High School Language Teaching Humane Education

Content:"Education, the first is the study of man", this is Sue Home Linsky to a unique definition of education."Let every one from his side go out to have a lifetime of happiness and spiritual life", this is Sue Home Linsky’s ideal of education, is also the author’s idea of education.Based on the internship experience of my Graduate students in second grade last semester in3high school in Panjin, the current high school language teaching "Humanistic Education" are explored, and some superficial understanding. Chinese education is "people" education, humanistic education in Chinese teaching is not equal to the ideological education, the influence of emotion, personality cultivation, it is more to human nature, freedom, individuality, creativity, diversity. This article mainly from the three parts of the paper "humanistic education"The first part is the development of the western humanism education in description, established the basic value orientation of humanistic education in Chinese teaching. Language teaching is a "person" as the object, shape and construction of human activities.The second part is described by the Chinese "human nature", the senior high school students "self-identity" and the current high school students humanistic literacy, shows the necessity of humanism education in Chinese teaching in senior high school.The third part is the core of the paper, the author explores is the humanities education in the education practice. First,1minutes before the class, can arouse students’ interest in learning, and exercise the ability of oral communication. More important is to train students with rich and beautiful emotion, make unique and wonderful personality. Second, pay attention to reading and writing, through every Monday church composition appreciation, screening students diligently works, encouraging students to freedom of expression, caring about the unique personal feelings, to achieve the personalized writing. By reading, students will find deep down inside that often sleeping oneself, let students get knowledge, forming ability at the same time, gives the students the correct orientation of emotion, attitude, values. Third, dialogue teaching, it changes the past teachers in language classes in the "spoon-feeding" approach, advocated the teacher-student mutual respect, trust and equality, dialogue and exchanges in teaching, fully mobilize the participation of students initiative, pay attention to the students’own independent experience. By asking questions, inspire students to think independently, self-reflection, cultivating students’ questioning spirit, the spirit of innovation and a good way of thinking.The fourth part is the Humane Education for reflection, lesson one minute before the speech, reading and writing activities, interactive teaching, running through them is always a real, free, personalized and poetic creativity educational environment, a life of respect and care, which is the essence of humanistic education. Theoretical research at home and abroad as well as their own practice and exploration, the author has also been a little superficial understanding of the language and cultural education:First, a poetic feelings; Second, student-centered; Third, respect for individuality, encourage creativity.The innovation of this paper lies in:First, pay special attention to the combination of theory and practice, which gives a lot of practical teaching case, try to make sense; Second, the paper for the students to create a free and relaxed classroom atmosphere, on the basis of fully developed their personality, let their own acceptance of humanistic education.Because of the author’s knowledge reserve is not huge, shortage of teaching experience, so the high school language teaching humanities education is still in the initial stage of exploration, waits for further studies. But I still hope that this can be for high school language teachers better humanistic education to provide some new ideas.