A model essay on English education-a probe into moral education and teaching methods in English classroom teaching in senior high schools.
This paper briefly discusses the moral education function of English language and senior high school English curriculum, and further proposes that teachers should use various teaching methods to consciously provide students with opportunities and scenes for interpersonal communication on the basis of using virtual moral situations provided by textbooks and classrooms to help students acquire moral cognition. In order to create a real moral education situation, while helping students to effectively complete their English learning, we should guide them to achieve the unity of moral education knowledge, emotion, will and action.
Keywords: morality; Moral education; High school English; Moral education situation
The State Council's "Opinions on Further Strengthening and Improving the Ideological and Moral Construction of Minors" requires that schools put moral education at the top of quality education and run through all aspects of education and teaching. ? Moral education is not the exclusive function of a school course, nor is it a work that is only carried out at a certain time. ? Only by combining moral education with knowledge teaching and carrying out moral education through various courses offered by schools can we find an effective way to enrich people's spiritual and moral growth? .
First, the English language contains the moral function
As early as the early 1920s, Sapir pointed out that language is a way to describe human experience and understand the world. Members of the same language group share the same and systematic beliefs and thoughts. They decide the structure of the community and express it through language. Therefore, language and culture are not unrelated and isolated phenomena, they are closely related. Contemporary language view holds that language is the main carrier of culture and one of the main ways to acquire culture. Without culture, it is impossible to acquire and learn language correctly. What is culture? British anthropologist Taylor (187 1) pointed out that culture refers to the synthesis of knowledge, belief, art, morality, law and customs acquired by members of society. B.Tomolin and others further divide culture into three parts: thought, product and behavior, in which thought plays a decisive role. This shows that. English itself carries ideological and moral content. The process of learning English language is also the process of receiving moral education from another angle.
Second, the moral function of high school English curriculum
To develop and realize the moral education function of senior high school English curriculum, we must first make clear the content of moral education. Morality is a person's basic viewpoint, attitude, emotion and behavior towards people, things, things and their relationships. There are moral relations between people (others and groups), between subject and object, between people and animals, between people and nature, between people and work, between people and God. Since March 1997? Global Life Value Education Project? (Life Values Education-National Project) should inspire and guide our moral education. They are: cooperation, freedom, happiness, honesty, humility, love, peace, respect, responsibility, simplicity, tolerance and unity.
The English Curriculum Standard for Ordinary Senior High Schools (Trial) promulgated by the Ministry of Education in 2003 stipulates the nature of English courses as follows: English course learning is not only a process in which students gradually master English knowledge and skills and improve their practical language ability through English learning and practical activities, but also a process in which they hone their will, cultivate their sentiments, expand their careers, enrich their life experiences, develop their personality and improve their humanistic quality. ? This obviously contains the content of ideological and moral education. Accordingly, the curriculum standards will? Cultivate patriotism and form a healthy outlook on life? As one of the tasks of English course.
Our current senior high school English textbooks are the media and learning materials for senior high school English teaching, and they contain rich moral education functions. Take the second volume of English (Compulsory), a full-time senior high school textbook published by People's Education Press, as an example: the book includes 10 theme units, which cover the fields of debate, nature, literature, art, culture, life and environmental protection. , provides students with some relevant knowledge, and also provides them with in-depth thinking about the morality between human beings and these things. For example, the reading article No.1: Boundary in Unit 1 briefly introduces Stephen Hawking to students. Students can learn about Hawking's tenacious struggle history while mastering English language knowledge, so as to ask the meaning of tenacity, belief, will and responsibility to life and explore the philosophical significance of freedom and happiness.
Third, create English teaching and moral education situation
As mentioned above, English, as a subject, bears and contains rich moral education functions. However, the kinetic energy of moral education requires teachers to consciously create certain educational situations. Situation is an important and meaningful part of moral education. Different scenes lead to different learning methods and different learning results and effects.
(A) classroom teaching and virtual moral scene
Classroom teaching can provide moral education situation. Take the cognitive method as an example, its steps are generally as follows: 1, review and lead in. Explain new words; 2. Explain the grammar; 3. Grammar practice; 4. Teach new lessons and show group activities. Discuss the content and significance of the text sentence by sentence. Teacher's summary; 5. Go back to the text and listen to the tape. Students ask questions about the content of the text. In this way, especially in the process of steps 4 and 5, students can obtain certain moral cognition in the reading materials and the virtual situations provided by the classroom under the conscious guidance of teachers. But cognition is not the whole of moral education. Moral emotion, moral will and moral behavior are also important components of moral education. People are made, not born? . For the individual in the virtual situation, what he does is only an image of him, which can not guarantee that he can achieve the unity of moral knowledge, emotion, will and action in the real situation.
(B) classroom teaching and real moral situation
The real situation in classroom teaching is mainly various scenes in classroom interpersonal communication, including teacher-student communication, student-student communication and so on. Because this situation has not been paid enough attention to by teachers' educational consciousness in the past, teachers and students often show their most natural and true side in this situation, so the morality it embodies is more intuitive and habitual, so it is more conducive to more effective moral observation, moral evaluation and moral education between teachers and students. Of course, this requires teachers to pay attention to some teaching methods to encourage interpersonal communication in the classroom, such as communicative approach, prompt approach, community-based language learning approach, holistic approach, task-based language teaching approach, cooperative learning and so on. And in the teaching process, pay attention to the moral behavior and performance of themselves and students in classroom communication, and give timely evaluation or encouragement.
It should be noted that in the process of moral education, students should be encouraged to improve their ability of moral judgment and behavior choice in dialogue and negotiation, whether in virtual or real situations. In order to ensure the effectiveness of dialogue and consultation between teachers and students, teachers should pay attention to the problems related to speech and listening in classroom communication. Here, Habermas defined four conditions of ideal speech. J may be helpful: the authenticity of the speech; The appropriateness of speech act, the sincerity of the speaker's intention and the understandability of speech meaning. As for listening, teachers should pay attention to avoid it? Don't listen 、? Hearing loss? 、? Fake listening? 、? Refuse to listen? 、? Wholesale listening? And then what? Listen sympathetically to several situations and tendencies.
Of course, moral education cannot be completed only by teachers and classroom teaching. It needs the joint efforts of the government, society, schools, communities, parents and the educated themselves. This study only hopes to provide some thoughts for the classroom teaching of colleagues in related fields.
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