高中英语教学中人文素养教育现状调查与改进策略

发布时间：2018-03-03 22:22

本文选题：人文素养　切入点：高中英语教学　出处：《福建师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：当前中国教育改革的发展方向是全面推进素质教育,而素质教育的核心正是学习者人文素养的培养。《普通高中英语课程标准(实验)》(2003：3)也明确提出“关注学生情感,提高人文素养”这一基本理念。高中英语教学要体现这一基本理念,应该在教学过程中关注学习者人文素养的培养。因此,本论文,对当前高中英语教学中的人文素养教育现状进行调查并提出改进策略。语言是人类特有的一种社会现象,语言的本质是有灵魂的,而语言之灵魂在内容(刘润清,1999：54)。高中阶段的外语教育具有多重的人文和社会意义(《普通高中英语课程标准(实验)》,2003：1)。英语教学不仅仅是教授一门语言,也是在传授文化和传承精神。学者们曾经对人文素养与英语教学的关系进行研究,目的是为了促进人文素养培养在高中英语教学中的有效落实。本论文旨在调查高中英语教学中人文素养教育的现状,并讨论提出改进的策略。本论文通过对新课程改革理念下新课程标准和当前高中英语教材的人文素养要素进行剖析,课堂观察,以及对高中英语教师和学生进行问卷调查和访谈,来调查高中英语教学中人文素养教育现状。研究结果显示当前高中英语课堂比以往更富有人文气息,一定程度上体现了英语课程标准中关于提高学生人文素养这一理念。但是由于当前的教学模式还是以考试为主要评价方式,所以还是摆脱不了应试教育的负面影响。高考英语试题中人文素养测试比重不足以及他作为一种终结性的评价方式自身存在的一些局限性,使得人文素养教学在高中英语课堂中并没有引起教师的足够重视,学生进行人文素养学习的积极性也没有被充分调动起来。综上所述,从学习者人文素养角度来看,高中英语教学中的人文素养教育现状并未达到新课标英语教学相关的标准要求,还需要从教学材料、教学编排、教学者和学习者的认知角度去促成人文素养教育的进一步实施,同时还应该增加高考英语试题中的人文素养测试比重,并把形成性评价进一步纳入高考体系,以期促进高考英语试题对高中英语学习者人文素养培养的积极反拨作用。
[Abstract]:At present, the development direction of China's education reform is to promote quality-oriented education in an all-round way, and the core of quality education is the cultivation of learners' humanistic literacy. To embody this basic idea, we should pay attention to the cultivation of learners' humanistic literacy in the course of teaching. This paper investigates the present situation of humanistic literacy education in English teaching in senior high school and puts forward some strategies to improve it. Language is a social phenomenon peculiar to human beings, and the essence of language is soul. The soul of language lies in the content (Liu Runqing 1999: 54). Foreign language education in senior high school has many humanistic and social meanings ("English Curriculum Standard for Senior High School (experiment)"). English teaching is not only teaching a language, but also teaching a language. Scholars have studied the relationship between humanistic literacy and English teaching. The purpose of this thesis is to investigate the present situation of humanistic literacy education in English teaching in senior high school. This paper analyzes the new curriculum standards and the elements of humanistic literacy of the current senior high school English teaching materials under the concept of new curriculum reform, and makes classroom observations. The present situation of humanistic literacy education in senior high school English teaching is investigated by questionnaires and interviews with English teachers and students. The results show that the current English classroom is more humane than ever before. To some extent, it reflects the idea of improving students' humanistic literacy in English curriculum standard. However, because the current teaching mode still regards examination as the main evaluation method, So we still can't get rid of the negative influence of examination-oriented education. The proportion of humanistic literacy test in college entrance examination English test is insufficient and it has some limitations as a kind of summative evaluation method. So that humanistic literacy teaching in senior high school English classroom has not attracted enough attention from teachers, and the enthusiasm of students for humanistic literacy learning has not been fully mobilized. To sum up, from the perspective of learners' humanistic literacy, The present situation of humanistic literacy education in English teaching in senior high school does not meet the standard requirements of English teaching in the new curriculum standard. It also needs to promote the further implementation of humanistic literacy education from the perspective of teaching materials, teaching arrangement, teachers' and learners' cognition. At the same time, we should increase the proportion of humanistic literacy test in the college entrance examination English test, and further incorporate the formative evaluation into the college entrance examination system, in order to promote the positive backwash effect of the college entrance examination questions on the cultivation of high school English learners' humanistic literacy.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【共引文献】