A Study Of Humanistic Knowledge Teaching In Senior High School English Teaching

English is characterized by instrumentality and humanity.Curriculum Standards for Senior English(2003)stated that we should focus on students’ sentiments to improve their humanistic quality.Therefore,senior high school English teaching should not only cultivate students’ overall language ability,but also develop students’ will,emotional attitude and values.However,today’s English teaching still takes language knowledge teaching as the core,ignoring humanistic knowledge teaching.This study mainly adopts questionnaire and interview methods to investigate and analyze the current situation of humanistic knowledge teaching in senior high school English teaching.The survey includes 24 English teachers and 103 students from a demonstrative senior high school in Guilin,as well as 15 English teachers from other schools.Basing on humanistic knowledge theory,humanistic theory and culture teaching theory,the study mainly answers the following two research questions: 1.What is the current situation of humanistic knowledge teaching in senior high school English teaching like? 2.What are the factors that influence the teaching of humanistic knowledge in senior high school English teaching?The research finds that,first of all,the current situation of humanistic knowledge teaching in senior high school English is not very ideal.Although teachers have realized the importance of humanistic knowledge teaching,their humanistic knowledge teaching methods and teaching effect do not perform very satisfactory.Neither of the mean value of these two dimensions more than 3.5.As for students,most of them are interested in humanistic knowledge and have a correct understanding of humanistic knowledge teaching.However,the mean value of the four dimensions are all in the middle level,namely,students’ learning methods,teaching content,teaching effect and the mastery of other subject knowledge.Thesefour dimensions still can improve so much more.Second,teaching content and teaching pressure(the college entrance examination)are the main factors restricting the smooth implementation of humanistic knowledge teaching.Finally,both teachers and students hoped to reform the current evaluation mode to promote the development of humanistic knowledge teaching.According to the above problems,the author puts forward five suggestions on the basis of teaching practice: firstly,teachers should improve the concept of humanistic knowledge teaching,and enhance their teaching ability.Secondly,teachers need to adopt flexible and diverse teaching methods.Thirdly,we should establish the correct student’s view,and give full play to students’ learning autonomy.And then,we should get a deeper understanding of humanistic knowledge,and develop the teaching content.Finally,schools and education departments should implement the multi-evaluation,and improve the development of humanistic knowledge teaching.Because the samples involved in this study are small and the research perspectives involved are not broad enough,there are some limitations in this study.Given these shortcomings,the author hopes that subsequent researchers can use a larger sample to conduct humanistic knowledge teaching research from more aspects.