The Analysis Of Chinese Thinking Effects On The English Teaching In Senior High School

The thinking patterns between China and Western experienced differentevolvement as all kinds of history,geogrophy and human beings hit. They formedtheir own multicoloured characters. As we all know that language has showed up thethinking way, we will get into trouble if we know a language but don't know itscharacter of the thinking.But English thinking leads to Chinese students, who hasalready formed the Chinese thinking, feel deray. So they can't suit the Englishsentence patterns or can't speak well. As most of Chinese students usually suit a way in English learning which refersto useful English, for example English in texts, magazines, newspapers and so on.This is the first level.But it isn't enough if you study English just beside the externallevel. There must happen some change if you know how to change English into yourinternal system of expressions, and how to change others into your own. This changehappens to your brain, which is the second lever, we call it English thinking. We haveto think about how to express and follow it before you want to express something sothat English can get your idea. In this way, we must study the most importantcharacter of English thinking when we rearrange our English learning by somemodule which should accord with their logic. This is the third level, which is calledaction English. Actually English is divided into the three levels. When we just speakout what is on our mind, we can be accepted by English-speaking countries. That is,we can speak in their ways and thinking, which is effective communication. Therefore, the article is going to start with the pratical angle in English teachingin senior high school, and analyse the influence of thinking way. The first part isintroduction, which chiefly study the teaching conditions abroad. We can draw aconclusion according to the contrast with the four teaching ways of whether supportto use mother tongue. Charpter one demonstrated microscopically the relationshipbetween language and thinking. As we all know language is the carrier to thinking, theabstraction to thinking. They are a close entia. Charpter two addressed the differentthinking between Chinese and English. We should get the different thinking betweenChinese and western besides the relationship between language and thinkings. Weshould analyse the reason, chief represent on language, which benefit to the studentsto carry out the leap from sensibility to naus, so that they can get into the Englishworld as soon as possible. Charpter three is the English teaching in senior high schoolfluences on the Chinese thinking, which has two thinking. One is negative, the otheris positive. We can eliminate the bad fluence of learning English, develope thethinking ability of English, learn English by using thinking ways of English, andcommunicate successfully when we know about the thinking ways between China andWestern.