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theory, whichcan provide support for the research. Humanistic Teaching Theory is a contemporary teaching schoolwhich is based on existential philosophy, phenomenology, and humanisticpsychology. Its representative figure is Carl Rogers, an Americaneducator and psychologist. The main content is as follows: The representative figure is Bahkob, a famous educator,educationalist and psychologist. The core of his theory is that modemteaching must promote students' development to a degree of the mostidealistic state with the best teaching effects, namely, through teaching,promoting students' holistic and harmonious development in intelligence,emotion, willpower and personality etc. He attaches great importance tostudents' intelligence development and lays emphasis on the developmentof students' observation, thinking ability and practical operational ability. As is stated above, the formal discipline theory laid emphasis onstudents' abilities instead of knowledge and took faculty psychology as itsbasis. With the guidance of this theory, the idea was maintained thatGreek, Latin, logic, grammar and mathematics should be taught in middleschools, because the task of the school lay in the development of students'intelligence, which could be transferred to other fields of actual life andmade it possible for students to do different jobs after graduation. Theformal disciplines could play a great role in the training of students'intelligence, for example, Greek and Latin could develop students' facultyof memory while math and logic could train students' logical thinking.The content of the subjects was of little importance.
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Chapter 3 The Development of Universal Abilities......... 33
3.1 An Overview about How to Develop Students' Universal........33
3.1.1 Pre-Teaching (Preparation)........ 33
3.1.2 While Teaching ........36
3.1.3 Post-Teaching ........36
3.2 Developing Students' Universal Abilities ........37
3.3  English SkillsTraining........49
3.4 Different Sections ofthe Textbooks of Advance with English........ 65
3.5 Developing Students' Universal Abilities in Different Types........71
Chapter 4 The Diagrammatic Representation of the Development........ 87
Chapter 5 Guaranteeing Measures of the Implementation........91
5.1 Adequate Time ........91
5.2 Questions or Problems Guiding........ 92
5.3 Student Autonomy........ 93
5.4 Innovation........ 93

Chapter 6 The Result of the Research

(1) The Evidence from Classroom Observation
After one year's development of universal abilities, it has been foundthat some of students' universal abilities have been improved. Comparedwith their previous performances in class where they only passivelyanswered some of the teachers' questions, they can not only answer theteachers' questions in a more positive way but can give more novelanswers. Sometimes they would ask the teacher some questions, whichshows that their ability of raising questions has been improved. Theircommunicative ability has also improved after the teacher created moreopportunities for them to practice their ability in this aspect. It is reflectedin the classroom that they are more willing to communicate with theirclassmates in English t本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。