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

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