英语专业毕业论文-The Application of Heuristic Teaching Approach in English Classroom in Senior High Schools.pdf

毕业论文（设计） 1 the application of heuristic teaching approach in english classroom in senior high schools the application of heuristic teaching approach in english classroom in senior high schools1 1.introduction.1 2.a questionnaire on english classroom.2 2.1the process of the survey3 2.2analysis and summarize the result of the questionnaire3 3. the causes of boredom4 3.1 non-reactive classroom4 3.2 nervousness and mind-absence.5 3.3 spoon-feeding way of teaching. 5 4. heuristic teaching.7 4.1 definition7 4.2 advantages of heuristic teaching9 4.2.1ithelpstoproduceadesirableandpositivelearning environment9 4.2.2 it helps students develop their thinking competence.10 4.2.3 it helps to develop self-instruction competence 10 5. the models of heuristic teaching.11 5.1 situation simulating.12 5.2 question-and-answer practice13 5.2.1 suggestions on questioning. 14 teachers should give proper wait time to students after questioning14 5.2.2 the skills of questioning in classroom.15 5.3 direct observableness method16 5.4 comparing method.16 6. suggestions on applying heuristic teaching methods17 6.1 teacher should prepare for lessons more fully 17 6.2 never only to take heuristic teaching for ask-answer teaching mode .18 6.3 to make the teaching more interesting18 6.4 to encourage students timely19 7. conclusion19 1. introduction english is regarded as a universal language in the world, and plays a very 毕业论文（设计） 2 important 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 and 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 classes. 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 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 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 the way of creative thinking. the problem deserves our serious thinking. 毕业论文（设计） 3 2. aquestionnaire 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 know 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 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 questionnaire from analyzing statistics of the questionnaire, it is find that 96% of the students want to improve the ability to 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 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 and taking 毕业论文（设计） 4 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 only 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 boredom in english class, 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 their 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 classroom a teacher who indulges himself in his teaching world, pays no 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 毕业论文（设计） 5 students do is just to listen to the teacher and take notes. this kind of teaching mode uses examination 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 surely breed the boredom in class, causing negative feelings to studentspsychology. 3.2 nervousness and mind-absence because 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 class, 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 not. 3.3 spoon-feeding way of teaching in 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 statements 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 creativity is stifled due to the 毕业论文（设计） 6 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 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 all 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 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 prosperously 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 out 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 method reverses the subject and object in 毕业论文（设计） 7 english teaching and learning. it seriously oppresses students initiative and creative thinking, giving rise to inefficiency. it is brewing passiveness and downheartedness in studentsstudy 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 negative feeling to english study, we must get rid of the three improper but commonly used teaching modes and find a way out by applying the heuristic mode to english teaching. so we should try to use heuristic teaching methods. 4. heuristic teaching 4.1 definition the word “heurism” originates from the greek word-heuriskein that means seek and search. archimedes, one of the most important greek intellectual figures, first brought it up. based on archimedes parlance, a special science once developed- heuristics, which specializes in correct thinking to dig out new cognitions. in other words, the ultimate goal of heurism is that a teacher must teach his or her students to comprehend the teaching materials by utilizing his or her teaching methods. western heuristic teaching method was originated from socrates who initiated the teaching mode of “teachers ask, students answer”. a distinctive 毕业论文（设计） 8 feature of this mode was that teachers were the decisive factor in the process of teaching and learning, who raised the questions at the very beginning and gave conclusions in the end. the origin of heuristic teaching can track back to confucius, the most influential thinker and educationist in chinese history, in the spring and autumn period and the warring states period. confucius said “i will not enlighten my students until they have really tried hard but failed to understand. i will not instruct them until they have something to say but fail to make themselves understood. if i give my students one instance and they cannot draw inferences from it, i will not teach them any more.” the scholar, li shiming (1992) stressed that “heuristic teaching is the guiding ideology throughout the whole system of teaching methods.” another saying of heuristic can be seen in oxford advanced learners english-chinese dictionary (extended fourth edition, 2002),that is: of a method of teaching that helps or allows a learner to discover and learn things for himself. according to the above, the heuristic teaching in english teaching is: the teacher fully raises the enthusiasm and the initiative of the students studying, and follows the objective law of teaching, at the right moment ingeniously enlightens students by the excellent technique, induces the student s to study, helps them to learn to use their brains to think and master the skills to express themselves, which can help students obtain the development on english study in a lively way. it is not difficult to find that learner-oriented is the important feature of the heuristic teaching. while the leading role of the instructor should be given full play in an english classroom, the initiative and total involvement of the learners must be motivated to their full potential. in 毕业论文（设计） 9 addition, heuristic teaching methods consider the learners needs. it is different from the traditional cramming teaching which ignores the real situation of the learners, and often results in disconnection of the contents of teaching materials and the comprehension ability of the learners, thus cause them to lose interest in or feel frustrated with learning english. when designing the teaching plan in heuristic method, teachers consider the characteristic and the age of the students, the different level of knowledge which students already have known, the ability to accept and the interest and hobby. 4.2advantages of heuristic teaching 4.2.1 it helps to produce a desirable and positive learning environment in heuristic teaching, when the teacher takes the initiative, he or she is giving the special help to his or her students. students proceed the way under teachers instructions. the instructions are directive, in order to make students completely comprehend the teaching materials. the comprehension of the teaching materials means students have an accurate and clear understanding of the structure of the contents. heuristic teaching methods are varied and colorful. it does not have to be words or questions; sometimes just an eye contact, a gesture, or a hint possesses the same power. the teacher should enable his or her students to understand all kinds of functional relations and associations existing in english through different ways of methods. when interest emerges, students will be fascinated about english but not bored of it. an animated and versatile teaching approach with light, interesting and 毕业论文（设计） 10 easy atmosphere in the classroom along with good learner-instructor relationships will often produce a desirable learning environment in which the learners are highly motivated, encouraged and confident, thus showing a greater learning ability and fruitful learning results. it is advisable, therefore, for the instructor to take into consideration the emotional factors of the learners whenever possible, giving timely encouragement to the timid, motivating the less active and praising the advance. 4.2.2 it helps students develop their thinking competence according to yuan shipu (1998), the main content of thinking includes analysis, synthesis, abstraction, generalization, judgment and sequence. as the final goat of language teaching and learning is to communicate dealings, attitudes, values, thoughts and ideas. the focus of teaching and learning should also depend on the development of thinking skills. heuristic teaching can broaden their trains of thought and exploit their ability to think frequently and creatively. consequently, students ability to analyze and solve problems will be visibly enhanced, with the boredom feeling in english class disappear completely. for developing thinking competence, teachers need to use appropriate methods to help students to master correct independent thinking strategies and to form a good thinking habit, but not use the spoon-feeding teaching. 4.2.3 it helps to develop self-instruction competence according to the scholars, self-instruction competence refers to the ability of a language learner to study either alongside others, or independently, without the direct 毕业论文（设计） 11 control of a teacher. it also means that developing self-instruction competence is to transfer the students responsibility for learning and to make them self-directed. the final aim of the heuristic teaching methods is to foster the students ability to learn to be responsible for their own learning and learn how to learn. by using the heuristic teaching methods, learners are helped to learn how to learn, but not formed to the ability to take notes under the spoon-feeding teaching. it is the opposition to the spoon-feeding teaching that, in heuristic teaching, the teachers design all kinds of methods to stir up students to comprehend the teaching materials, to understand the structure of the contents, so as to help learners to discover and learn things for themselves. 5. the models of heuristic teaching the methods of heuristic teaching are varied and colorful. it does not have to be words or questions, sometimes just an eye contact, a gesture, or even produces the silence-outshines- words effect.teacher may use the objects, pictures, music, flash, play and so on, to elicit students to master knowledge. in large class, teachers should teach knowledge and its cultural background. teachers organize the students in the practice of language ability and skill. the teacher is designer, organizer, director-all rolled into one. as a designer, teachers should decide what to do in class, according to the teaching program. as an organizer, teacher should try to fulfill the teaching work by organizing on directing every step teaching work. students should be the center of the classroom; communicative method should be the guidance in classroom teaching, 毕业论文（设计） 12 not just only the teacher speaking; teacher should combine knowledge with interest. in english classroom, the common models of heuristic teaching are as follows: 5.1 situation simulating situation, with partial characteristics of context, refers to a concrete scene of environment for communication. by simulated situation technique in teaching english, we mean basical