A Case Study On Humanistic Education In Senior High School English Teaching At WFLS

English curriculum in China has long been deeply influenced by the instrumentality of English. It is generally considered that the main task of English course is to instruct language knowledge and skills including listening, speaking, reading, and writing.However, the humanity of English language has been ignored. With the development of social development and educational reform, the new NECS has clearly stated that humanity should be put at the same important place as instrumentality, and pointed out humanistic education takes great responsibilities for cultivating students' comprehensive humanistic qualities in English teaching.This thesis, based on the relevant theories of humanistic education, adopts the research method of questionnaire and interview to explore how often humanistic education is incorporated in English teaching at WFLS as well as the achievements and problems existing in the implementation. The main issues to be explored are listed as follows:1) How often is humanistic education implemented in English teaching at WFLS?2) What are the achievements and problems in the implementation of humanistic education in English teaching at WFLS?The findings show that many humanistic instructional practices in Questionnaire I have been incorporated in English teaching at WFLS, although to varying extents. The 26 teachers are familiar with such techniques although they may not define them into the field of humanistic education. However, the frequency of fostering meaningful engagement and learning autonomy is not very satisfying.The results also reveal that there do exist some achievements in the implementation of humanistic cultivation in senior high school English teaching, influenced by the educational reform and quality-oriented education. First, all the participant teachers take positive attitudes towards humanistic education and admit the necessity as well as importance of it. Second,95% admit that the humanistic education idea is fully reflected in the current English textbooks. Third, most teachers indicate that they try to implement humanistic education in class. Fourth, 75% of teachers consider students' humanistic qualities should be tested in exams to raise their awareness. Nevertheless,in spite of such achievements, there still exist many problems. At first, 95% of teachers present they don't know the exact connotation and specific extension, and 75% of teachers have never attended some specialized trainings on humanistic education. Second, only 35% of teachers indicate that they would often spend class time in deeply exploring the connotations of humanistic pedagogy reflected in textbooks. Third, humanistic education reflected in teaching objectives,teaching contents,and teaching strategies is not satisfactory. Fourth, as for assessment, 60% of teachers consider that the current examination system cannot reflect students' humanistic quality level.This research carries out a case study for the exploration of the frequency of humanistic education incorporated in English teaching at WFLS as well as the achievements and problems in practice, which hopes to offer some theoretical and empirical basis for further relevant studies.