《The Design of Humanistic Activities in Middle School English Class》由会员分享，可在线阅读，更多相关《The Design of Humanistic Activities in Middle School English Class（22页珍藏版）》请在金锄头文库上搜索。
1、The Design of Humanistic Activities in Middle School English Class中学英语课堂人本活动的设计Abstract: Humanistic activities are designed on the basis of Humanistic Education Thought, Carl Rogerss Humanistic View, Constructivism Theory, The Affective Filter Hypothesis and Democratic Education Thought. When design
2、ing humanistic activities in middle school English class, seven principles should be strictly stuck to. According to the principles, the practical strategies of the design of humanistic activities are presented, including how to choose contents of activities, set situations of activities, organize a
3、ctivities and discuss in the activities.Key words: The Design of Humanistic Activities；Core；Principles；Practical Strategies摘要： 人本主义教育思想、罗杰斯的人本主义观、建构主义、情感过滤假说以及民主教育思想是人本活动设计的理论依据。在设计中学英语课堂人本活动的时候，应该严格遵守活动设计七原则。根据这七条原则，实施人本活动设计策略，即选择活动内容、创设活动情景、组织活动和展开活动讨论。关键词： 人本活动设计；主体；原则；实施策略1 Introduction:In tradi
4、tional teaching, teachers task is to explain the text, while students task is to take notes, do exercises and have tests. Moreover, both the forms and contents of traditional teaching are dull and unattractive. Therefore, students abilities of language application are bad. Whats worse, the tradition
5、al teaching makes students lose their interest in studies. In modern education, teachers are no longer the masters, while students are the core of class teaching. Whats more, humanistic activities are introduced into class teaching. The well-designed humanistic activities can motivate students inter
6、ests and desires of learning. Therefore, the design of humanistic activities is an important part in middle school English class. Humanistic activities are designed on the basis of Humanistic Education Thought, Carl Rogers Humanistic View, Constructivism Theory, The Affective Filter Hypothesis and D
7、emocratic Education Thought.2 Theoretical Basis2.1 Humanistic Education ThoughtModern Humanistic Educational Thought is an important educational thought in the western countries today, which develops from humanism of the Renaissance. It attaches great importance to human beings values, makes student
8、s become the core of education and helps them to pursue the development of personality, humanity and potential. Since 20th centuries, Humanistic Educational Thought has played an important part in western educational conception, objective, content, mode and so on, which also has great impact on Chin
9、as fundamental education, especially on education for all-round development. (沈正元,2002)The objective of Humanistic Educational Thought is to promote the development of human beings personalities. Many humanists believes that the fundamental objective of education is to help human beings develop thei
10、r individualism, make students realize that they are distinctive human beings and actualize their potential.Humanistic Educational Thought believes that curriculums should combine students studies with their lives and consider “human beings all-round development”as the objective. With respect to the
11、 choice of curriculums contents, Humanistic Educational Thought brings forward that curriculum must cater to students interests, capabilities and demands, moreover, have tight relation with their life experience and social state.Humanistic Educational Thought believes teaching must center on student
12、s and let them decide what to learn and how to learn. It advocates non-commanding teaching and promote students self-experience. (沈正元,2002)2.2 Carl Rogerss Humanistic ViewRogers maintained that all human beings have a natural desire to learn. He defined two categories of learning: meaningless or cog
13、nitive learning and significant or experiential learning (applied knowledge which addresses the needs and wants of the learner). According to Rogers, the role of the teacher is to facilitate experiential learning by: Setting a positive climate for learningClarifying the purposes of the learner(s)Org
14、anizing and making available learning resourcesBalancing intellectual and emotional components of learning and sharing feelings and thoughts with learners but not dominating.（Rogers, 1969）As for the personal growth and development of the student, Rogers suggests that:Significant learning takes place
15、 when the subject matter is relevant to the personal interests of the student.Learning that is threatening to the self (e.g. new attitudes or perspectives) are more easily assimilated when external threats are at a minimum.Learning proceeds faster when the threat to the self is low.Self-initiated le
16、arning is the most lasting and pervasive. （Rogers, 1969）2.3 Constructivism TheoryBasically, constructivism views that knowledge is not about the world, but rather constitutive of the world (Sherman, 1995). Knowledge is not a fixed object, which is constructed by an individual through his own experience of that object. Constructivist of learning challenges projects that includ
