本文選題：人文素養(yǎng)　切入點：高中英語教學(xué)　出處：《福建師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：當(dāng)前中國教育改革的發(fā)展方向是全面推進(jìn)素質(zhì)教育,而素質(zhì)教育的核心正是學(xué)習(xí)者人文素養(yǎng)的培養(yǎng)。《普通高中英語課程標(biāo)準(zhǔn)(實驗)》(2003：3)也明確提出“關(guān)注學(xué)生情感,提高人文素養(yǎng)”這一基本理念。高中英語教學(xué)要體現(xiàn)這一基本理念,應(yīng)該在教學(xué)過程中關(guān)注學(xué)習(xí)者人文素養(yǎng)的培養(yǎng)。因此,本論文,對當(dāng)前高中英語教學(xué)中的人文素養(yǎng)教育現(xiàn)狀進(jìn)行調(diào)查并提出改進(jìn)策略。語言是人類特有的一種社會現(xiàn)象,語言的本質(zhì)是有靈魂的,而語言之靈魂在內(nèi)容(劉潤清,1999：54)。高中階段的外語教育具有多重的人文和社會意義(《普通高中英語課程標(biāo)準(zhǔn)(實驗)》,2003：1)。英語教學(xué)不僅僅是教授一門語言,也是在傳授文化和傳承精神。學(xué)者們曾經(jīng)對人文素養(yǎng)與英語教學(xué)的關(guān)系進(jìn)行研究,目的是為了促進(jìn)人文素養(yǎng)培養(yǎng)在高中英語教學(xué)中的有效落實。本論文旨在調(diào)查高中英語教學(xué)中人文素養(yǎng)教育的現(xiàn)狀,并討論提出改進(jìn)的策略。本論文通過對新課程改革理念下新課程標(biāo)準(zhǔn)和當(dāng)前高中英語教材的人文素養(yǎng)要素進(jìn)行剖析,課堂觀察,以及對高中英語教師和學(xué)生進(jìn)行問卷調(diào)查和訪談,來調(diào)查高中英語教學(xué)中人文素養(yǎng)教育現(xiàn)狀。研究結(jié)果顯示當(dāng)前高中英語課堂比以往更富有人文氣息,一定程度上體現(xiàn)了英語課程標(biāo)準(zhǔn)中關(guān)于提高學(xué)生人文素養(yǎng)這一理念。但是由于當(dāng)前的教學(xué)模式還是以考試為主要評價方式,所以還是擺脫不了應(yīng)試教育的負(fù)面影響。高考英語試題中人文素養(yǎng)測試比重不足以及他作為一種終結(jié)性的評價方式自身存在的一些局限性,使得人文素養(yǎng)教學(xué)在高中英語課堂中并沒有引起教師的足夠重視,學(xué)生進(jìn)行人文素養(yǎng)學(xué)習(xí)的積極性也沒有被充分調(diào)動起來。綜上所述,從學(xué)習(xí)者人文素養(yǎng)角度來看,高中英語教學(xué)中的人文素養(yǎng)教育現(xiàn)狀并未達(dá)到新課標(biāo)英語教學(xué)相關(guān)的標(biāo)準(zhǔn)要求,還需要從教學(xué)材料、教學(xué)編排、教學(xué)者和學(xué)習(xí)者的認(rèn)知角度去促成人文素養(yǎng)教育的進(jìn)一步實施,同時還應(yīng)該增加高考英語試題中的人文素養(yǎng)測試比重,并把形成性評價進(jìn)一步納入高考體系,以期促進(jìn)高考英語試題對高中英語學(xué)習(xí)者人文素養(yǎng)培養(yǎng)的積極反撥作用。
[Abstract]:At present, the development direction of China's education reform is to promote quality-oriented education in an all-round way, and the core of quality education is the cultivation of learners' humanistic literacy. To embody this basic idea, we should pay attention to the cultivation of learners' humanistic literacy in the course of teaching. This paper investigates the present situation of humanistic literacy education in English teaching in senior high school and puts forward some strategies to improve it. Language is a social phenomenon peculiar to human beings, and the essence of language is soul. The soul of language lies in the content (Liu Runqing 1999: 54). Foreign language education in senior high school has many humanistic and social meanings ("English Curriculum Standard for Senior High School (experiment)"). English teaching is not only teaching a language, but also teaching a language. Scholars have studied the relationship between humanistic literacy and English teaching. The purpose of this thesis is to investigate the present situation of humanistic literacy education in English teaching in senior high school. This paper analyzes the new curriculum standards and the elements of humanistic literacy of the current senior high school English teaching materials under the concept of new curriculum reform, and makes classroom observations. The present situation of humanistic literacy education in senior high school English teaching is investigated by questionnaires and interviews with English teachers and students. The results show that the current English classroom is more humane than ever before. To some extent, it reflects the idea of improving students' humanistic literacy in English curriculum standard. However, because the current teaching mode still regards examination as the main evaluation method, So we still can't get rid of the negative influence of examination-oriented education. The proportion of humanistic literacy test in college entrance examination English test is insufficient and it has some limitations as a kind of summative evaluation method. So that humanistic literacy teaching in senior high school English classroom has not attracted enough attention from teachers, and the enthusiasm of students for humanistic literacy learning has not been fully mobilized. To sum up, from the perspective of learners' humanistic literacy, The present situation of humanistic literacy education in English teaching in senior high school does not meet the standard requirements of English teaching in the new curriculum standard. It also needs to promote the further implementation of humanistic literacy education from the perspective of teaching materials, teaching arrangement, teachers' and learners' cognition. At the same time, we should increase the proportion of humanistic literacy test in the college entrance examination English test, and further incorporate the formative evaluation into the college entrance examination system, in order to promote the positive backwash effect of the college entrance examination questions on the cultivation of high school English learners' humanistic literacy.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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本文編號：1562956