高中英语启发式教学的实证研究
Chapter One Introduction
1.1 Research Background
The twentieth century is an era when economy and technique develops rapidly. The infinite increasing of the total amount of knowledge and economy causes the sharp contradiction between the infiniteness of knowledge' s development and the finiteness of individual student's learning. However, it is significant to solve this contradiction to make educators cultivate students with an economical and effective teaching method in limited time, that is, to make educators can consume the least materials and acquire the best teaching effect, accomplishing the optimization of teaching process. The famous educator Babanski from Soviet Union believed that the standard to evaluate the optimization of teaching process is based on whether the excellent teaching effects and the improvement of teaching efficiency can be acquired. As an ancient and fresh educational idea with powerful vitality, the heuristic teaching method which is always welcome and promoted by the educators overseas and at home can improve the teaching efficiency, effectiveness and teaching quality. Therefore, the contradiction of knowledge economy needs highly effective teaching method which can make the status of heuristic teaching higher than before. By this way, it can fully express its era significance. Although the heuristic teaching has great significance, it still lacks attraction as equal to its status in high school English class. Although quality-oriented education has been advocated for years, most schools still take the college entrance examination as the learning goal and thus unilaterally pursue the increasing enrollment rate. Under the corruption of this exam-oriented education, teachers mostly apply the cramming teaching method, which makes students lost in absorbing the knowledge and mechanically memorize the knowledge so that their activity and initiative is suppressed. The negative effect of traditional exam-oriented education as well as the cramming teaching method is denounced by all the educators early. But it is still applied by some teachers so that the heuristic teaching is greatly suppressed and limited.
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1.2 Purpose and Significance of the Research
The detailed teaching procedure and teaching mode of the heuristic teaching is flexible. Thus it is not an established or fixed teaching method. All the teaching methods that possess the basic characteristics of heuristic teaching can be classified as heuristic teaching method. And the completely new teaching ideas should be established when heuristic teaching is applied. Firstly, the bilateral property of teaching activity should be exactly mastered. The bilateral property is specially emphasized because of the subjective property of English teaching. In the reality of practical teaching, there are two wrong concepts should be avoided. One is ‘the students-centered’ of pragmatism and ‘the teachers-centered’ of traditional teaching theory. In the teaching activities, teachers should have predominance and insist on the principal role of the students to engage in the teaching and learning enthusiasm so that they can achieve the common development. Secondly, it should be insisted that students should be in principal role in teaching relationship. In teaching, students are the external causes while teachers are internal causes. The external causes can only work through the internal causes. Therefore, the application of heuristic teaching must ensure the principal role of students in teaching relationship and emphasize the accordance of teaching method and learning method. Thirdly, in practical teaching, teachers should not only pass on knowledge, but also pay attention to cultivating the scientific learning method for students. As a word says, ‘Give a man a fish and you feed him for a day, teach a man to fish you feed him for a lifetime. As for students, a scientific learning method is far more important than simple knowledge learning.
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Chapter Two Literature Review
2.1 The Origin of Heuristic Teaching
Confucius is the first educator who creates heuristic teaching concept in educational history. ‘Heuristic’ comes from The Analects description which puts forward a classic judgment‘Don’t enlighten someone until he reaches that situation that he tries that hard to figure things out but fails. Don’t enlighten someone until he gets into the situation that he is clear with things in mind but fails to express anything. Don’t teach someone if he cannot explain other angles after being explained one.’ Confucius uses a few words to explicitly conclude the basic element of heuristic teaching. Mengzi is after Confucius and he agrees with heuristic teaching. Heuristic teaching comes from Socrates’s elicitation teaching theory in western ancient Grace. The theory opens a way for heuristic teaching to develop. In teaching, teachers start from simple parts and simple reasons. Then ask questions to students and pretend that the teacher does not know it at all, which drives students to fully express their opinions. After that use irony to make students feel they are in the embarrassing situation of paradoxes for themselves and produce confusions, which drives them to think about questions actively. Then teachers coordinately take some related examples to lead and enlighten students, which drives them approach the true conclusion step by step. This elicitation teaching theory is called heuristic talking method or Socratic method by westerners. Plato and Aristotle inherited and develop Socrates’s thought.
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2.2The Outline of Heuristic Teaching in Modern Times
Johann Amos Comenius, a Czech educator, advocates that teachers should motivate the students to desire for knowledge in all possible ways to reach the goal of enlightening students’ wit. He also advocates that teachers should use dialogues to lead students compete for answering questions and then teachers should explain the profound questions. Herbart, a German educator, takes the enlightenment of students’ various interest as the basis of entire teaching job. He puts forward four stages to operate heuristic teaching: understand-association-system-method. Dewey, an American pragmatism educator, agrees that there are five stages of introspective thinking: hint-question-supposition-inference-argumentation, which is taken as the five-step approach of problem teaching. In the observational research on teaching procedure, the ‘heuristic’ in heuristic class refers that the teachers and students introduce and elicit the effort of verbal and nonverbal behavior from the members in another class. Scholars provides some cognitive mode which is related to heuristic teaching. Piaget, a famous Swiss psychologist, has put forward the knowledge-acquisi tion mode, in which he advocates that students should study imitatively. And an American educator called Bruner put forward the discovery teaching method. In his opinion, teaching students any subjects does not mean pouring some fixed knowledge into their heads. Instead, it is to enlighten students to acquire knowledge and organize the knowledge imitatively. Therefore, seeking knowledge should be active instead of inheriting the achievements of predecessors passively. Whitlock, an American psychologist, advocates the heuristic teaching for students. The ‘heuristic’ he said is not the same as related to knowledge acquisition but the same as related to generate the learning skills. The guiding ideology of Heuristic teaching keeps running through his generative learning theory.
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Chapter Three Methodology .........20
3.1 Research Questions ..........20
3.2 Subject and Procedure.....20
3.3 Instrument .........22
3.3.1 Questionnaire.........22
3.3.2 Examination Paper.....23
Chapter Four Results and Discussion .........24
4.1 Data Analysis ..........24
4.1.1 Changes of Students’ Learning Performance .....24
4.1.2 Changes of Students’ Learning Attitude .....25
4.2 English Heuristic Teaching Case....30
4.3The Procedures of Practicing Heuristic Teaching Method........44
4.3.1The Heuristic Lead-In......44
4.3.2 Heuristic Questions .........45
4.3.3 Heuristic Conclusion.......48
4.4 Implementation of Heuristic Teaching Methods and Strategies ........51
Chapter Five Conclusion ..........56
5.1 Major Findings of the Thesis.....56
5.2 Limitations of the Study .......57
5.3 Further Study .........57
Chapter Four Results and Discussion
4.1 Data Analysis
As for the level tests at the beginning of the research, the grades of experiment class and the contronl class do not have obvious differencew.(σ=25.08;24.55, t=0.421)As for the grades of final exams of experiment class and the contrasted class, although the content of test papers, the testing time are the same in the sample constituted by the two classes that share one teacher, the students in experiment class that applies the heuristic teaching better master the knowledge than the students taught by traditional method. The testing result of grade t has obvious difference(experiment class σ=15.98, the contrasted class σ=21.65，t=2.932). It indicates that heuristic teaching greatly improves the learning grades of students and thus improves the teaching quality at class. It is obviously that the data's dispersion (variance) of experiment class' final exam is better than the contrasted class, which indicates that heuristic teaching has better effects on poor students and can receive better feedback.
Conclusion
The practice of series of researches on heuristic teaching proves that heuristic teaching is effective and works. The heuristic teaching strategy is beneficial for cultivating the learning interest and the learning habit of students. As for high school students, their physical conditions and intelligence are closed to adults. Thus the traditional cramming teaching method is not appropriate for high school students at their stage. Because the students at this stage have individuality and own individual thinking system, the cramming or the injection teaching method is too simple for high school students and the range of reception is too narrow. The popularization and the experiment of heuristic teaching can make more students participate in the English curriculum learning, combining the activities with the high school English teaching.And teachers should design the English teaching process through carrying out the activities, which is beneficial for improving the comprehensive ability and helps students and teachers communicate with each other and develops the potential ability of students. Therefore, it is significant to specifically optimize the heuristic teaching strategy for high school English teaching.
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The reference (omitted)
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