Research On Humanistic Spirit Of Lhasa Junior Middle School Foreign Language Teaching

Along with the increasing respect and protection measures for the cultures in the minority areas taken by central government, education and teaching reform in minority areas are making steady advances. Among those is English language teaching reform. English language teaching in junior middle school, being an important part of foreign language reform, is becoming a concern. Apart from altering the traditional language teaching model, diverse cultural differences and humanistic spirit based on cultures manifest itself in a variety of forms, which attract wide attention from different walks of life, like society, teachers, students and parents. Junior middle school students, in their key physical and mental development stage, still yet to mature in terms of world outlook and value system, therefore, attaching importance into human spirit that features junior middle school English language teaching is conducive to teachers’ promoting teaching, to helping to cultivate decent world outlook and value system among students as well as laying foundations for subsequent education of humanistic spirit. How to highlight cultural elements and humanistic concern all the more in junior middle school English language teaching becomes a focus under discussion and of reform. Junior middle school English teaching in Lhasa has already works effectively and thought to be model of English teaching in Tibet Autonomous Region. Nonetheless, junior middle schools in Lhasa have been stressing language knowledge and facts in an excessive manner. Such problems as ignoring cultural and humane factors that play a role in teaching process fail to get resolved. Besides, it is this failure that is responsible for the side effect on the junior middle school English teaching in other regions of Tibet. Taking junior middle school English teaching as an example matters a great deal as it focuses on giving more emphasis on cultural and humanistic concern in the process of junior middle school English teaching reform and means to promote junior middle school English teaching reform in the whole Autonomous region.Humanistic spirit elements of junior middle school cover a wide range, including cultivating independent character and cross-cultural communication ability, improving implicit motivation of humanistic spirit, advancing junior middle school students’ morality, tapping intelligent and non-intelligence potential, developing practical capability and creative spirit and the like. Taking society reality and junior middle school English language teaching features into consideration, the paper aims to promote humanistic spirit of Lhasa junior middle school and to offer constructive reflections in the same regard for other regions of Tibet. Based on the unique humanistic spirit reality of two selected junior middle school in Lhasa and with the comparative analysis of Tibetan and Han as the key point, the author attempts to make good use of resources of boosting Lhasa junior middle school humanistic spirit by which to analyze possible reasons behind the humanistic spirit reality so as to bring forward solutions for this goal.