英语论文The Application of Heuristic Teaching Approach in English Classroom in Senior High Schools.docx

1、英语论文The Application of Heuristic Teaching Approach in English Classroom in Senior High SchoolsThe Application of Heuristic Teaching Approach in English Classroom in Senior High SchoolsThe Application of Heuristic Teaching Approach in English Classroom in Senior High Schools 11. Introduction 12. A qu

2、estionnaire on English classroom 22.1 The process of the survey 32.2 Analysis and summarize the result of the questionnaire 33. The causes of boredom 43.1 Non-reactive classroom 43.2 Nervousness and mind-absence 53.3 Spoon-feeding way of teaching 54. Heuristic Teaching 74.1 Definition 74.2 Advantage

3、s of Heuristic Teaching 94.2.1 It helps to produce a desirable and positive learning environment 94.2.2 It helps students develop their thinking competence 104.2.3 It helps to develop self-instruction competence 105. The models of heuristic teaching 115.1 situation simulating 125.2 Question-and-Answ

4、er practice 135.2.1 Suggestions on questioning 145.2.1.1 Teachers should give proper wait time to students after questioning 145.2.2 The skills of questioning in classroom 155.3 Direct observableness method 165.4 Comparing method 166. Suggestions on applying heuristic teaching methods 176.1 Teacher

5、should prepare for lessons more fully 176.2 Never only to take heuristic teaching for ask-answer teaching mode 186.3 To make the teaching more interesting 186.4 To encourage students timely 197. Conclusion 191. IntroductionEnglish is regarded as a universal language in the world, and plays a very im

6、portant role in Chinese education. English learning also has become one of the main courses in Chinese school. However, lots of problems still exist in English teaching classroom, especially in the rural schools. In the actual process of education, many teachers think some students have no talents a

7、nd have lost their confidence to study English. It tends to take the students too much time to learn English, but the learners learning effects cannot meet their satisfaction. Learners always say that the English classes are the most boring course. Most of the students do not like to have English cl

8、asses.In the actual process of English teaching, the traditional cramming teaching method, also called spoon-feeding teaching, is the most popular way to be used. Traditional cramming teaching methodology has produced more and more containers and mugs waiting to be filled with information instead of

9、 students seeking knowledge by themselves. This side effect has become prevalent among students which can be manifested by learning without thinking, thinking without suspecting and suspecting without questioning. Besides, the teaching method makes the students feel bored and lose their interest in

10、learning. This kind of method has not fitted in with the needs of the New English Curriculum Standard. How to make teaching more interesting and attractive for the students is a relatively difficult problem. As a teacher, we should present the inexhaustible knowledge to the students or guide them in

11、 the way of creative thinking. The problem deserves our serious thinking.2. A questionnaire on English classroom The purpose of the questionnaire is to find out the circumstances of English classroom in high schools, especially in grade one; and to know the teaching methods in the class so as to kno

12、w whether these kinds of teaching methods are suitable for the English study.2.1 The process of the survey There are ten multiple-choice questions in the questionnaire (seen in appendix). On the Marth 25th, eighty copies of the questionnaire were send in the class 4 in grade one and class10 in grade

13、 two in Hengbei middle school that is in Wuhua, Meizhou city, Guangdong province. In the end, sixty-eight copies were collected.2.2 Analysis and summarize the result of the questionnaireFrom analyzing statistics of the questionnaire, it is find that 96% of the students want to improve the ability to

14、 learn English. In which, only 38% of them are interested in study English. Most of the students lose their confidence to learn English. When it comes to the teaching methods, 82% of the students feel bored during the English classroom. On the class, what the teacher speaks is too much, while it is

15、almost no opportunity for the students to speak English. 92% of the students like the teacher who is humorous and learned, whose class is vivid and interesting, instead of whose teaching methods is monotonous and dull. In the current classroom, only 58% of the students are listening to the teacher a

16、nd taking some notes. 42% of them do other things which are not related to the class. From the questionnaire, boredom is the main problem in the English classroom of local school. Boredom is a huge feeling-related roadblock in ones English learning process. There is no need for active effort. The on

17、ly skills required are to be able to take notes-students write down what the teacher said and what the teacher write down on the blackboard. Some students doze away the period; some students do the exercises of other subjects; only few listen to the teacher.3. The causes of boredomIn English class,

18、the tedious and bald teaching mode is an important cause of the feeling of boredom. As time passes, boredom will worsen and become an invisible burden and pressure to students. To help students make considerable progress in English learning, a good teacher should first help them out by eradicating t

19、heir negative feelings, if any. The improper teaching methods may be non-reactive, over-analytic, and spoon-feeding methods, which may be passed down from kindergarten, primary school, and middle school to college.3.1 Non-reactive classroomA teacher who indulges himself in his teaching world, pays n

20、o attention to his students, features non-reactive teaching. In a non-reactive class, students learn by rote. In the English classroom, most of the time, the speaker is only the teacher, what the students do is just to listen to the teacher and take notes. This kind of teaching mode uses examination

21、 as its ultimate goal, not trying to help students master a language. Another striking feature is that the teacher imparts his English knowledge to his students only in class; he overlooks that students should also learn English by practice speaking in English environments. This teaching mode will s

22、urely breed the boredom in class, causing negative feelings to students psychology.3.2 Nervousness and mind-absenceBecause of this teaching method, some students are forced to study English under the pressure of examination. English haunts them as a heavy psychological burden or even a threat. In cl

23、ass, even a little eye contact between teacher and students hardly happens. Teacher focuses himself on the book on hand; while students mind-absently stare at the book on the desk. No one knows that whether the students are listening carefully or not, whether they understand what the teacher said or

24、 not. 3.3 Spoon-feeding way of teachingIn Chinese traditional and current class, most teachers follow the antiquated teaching, such as “Spoon-feeding”, “Mantangguan” or over-analytic teaching manner which are widely criticized but widely used. Most of the time, the teachers just read the prepared st

25、atements and write down the important definitions and information on the blackboard, which not only ignore the students as the main participants, but also degenerate the youthfulness and enthusiasm of the students. Too much worse, their minds are restrained, the potential are curbed, and the creativ

26、ity is stifled due to the mechanical teaching methods. At last, their interests in acquiring the new knowledge bridle day by day.Take the passage teaching for example, many teachers dont take it as a whole structure, but tirelessly explain and analyze the passage on the language points one by one to

27、 the students. In this kind of class, we will frequently see the teacher spend the most time on the new words study. After looking up the dictionary, he or she unabridgedly chalks up all the explanations of the new words on the blackboard and explains them to the students, while the students copy al

28、l the things on the blackboard to their notebooks. Obviously, the over-analytic teaching ruins the organic relations of the English language system, overlooks a languages structure and function and breaks the links between the language style and what between the lines, and ignores the integrated and

29、 coherent properties of English teaching and learning.As a matter of fact, the phrases “spoon-feeding teaching” or “Mantangguan” have been strongly criticized for years, but the outdated teaching methods in Chinese schools are not eliminated at all, instead they take on an increasingly and prosperou

30、sly stage. To some extent, these teaching modes apply to examination, but they go against the rules of English study. This kind of teaching method takes students for a container that waits to be filled with knowledge by the teacher. In class, teacher stands on the platform as a “know-all”, pouring o

31、ut his knowledge in a steady flow, while students bend their heads over taking notes. At long intervals, teacher may bring up some questions, but this is not to activate students creative thinking but to check whether the spoon-feeding is still going well. Needless to say, this kind of teaching meth

32、od reverses the subject and object in English teaching and learning. It seriously oppresses students initiative and creative thinking, giving rise to inefficiency. It is brewing passiveness and downheartedness in students study psychology, beating down their confidence in English study.The three-abovementioned teaching modes are typically seen in English class of middle schools. They may be used in class at the same time. As the saying goes, “Give a man a fish and you feed him for a day; teach him how to fish and you feed him for life.” To help students overcome the negativ