students to understand, feel and internalize themselves during discussion, communication and debate. English teachers should give full play to their subjective initiative in the teaching process, dig deep into the humanistic factors such as thought, emotion, art and emotion in teaching materials, optimize the teaching content, guide students with correct learning attitude and outlook on life, and improve their humanistic quality.
4.2.3Optimizing teaching methods and means
English classroom teaching is the main channel for students to receive humanistic education and improve their humanistic quality. Therefore, teachers should pay attention to the humanity of the whole teaching process.
First of all, when designing English teaching and formulating teaching objectives, we should pay attention to not only the language knowledge objectives but also the learning strategy objectives, emotional attitude objectives, cultural awareness objectives and thinking ability objectives. English teachers should attach importance to situational teaching, that is, in teaching, they should not only organize students' learning activities, but also use various media means to create an emotional environment, mobilize students' emotional factors, and create a relaxed and harmonious classroom environment. Secondly, the application of English teaching methods and means should reflect the humanistic spirit. Language teaching is not only the teaching content, but also the teaching method and means. Only by making students actively participate in teaching activities can the teaching effect be guaranteed. The core of humanism is people-oriented, that is, students are the main body, and teachers are the organizers and guides of activities. They should respect students' individual needs, respect their individual differences, reflect their dominant position, try their best to create an atmosphere of democracy and equality, and fully reflect humanistic care. In the teaching process, we should discuss, listen, talk, inspire and reflect more. For example, when learning the reading part of Module 3, Unit 1, Festivals and celebrations, we can use the method of cultural contrast. Before reading, I showed my classmates some pictures of Chinese and western festivals, such as Halloween in the west and Tomb-Sweeping Day in China, Christmas in the west and Chinese New Year. Then let the students discuss in groups, make a table, and compare the origin of the festival, the time of the festival, the way of celebration, the celebration activities and people's feelings, so that the students can have a clear understanding before proceeding with the text. This kind of cultural comparison can not only help students understand western festivals and religious traditions, feel foreign cultures, but also deepen their understanding of Chinese traditional culture. In terms of teaching methods, teachers can use various means to strengthen students' aesthetic awareness and humanistic awareness in English classroom teaching. If modern teaching methods such as computer multimedia and network technology are actively introduced and used to improve English teaching conditions, the teaching content will become colorful. For example, when learning Module 3 Unit 5 Canada- The True North and Module 5 Unit 2 The United Kingdom, teachers can make use of some audio-visual materials, so that students can really feel the exotic customs, the vast Canada and Britain, and taste their local customs. Original audio-visual materials can not only help students feel foreign cultures and taste authentic English from different angles, but also feel the artistic conception and rhythm of the language in a lively and interesting learning environment, and understand the interest and cultural connotation of the target language. This not only promotes students' positive emotions and attitudes in learning English, but also cultivates their aesthetic taste and humanistic quality.
4.2.4Implementing humanistic assessment systems
Evaluation mechanism is also an important factor that affects the humanistic education. The evaluation system embodying humanistic spirit should change the way of taking examinations as the main way and evaluate students' progress in a diversified way. The evaluation mechanism should take into account the individual characteristics and differences of students, and make targeted evaluation. It is necessary to combine formative evaluation with summative evaluation, pay attention to both students' learning results and their learning process, and treat students' progress and effort with a developmental perspective, so that students can understand that their test scores are not equal to their own ability level, thus guiding them to set appropriate goals, correct their learning attitude, stimulate their learning motivation, and make their emotional attitude and achievement level progress together. Formative evaluation can take many forms, such as observing students' classroom performance, conducting questionnaires survey, interviewing students at the right time, and establishing study files. This will help to change students' passive position in the traditional evaluation system, enable students to actively participate in it, help students adjust their learning process in time and effectively, and build their self-confidence in learning. At the same time, teachers' evaluation should be targeted and artistic. For those students with learning difficulties, encouragement should be given priority to criticism and supplemented by criticism to help them build up their self-confidence. For those students who do well, they should have higher expectations in evaluation, and put forward higher requirements to them through evaluation, hoping that they will strive for excellence.
Under the background of the new curriculum, English should be a comprehensive and dynamic discipline full of humanistic spirit, and it should be a discipline that organically integrates the cultivation of humanistic quality from three aspects: emotional attitude, learning strategies and cultural awareness, which are put forward in the new curriculum, into the evaluation system. Its evaluation should reflect the humanistic orientation, which is mainly reflected in four aspects. 1. Reduce the oneway assessment of traditional language knowledge points (such as multiple-choice questions), and design more questions about cultural background or openness. 2. Increase the weight of spoken English. Based on the theme of some modules and units in the new curriculum textbook, select the assessment situation. 3. Change the topic selection orientation of the traditional English reading comprehension questions. The selected content should be able to test students' real reading ability, and the forms can be diversified, such as questions and answers, induction and deduction questions or other forms, not just multiple-choice questions. 4. Advocate student' inquiry learning, increasing group work and reduce individual training work. This will enable students to give full play to their imagination and fully explore their comprehensive ability and team spirit in using English knowledge. Similarly, under this inquiry-based homework mode, the students' English emotion, attitude, scientific spirit and humanistic quality will certainly be improved.
4.2.5Enriching extracurricular activities
While paying attention to digging deep into the classroom, we should not forget the development of extracurricular English practice activities. It is of great practical significance to organize lively extracurricular activities, seek humanistic spirit in extracurricular study, create a good campus humanistic environment, enable students to increase their knowledge, broaden their horizons, develop their intelligence and personality, display their talents, improve their humanistic quality in an all-round way and form healthy emotions.
Extracurricular activities can take various forms and have rich content. In order to cultivate students' oral expression ability, English teachers can guide students to recite the original English poetry or classic articles step by step, and pay attention to supervision and inspection. This can not only enhance the sense of English language, but also further appreciate the beauty of language. In order to cultivate students' practical ability, they can carry out competition-based activities, such as cultural knowledge contest, English speech contest, English drama performances, English song contest, etc., in which they can improve their language application skills. In order to cultivate students' aesthetic interest, students can be encouraged to appreciate more beautiful poems and listen to more classic foreign songs. Melody can not only ease emotions, but also make students realize the rhythm and artistic conception of language. In order to create a strong humanistic atmosphere, students can be encouraged to often attend English corners, watch original English movies in Europe and America, pay attention to collecting beautiful poems and classic articles in English newspapers and magazines, and hold English wall newspapers and thematic class meetings. A strong humanistic environment can infect students, consolidate their knowledge in practice, and help improve their ability. The infection of the environment will also potentially help students improve their humanistic quality.
Conclusion
Facing the step-by-step implementation of quality education, how to grasp the teaching standards and cultivate talents with both ability and political integrity for our educators is a problem worthy of deep consideration. Quality education should not only cultivate students' professional knowledge and skills, but also pay attention to cultivating and promoting students' humanistic education. Cultivating students' humanistic quality in English teaching is helpful to improve teaching efficiency, cultivate students' comprehensive application ability and promote their all-round development. Therefore, we educators must put the humanistic education of students in an important position. English teachers should deeply realize the importance of humanistic education for students in English teaching, and through their own efforts, make the English teaching process in senior high school become a multi-functional teaching and educating process integrating moral education, intellectual education, physical education and aesthetic education, educate students in ideals, morality, outlook on life, world outlook and values, and comprehensively improve their abilities.
1)Summary of the Research
Cultivating students' humanistic quality in English teaching can't be achieved overnight, which is a complicated project that needs to be persisted for a long time. First of all, the author puts forward the urgency of humanistic education in English teaching in senior high school from the aspects of the development of society and times, the characteristics of English courses, the new curriculum reform and the spiritual life of modern people. Then, through the analysis of the humanity of English courses and the investigation of the current situation of cultivating the humanity quality of English teachers and students in senior high schools, the main problems and causes of cultivating students' humanity quality in English teaching are analyzed, and on this basis, the following strategies and suggestions are put forward. In the aspect of teacher education, we should pay attention to teachers' continuing education and improve their humanistic quality. Excavate the humanistic connotation of teaching materials in the teaching content, improve the curriculum content and improve the efficiency of teaching and learning; In the process of teaching, students should be the main body to create a good classroom humanistic environment. In teaching evaluation, we should use a variety of evaluation methods to reflect humanistic care; In teaching methods, we should stimulate students' interest in learning and carry out humanized teaching. In the second class activities, students' humanistic vision can be broadened, and their comprehensive ability can be developed. It is hoped that these strategies and suggestions can provide some reference for front-line teachers, and further promote the effective implementation of humanistic education in senior high school English teaching.
2)Limitations of the Present Research
Due to the limitations of the author's time, energy and scientific research ability, there are still some problems that need to be further improved in the research of wood. First of all, in the aspect of sample survey, the number of samples selected by the author is insufficient, which is limited to three high schools in the author's area. The survey is only a simple questionnaire survey, which can not be followed up in the actual classroom, so the accuracy and reliability of the survey data are still lacking.
Secondly, the definition of related concepts is still vague, and the theoretical basis is limited, all of which are based on the previous research results, and failed to discuss in depth.
In addition, especially in the process of listening, speaking, reading and writing in high school English teaching, how to infiltrate humanistic thoughts into it more reasonably and skillfully, and how to carry out humanistic literacy education reasonably. Make students have flexible language skills while mastering language knowledge, develop students' comprehensive language application ability and improve students' humanistic quality in the process of application, which is also a problem worthy of our further serious consideration.
Fortunately, the implementation of students' humanistic education in English teaching has been paid attention to and tried in some high schools, and beneficial explorations has been made. Of course, we should be aware of the problems and difficulties that may exist. We are still in the transitional stage, and we have a long way to go. We need every educator's unremitting efforts and efforts.
3)Recommendations for Future Research
Considering the limitations of this study, the author makes the following suggestions for future research. In order to make the research results more convincing and universal, the scope of research objects should be extended to more students and teachers from different high schools. Different scholars and experts have different understandings of humanistic education. It can be regarded as an educational means, some knowledge in a particular field, etc. Future research can consider how to apply other understandings to English courses, and help students improve their humanistic quality and develop in an all-round way in English class.
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