英语论文The Application of Heuristic Teaching Approach in English Classroom in Senior High Schools.docx
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英语论文TheApplicationofHeuristicTeachingApproachinEnglishClassroominSeniorHighSchools
TheApplicationofHeuristicTeachingApproachinEnglishClassroominSeniorHighSchools
TheApplicationofHeuristicTeachingApproachinEnglishClassroominSeniorHighSchools1
1.Introduction1
2.AquestionnaireonEnglishclassroom2
2.1Theprocessofthesurvey3
2.2Analysisandsummarizetheresultofthequestionnaire3
3.Thecausesofboredom4
3.1Non-reactiveclassroom4
3.2Nervousnessandmind-absence5
3.3Spoon-feedingwayofteaching5
4.HeuristicTeaching7
4.1Definition7
4.2AdvantagesofHeuristicTeaching9
4.2.1Ithelpstoproduceadesirableandpositivelearningenvironment9
4.2.2Ithelpsstudentsdeveloptheirthinkingcompetence10
4.2.3Ithelpstodevelopself-instructioncompetence10
5.Themodelsofheuristicteaching11
5.1situationsimulating12
5.2Question-and-Answerpractice13
5.2.1Suggestionsonquestioning14
5.2.1.1Teachersshouldgiveproperwaittimetostudentsafterquestioning14
5.2.2Theskillsofquestioninginclassroom15
5.3Directobservablenessmethod16
5.4Comparingmethod16
6.Suggestionsonapplyingheuristicteachingmethods17
6.1Teachershouldprepareforlessonsmorefully17
6.2Neveronlytotakeheuristicteachingforask-answerteachingmode18
6.3Tomaketheteachingmoreinteresting18
6.4Toencouragestudentstimely19
7.Conclusion19
1.Introduction
Englishisregardedasauniversallanguageintheworld,andplaysaveryimportantroleinChineseeducation.EnglishlearningalsohasbecomeoneofthemaincoursesinChineseschool.However,lotsofproblemsstillexistinEnglishteachingclassroom,especiallyintheruralschools.Intheactualprocessofeducation,manyteachersthinksomestudentshavenotalentsandhavelosttheirconfidencetostudyEnglish.IttendstotakethestudentstoomuchtimetolearnEnglish,butthelearners’learningeffectscannotmeettheirsatisfaction.LearnersalwayssaythattheEnglishclassesarethemostboringcourse.MostofthestudentsdonotliketohaveEnglishclasses.
IntheactualprocessofEnglishteaching,thetraditionalcrammingteachingmethod,alsocalledspoon-feedingteaching,isthemostpopularwaytobeused.Traditionalcrammingteachingmethodologyhasproducedmoreandmorecontainersandmugswaitingtobefilledwithinformationinsteadofstudentsseekingknowledgebythemselves.Thissideeffecthasbecomeprevalentamongstudentswhichcanbemanifestedbylearningwithoutthinking,thinkingwithoutsuspectingandsuspectingwithoutquestioning.Besides,theteachingmethodmakesthestudentsfeelboredandlosetheirinterestinlearning.ThiskindofmethodhasnotfittedinwiththeneedsoftheNewEnglishCurriculumStandard.Howtomaketeachingmoreinterestingandattractiveforthestudentsisarelativelydifficultproblem.Asateacher,weshouldpresenttheinexhaustibleknowledgetothestudentsorguidetheminthewayofcreativethinking.Theproblemdeservesourseriousthinking.
2.AquestionnaireonEnglishclassroom
ThepurposeofthequestionnaireistofindoutthecircumstancesofEnglishclassroominhighschools,especiallyingradeone;andtoknowtheteachingmethodsintheclasssoastoknowwhetherthesekindsofteachingmethodsaresuitablefortheEnglishstudy.
2.1Theprocessofthesurvey
Therearetenmultiple-choicequestionsinthequestionnaire(seeninappendix).OntheMarth25th,eightycopiesofthequestionnaireweresendintheclass4ingradeoneandclass10ingradetwoinHengbeimiddleschoolthatisinWuhua,Meizhoucity,Guangdongprovince.Intheend,sixty-eightcopieswerecollected.
2.2Analysisandsummarizetheresultofthequestionnaire
Fromanalyzingstatisticsofthequestionnaire,itisfindthat96%ofthestudentswanttoimprovetheabilitytolearnEnglish.Inwhich,only38%ofthemareinterestedinstudyEnglish.MostofthestudentslosetheirconfidencetolearnEnglish.Whenitcomestotheteachingmethods,82%ofthestudentsfeelboredduringtheEnglishclassroom.Ontheclass,whattheteacherspeaksistoomuch,whileitisalmostnoopportunityforthestudentstospeakEnglish.92%ofthestudentsliketheteacherwhoishumorousandlearned,whoseclassisvividandinteresting,insteadofwhoseteachingmethodsismonotonousanddull.Inthecurrentclassroom,only58%ofthestudentsarelisteningtotheteacherandtakingsomenotes.42%ofthemdootherthingswhicharenotrelatedtotheclass.
Fromthequestionnaire,boredomisthemainproblemintheEnglishclassroomoflocalschool.Boredomisahugefeeling-relatedroadblockinone’sEnglishlearningprocess.Thereisnoneedforactiveeffort.Theonlyskillsrequiredaretobeabletotakenotes---studentswritedownwhattheteachersaidandwhattheteacherwritedownontheblackboard.Somestudentsdozeawaytheperiod;somestudentsdotheexercisesofothersubjects;onlyfewlistentotheteacher.
3.Thecausesofboredom
InEnglishclass,thetediousandbaldteachingmodeisanimportantcauseofthefeelingofboredom.Astimepasses,boredomwillworsenandbecomeaninvisibleburdenandpressuretostudents.TohelpstudentsmakeconsiderableprogressinEnglishlearning,agoodteachershouldfirsthelpthemoutbyeradicatingtheirnegativefeelings,ifany.Theimproperteachingmethodsmaybenon-reactive,over-analytic,andspoon-feedingmethods,whichmaybepasseddownfromkindergarten,primaryschool,andmiddleschooltocollege.
3.1Non-reactiveclassroom
Ateacherwhoindulgeshimselfinhisteachingworld,paysnoattentiontohisstudents,featuresnon-reactiveteaching.Inanon-reactiveclass,studentslearnbyrote.IntheEnglishclassroom,mostofthetime,thespeakerisonlytheteacher,whatthestudentsdoisjusttolistentotheteacherandtakenotes.Thiskindofteachingmodeusesexaminationasitsultimategoal,nottryingtohelpstudentsmasteralanguage.AnotherstrikingfeatureisthattheteacherimpartshisEnglishknowledgetohisstudentsonlyinclass;heoverlooksthatstudentsshouldalsolearnEnglishbypracticespeakinginEnglishenvironments.Thisteachingmodewillsurelybreedtheboredominclass,causingnegativefeelingstostudents’psychology.
3.2Nervousnessandmind-absence
Becauseofthisteachingmethod,somestudentsareforcedtostudyEnglishunderthepressureofexamination.Englishhauntsthemasaheavypsychologicalburdenorevenathreat.Inclass,evenalittleeyecontactbetweenteacherandstudentshardlyhappens.Teacherfocuseshimselfonthebookonhand;whilestudentsmind-absentlystareatthebookonthedesk.Nooneknowsthatwhetherthestudentsarelisteningcarefullyornot,whethertheyunderstandwhattheteachersaidornot.
3.3Spoon-feedingwayofteaching
InChinesetraditionalandcurrentclass,mostteachersfollowtheantiquatedteaching,suchas“Spoon-feeding”,“Mantangguan”orover-analyticteachingmannerwhicharewidelycriticizedbutwidelyused.Mostofthetime,theteachersjustreadthepreparedstatementsandwritedowntheimportantdefinitionsandinformationontheblackboard,whichnotonlyignorethestudentsasthemainparticipants,butalsodegeneratetheyouthfulnessandenthusiasmofthestudents.Toomuchworse,theirmindsarerestrained,thepotentialarecurbed,andthecreativityisstifledduetothemechanicalteachingmethods.Atlast,theirinterestsinacquiringthenewknowledgebridledaybyday.
Takethepassageteachingforexample,manyteachersdon’ttakeitasawholestructure,buttirelesslyexplainandanalyzethepassageonthelanguagepointsonebyonetothestudents.Inthiskindofclass,wewillfrequentlyseetheteacherspendthemosttimeonthenewwords’study.Afterlookingupthedictionary,heorsheunabridgedlychalksupalltheexplanationsofthenewwordsontheblackboardandexplainsthemtothestudents,whilethestudentscopyallthethingsontheblackboardtotheirnotebooks.Obviously,theover-analyticteachingruinstheorganicrelationsoftheEnglishlanguagesystem,overlooksalanguage’sstructureandfunctionandbreaksthelinksbetweenthelanguagestyleandwhatbetweenthelines,andignorestheintegratedandcoherentpropertiesofEnglishteachingandlearning.
Asamatteroffact,thephrases“spoon-feedingteaching”or“Mantangguan”havebeenstronglycriticizedforyears,buttheoutdatedteachingmethodsinChineseschoolsarenoteliminatedatall,insteadtheytakeonanincreasinglyandprosperouslystage.Tosomeextent,theseteachingmodesapplytoexamination,buttheygoagainsttherulesofEnglishstudy.Thiskindofteachingmethodtakesstudentsforacontainerthatwaitstobefilledwithknowledgebytheteacher.Inclass,teacherstandsontheplatformasa“know-all”,pouringouthisknowledgeinasteadyflow,whilestudentsbendtheirheadsovertakingnotes.Atlongintervals,teachermaybringupsomequestions,butthisisnottoactivatestudents’creativethinkingbuttocheckwhetherthespoon-feedingisstillgoingwell.
Needlesstosay,thiskindofteachingmethodreversesthesubjectandobjectinEnglishteachingandlearning.Itseriouslyoppressesstudents’initiativeandcreativethinking,givingrisetoinefficiency.Itisbrewingpassivenessanddownheartednessinstudents’studypsychology,beatingdowntheirconfidenceinEnglishstudy.
Thethree-abovementionedteachingmodesaretypicallyseeninEnglishclassofmiddleschools.Theymaybeusedinclassatthesametime.Asthesayinggoes,“Giveamanafishandyoufeedhimforaday;teachhimhowtofishandyoufeedhimforlife.”Tohelpstudentsovercomethenegativ