The new English curriculum standard for senior high school points out that paying attention to students' lifelong development, their emotions and improving their humanistic quality is one of the basic concepts of English new curriculum design. "Humanistic quality" mainly includes humanistic spirit view and humanistic knowledge education level. She attaches importance to the perfection of human nature and strives to enhance people's moral and spiritual values. She has a correct outlook on the world, life and science, a correct sense of society and a sense of mission and responsibility to serve the society. English curriculum in senior high school pays attention to students' emotions, which enables students to improve their ability of independent thinking and judgment, develop their ability of communication and cooperation with others, enhance their ability of cross-cultural understanding and cross-cultural communication, establish a correct outlook on life, world outlook and values, enhance their sense of social responsibility and comprehensively improve their humanistic quality. At present, the new English curriculum reform in senior high school is in full swing, so how should we English teachers pay attention to the development of students' humanity and personality, the improvement of basic literacy and the cultivation of sustainable development ability in English teaching?
Second, the current situation analysis:
1.2 1 century, international competition is becoming increasingly fierce. The object of international competition is mainly talents, and the competition of talents is the competition of education. When we see that many recent college graduates have taken the TOEFL to study abroad, some people studying in developed countries think that "the moon is a foreign circle", coveting material comforts and losing their sense of national responsibility. Aren't we saddened by the waste of national basic education caused by brain drain? So, what is the reason for this phenomenon? Our previous English teaching overemphasized the development of students' rational and cognitive functions, but neglected the irrational development and the cultivation of students' humanistic quality, resulting in high IQ and low EQ. In fact, learning English well means "learning from foreigners to control foreigners" and serving the motherland.
2. At present, there is still the phenomenon of language for language's sake in English teaching, which ignores the cultivation of humanistic quality. Although "New English Curriculum Standard for Senior High School" puts forward the idea of "providing multiple choices to meet individual needs", which highly advocates humanism and embodies the humanity of senior high school English curriculum, it does not conform to this idea in fact from the examination form of exam-oriented learning. At present, the cultivation of humanistic quality in English teaching in senior high schools in China has not received enough attention. In most English classes, teachers mainly explain vocabulary and grammar knowledge, and then listen, speak, read and write these language skills and knowledge, so as to consolidate a large number of problems after class.
3. Short-term utilitarianism has caused the separation of the concept and evaluation of the new English curriculum standards in senior high schools. For schools, it is difficult to cultivate students' humanistic quality in daily classroom teaching and education due to the influence of inherent traditional concepts and evaluation mechanisms.
4. The implementation of new curriculum standards provides a foundation and space platform for the cultivation of students' humanistic quality. With the implementation of the new curriculum, we are delighted to see that the new curriculum standards for senior high school English have changed in the humanities, paying more attention to students' learning strategies, emotional attitudes and cultural awareness. In the formulation of course objectives, the cultivation of students' humanistic quality is placed in a very prominent position, and it is clearly stated that the goal of each course is to cultivate people with healthy physical and mental development, that is, to require students to learn to recognize, learn to do things, learn to get along with others, and learn to survive.
Based on the above situation, in the process of English teaching, we should always carry out moral education infiltration, vigorously cultivate students' humanistic quality, and unify the scientific and ideological nature of teaching, so that students can be influenced by the scientific spirit and social humanistic spirit while imparting and learning cultural and scientific knowledge, establish a correct and long-term value orientation, establish a noble concept of "humanistic quality" and form good moral quality. In other words, English teaching must always carry out the spirit of cultivating students' humanistic quality.
Third, the teaching principle of moral education infiltration in English teaching to cultivate students' humanistic quality
The goal and subject content of the new English curriculum pay attention to the integration with moral education, the harmonious development of students' personality, the "learning", personal experience and individual consciousness of students, and the contradictory movement and moral emotional activities in students' minds are triggered through course learning, thus forming a certain ideological and moral character. Cultivating students' humanistic quality through moral education in English teaching should follow the following teaching principles.
1. Principle of subject participation
Students are people with various development needs and possibilities. They have subjective initiative and are irreplaceable subjects in the teaching process. In English teaching, we should change the way that teachers speak, students listen or teachers ask and students answer, so that more students can have more time for language practice, and seek various ways to promote communication between students and teachers, students and students, gain moral experience in practice, and learn to cooperate with others to learn together.
2. The principle of quality training
Personality liberation and freedom of thought are one of the connotations of humanistic thought. Teaching should meet the needs of harmonious development of all students. Morality is the product of practice. Only by letting students participate wholeheartedly and teach students in accordance with their aptitude can each student develop harmoniously and vividly. In English teaching, teachers should combine relevant contents to encourage students to think independently and explore cooperatively, and provide students with enough learning space and communication opportunities, so that students can actively experience the process of observation, operation, discussion, questioning and exploration from their own specialties and concerns, express their views individually, and cultivate their pragmatic attitude and innovative spirit.
3. The principle of autonomous learning
Foreign language learning is largely an autonomous activity, just like the acquisition of mother tongue. There is a famous saying, "You listened, but you forgot; You see, you remember; You do, you learn (what you hear, you will forget; You remember what you saw; What you do, you will learn) ",therefore, in the process of English teaching, we should meet students' learning requirements and give them certain rights and freedoms to cultivate students' good autonomous learning habits. Teachers should give some guidance on learning methods and provide students with appropriate English learning strategies, so that students can acquire the ability of autonomous learning and learn to identify and seek knowledge. Students' mastery of effective learning strategies is helpful to improve learning efficiency and promote the development of autonomous learning ability.
4. Inquiry principle
The principle of inquiry. In order to enable students to fully explore independently and truly realize self-discovery, heuristic principles should be used in English teaching to create inquiry situations, so that students can question the opportunity of inquiry and discover the rules by themselves. Teachers should guide students to study and explore in various forms according to different teaching contents and students' ability level, so that students can find problems, gain experience, learn from each other, enhance their self-confidence and improve their autonomous learning ability. We should vigorously advocate research-based learning methods that are conducive to mastering scientific methods and cultivating innovative spirit.
5. The principle of everything.
English teaching must lay a common foundation for the lifelong development of all students. Students will have differences in intelligence, habits, interests, personality, attitude, language foundation, ability and learning style in English course learning. In the teaching process, English teachers should involve students of different levels. Teachers should recognize and respect differences, meet the different learning needs of different students, and truly face all students.
Fourth, how to combine knowledge imparting with moral education infiltration in English teaching, so as to achieve the purpose of cultivating students' humanistic quality?
At first glance, English is a foreign language and has nothing to do with moral education. In fact, as long as we use our brains more, moral education will be infiltrated into English teaching, and students' humanistic quality will also be of great use.
1. In-depth study of new English textbooks and excavation of hidden moral education factors.
English teachers must learn to use teaching materials creatively. The subjects of the Oxford English textbook for senior high schools cover all aspects of real life, such as school life, contemporary society, natural mysteries, environmental protection, interpersonal relationships, scientific research, world customs, fashion trends, life planning, advertising, sports, business and so on. They are close to social reality and students' life reality, emphasizing the integration of students' experience, subject knowledge and social development, and have scientific and humanistic values. The compilation, selection and combination of teaching materials are ideological, contemporary, authentic, interesting and diverse. Strong cultural awareness and rich connotation. Introduce foreign culture and publicize China culture at the same time, and closely link the imported Chinese and foreign cultural content with the language content that students learn. Language materials involve Chinese and foreign history, geography, customs, traditional customs, lifestyle, literature, art, values and so on. The study and comparison of Chinese and foreign cultures will not only help students learn English, accumulate cultural knowledge, cultivate cross-cultural awareness and form cross-cultural communication ability, but also enable students to deeply understand the similarities and differences of cultures, thus cultivating patriotism on the basis of deep understanding and understanding of their own cultures.
For example, the first module of Oxford High School English, and the second module of "Growing Pains" in the last semester of Senior One took "Teenagers' Life Experience" as the theme, and started with teenagers' growth as the theme, including school life, growing pains, dressing and so on. The background of reading the article includes the campus life of British students and China students. Teachers should pay attention to the life around them, walk into students' lives, carry out secondary development of teaching materials, seriously think about how to tap the humanistic highlights of teaching materials, educate students ideologically and cultivate their humanistic quality. We can kill two birds with one stone by organically combining language teaching with cultivating students' humanistic quality.
2. Infiltrate ideological and moral education into the whole process of teaching.
While imparting English knowledge and cultivating English application ability, English teachers should naturally infiltrate humanistic and ideological education, thus completing the important task of ideological and moral education for students. Teachers must find and determine the combination of training content and ideological education content in teaching materials according to the characteristics of teaching materials and students' reality, so as to prevent moral education from being vague. For example, when teaching the third unit of the English textbook for Oxford Senior High School, teachers can combine the inspiring news of China's successful bid for the Olympic Games to make students feel the improvement of China's political status and the enhancement of its comprehensive national strength, thus inspiring students' patriotic feelings and national pride of loving the party, the motherland and the people. In addition, each unit of Oxford textbooks has a project, which consists of reading materials and four steps (investigation, interview, discussion and document retrieval) to complete the project. This obviously belongs to inquiry learning. Teachers must guide students out of the classroom and work together to complete a specific topic through the above four steps. For example, in the first module, unit 1, students are required to learn some knowledge about clubs and set up their own clubs.
Club, because environmental protection is a basic national policy of our country, strengthening environmental education is the basic project to implement this basic national policy and an important measure to maintain environmental sustainable development. Meanwhile, environmental education is also an important aspect of quality education. As far as high school is concerned, students have acquired a certain level of knowledge, independent thinking ability and behavioral ability. Implementing effective environmental education in senior high school is of great significance to help students establish good environmental ethics and cultivate good environmental behavior. Therefore, teachers can use this project to guide students to set up environmental protection clubs and organically infiltrate moral education. So as to achieve the purpose of cultivating students' humanistic quality. The quality of this activity ultimately depends on its independence, creativity and novelty. From a scientific point of view, this activity should be a highly developed independent innovation activity, so teachers should fully explore, stimulate and cultivate students' creative spirit when organizing teaching activities. Classroom teaching is the main way to impart English knowledge and cultivate the ability to use language, and it is also the main position of ideological and moral education. In English classroom teaching, the teaching process will affect students' psychological growth.
3. Change indoctrination teaching into students' natural acquisition.
Pay attention to the importance of recessive education. Recessive education: that is, while students receive cultural knowledge, they also gain psychological growth in attitude, motivation and values. Teachers' subtle influence not only broadens students' cultural horizons, but also increases their understanding of foreign cultures, which is conducive to cultivating students' awareness and ability of cross-cultural communication. In classroom English teaching, organize students to appreciate the excellent articles in texts and extracurricular English reading. Spread beautiful things, beautiful images, beautiful sentiments and beautiful qualities to students, so that students can feel beauty, have a positive and happy emotional experience, and complete the transformation from knowledge to belief and from belief to action, thus achieving the effect of all-round moral education. Teachers should pay attention to the introduction, expansion and infiltration of cultural background knowledge, so as to combine language knowledge with cultural background knowledge, expand students' knowledge and feel cultural influence while improving their language ability. Teachers should supplement English reading materials that are close to students' life, authentic, rich in content and wide in genre according to their interests and knowledge level. Through a certain amount of reading, students can not only improve their reading ability and enlarge their vocabulary, but also understand the customs, cultural background, living habits and ways of thinking of English-speaking countries, form cross-cultural awareness and improve their humanistic quality. For example, when designing the teaching activity of "Oxford Senior High School English" module 1 Unit 1 reading "period 1" last semester, the teacher can design a big task-let students interview Hua Wei who came back from studying in Britain. Through experience, practice, discussion, cooperation and inquiry, students can learn about Hua Wei's study and life in Britain, so as to better complete the task of interviewing Hua Wei. This kind of material is an important link for students to accept English language information. By reading this article, students can understand the life of British schools and feel the breath of British culture. At the same time, learning with this material can help students master English reading strategies and improve their English reading ability. The student is a freshman in senior high school and has just arrived at the new school. Of course, they are full of yearning for their high school life, and they are also curious about the school life of high school students in other countries. This article, written by exchange students who came back from Britain, introduces the study life of senior high schools in Britain, which can stimulate their interest in learning and meet their needs of understanding foreign cultures, so as to cultivate students' world awareness, form cross-cultural communication ability and improve their sensitivity and ability to distinguish the similarities and differences between Chinese and foreign cultures.
4. Enrich classroom teaching methods. Build a moral education infiltration platform
In the classroom, multimedia, film and television passion method, tape recorder, teaching English songs, making English speeches, telling English short stories and organizing multi-level activities are used to optimize the classroom teaching structure, mobilize students' subjective initiative in learning English, and make them have correct learning motivation, strong learning interest and good learning will, so as to achieve certain academic achievements.
For example, the first unit of the Oxford English textbook for Senior One is about "Senior High School Life in Britain". Teachers use network resources and multimedia to intuitively show students the scenes of school life in Britain, immediately stimulate students' enthusiasm for discussion, and then let students discuss in groups according to three questions. Students open their minds by taking the initiative to speak, and students change from teachers and parents asking me to learn to taking the initiative. I want to learn and I want to learn. Actively cooperate with teaching activities, actively interact with teachers, harmonize the relationship between teachers and students, study in a harmonious and pleasant environment, and change the antagonistic relationship between teachers blindly teaching and students passively accepting in the past, so as to obtain the harmonious development of personality. In this way, students' learning potential can be fully developed. The individualized development of students reaches the highest development level that suits them best. In addition, the use of multimedia makes the classroom atmosphere tense and active, students' horizons are effectively broadened, and their attention is highly concentrated, which cultivates the ability to use their hands and brains, stimulates students' active learning, and is conducive to the training of thinking and innovation ability.
5. Create a democratic, relaxed and harmonious humanistic environment.
In English classroom teaching, English teachers should strive to create an equal, trust, understanding, respect and harmonious classroom environment. Under the new curriculum standard, they should insist that teachers and students are both subjects, which is called "double subjects". In class, teachers should put themselves on an equal footing with students, establish a humanistic and emotional atmosphere of mutual respect, put themselves in their own shoes, treat students with their psychology, care for them, encourage them to open their hearts and dare to question; Improve students' logical reasoning, judgment, thinking in images and imagination; Encourage students to dare to challenge and innovate, acquire knowledge independently, develop their own ability and dare to set an example and develop their own personality. Let students feel relaxed and lively instead of depressed in class, which is carried out in a harmonious and friendly atmosphere. Under the classroom teaching mode of this new curriculum concept, students' humanistic quality will develop healthily and rapidly. Pan Wei, a famous psychologist, believes that "human learning always happens in communication with others". Creating a democratic, relaxed and harmonious moral education atmosphere requires teachers to attach importance to the emotional attitude experience in English teaching. In other words, it is necessary to enhance students' learning motivation, stimulate students' interest in learning, cultivate students' self-confidence and cooperative spirit, and cultivate students' good wishes of setting clear learning goals and hoping to get approval and recognition. In teaching, as a language teacher, English teachers should fully develop democracy and respect students' subjective status and individual differences; Encourage students to identify with their own values, reveal and solve their own value conflicts, communicate their own values with others, and choose actions according to their own values. Teachers oppose rigid preaching and rigid indoctrination education through induction; Use the group moral discussion mode to inspire students to think, communicate or debate actively, make judgments and find correct answers. Teachers should also encourage students to consider other people's views and consciousness in the discussion and coordinate their differences with others. Allow students to make mistakes and correct them. Facing all students, we should protect their enthusiasm for learning and truly respect and care for each other. Create conditions to give underachievers more chances to succeed, let them see their own bright spots, and constantly enhance their self-confidence and courage to overcome difficulties. For example, in the teaching of reading class organized by interactive learning and task-based learning, teachers give students independent thinking space and action space, provide students with a natural interactive environment for learning English, and form a teaching environment conducive to cultivating innovative spirit and developing innovative ability, so that their cognitive behavior can develop smoothly. In reading class, the structure of foreign language interactive learning is as follows:
A: Between two people in the same seat-adapt to dialogue, check answers and other activities.
B: Between four people-adapt to dialogue, discussion, debate and other activities.
C: Free combination-if students feel that the combination between the same seats is not suitable, they can freely choose the activity object.
D: between individuals and the whole class-adapt to some activities suitable for this form. Such as "answering a reporter's question".
E: Walk around at will-adapt to some activities suitable for this form. Such as "investigation" and "interview"
F: between groups-adapt to some activities suitable for this form. Such as "debating" and "rushing to answer".
In such a classroom, in the democratic, relaxed and harmonious atmosphere created by teachers, students work together and interact in task-based learning activities carefully designed by teachers. They depend on each other, help each other and encourage interaction. They have the opportunity to explain what they have learned to each other, help each other understand and complete their learning tasks, communicate effectively by establishing and maintaining mutual trust, and give members more opportunities for communication and self-adjustment. In the traditional reading classroom teaching, the classroom atmosphere is too dignified and depressing, and students lack sense of security and emotional clues when completing tasks, which is a kind of "hard study"; However, when the interactive foreign language learning method is adopted, the classroom atmosphere is relaxed, warm and free from depression, accompanied by an emotional clue, which is a kind of "happy learning". In such a learning atmosphere, it can not only effectively promote students to master English knowledge efficiently, but also cultivate their cooperative spirit and team spirit, so as to truly realize the purpose of moral education.
6. Carefully arrange extracurricular activities to expand the infiltration space of moral education.
Teachers use the temporary problems in class to make students argue, and the two sides collide, looking for arguments and evidence respectively, so that students can master knowledge and learn scientific thinking ability in the debate. More students have learned how to set up research groups, how to use the Internet and libraries to retrieve information, how to conduct social surveys, and the concept of observing life and understanding society is gradually being established among students. Moral education infiltration is not only manifested in the classroom teaching process, but also in different extracurricular activities in various ways. Extracurricular activities are an extension of classroom education, that is, more than 45 minutes of moral education infiltration. In the process of self-awareness, students' awareness of democracy, participation and autonomy is gradually enhanced, so some extracurricular activities with students as the main body are also necessary, which can give full play to students' subjectivity, enhance their personal experience of moral education and leave a deep memory. Therefore, we should make full use of extracurricular time to carry out the second class, increase students' knowledge in multiple ways and at multiple levels, and infiltrate moral education. Generally speaking, on the basis of unit text teaching, we should read after class, enjoy the discussion on audio, video, TV or English corner, learn the writing and performance of English short plays and English speech contests, consolidate the language knowledge we have learned, and let students receive education and edification in various atmospheres and situations. Because in this way, students' listening, speaking, reading and writing abilities can be exercised and improved through extracurricular activities. The diversification of extracurricular activities also determines the characteristics of the diversification of moral education infiltration forms. Moral education should be combined with students' ideological reality and organically infiltrated. For example, the first module of English for senior high school in Oxford and the second module of senior high school last semester, such as the reading class of the first module of senior high school last semester, after completing a series of readings related to the text, the teacher can design such a creative task: give you good news! Hua Wei, a new student studying in England, will come to our class, and our school TV station will interview her. Today's task is to interview Hua Wei. This task requires students to have the ability to use language comprehensively, and at the same time, they need to consult certain reference materials to understand the cultures of China and Britain, which is of great significance to cultivate students' inquiry spirit and cross-cultural awareness.
Conclusion:
In short, in English teaching, if the cultivation of students' humanistic quality is really integrated into English teaching, students can enjoy the dual influence of Chinese and English cultures. Emphasis is placed on the acquisition of language knowledge and the organic infiltration of moral education, which complement each other and complement each other, thus achieving the goal of truly cultivating students' humanistic quality. Isn't this the real realization of the desire of the new curriculum standard?