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tic education” on the basis of rethinking contemporary education, and called for re-establishing a people-oriented development value system in the field of education, attaching importance to people’s harmonious development, improving material living conditions, comprehensively improving peoples quality of life, emphasizing social development as the foundation, and promoting people’s all-round development. 

Chapter Two Research Design

2.1 Research questions

Based on the analysis and consideration of the survey results, this paper will focus on the following issues: First, what are the problems and influencing factors of humanistic education in senior high school English teaching? Second, how to effectively strengthen students' humanistic education in senior high school English teaching? 

2.2 Research subjects

The author takes Tongliao No.5 Middle School, Tongliao No.1 Middle School and Tongliao Experimental Middle School as the survey objects. This survey involves senior high school students in grade one and grade two, trying to sum up the basic situation of senior high school students in Tongliao City, in order to achieve the research purpose. A total of 300 questionnaires were distributed during the survey period, and 290 valid questionnaires were finally recovered. Judging from the questionnaire recovery rate, the vast majority of students actively cooperate with this survey. As for the teacher survey, the author used this opportunity to conduct a questionnaire survey among 60 English teachers and conducted individual interviews with some representative teachers. Of the 60 English teachers, 25 have master’s degree and the rest have a bachelor’s degree. Among them, there are 33 young teachers and 27 middle aged teachers. Then, SPSS 20.0 data analysis software is mainly used to sort out and analyze the data, so as to have a relatively objective and detailed understanding of the current situation of humanistic education in English teaching in senior middle schools. 

Chapter Three Research Results and Discussion ............................ 21

3.1 The results of questionnaires .................... 21

3.1.1 English teachers’ humanistic qualities ............................ 21

3.1.2 Humanistic connotation of teaching materials .................. 23

Chapter Four Major Principles and Suggestions ................................. 36

4.1 Major principles on humanistic education ............................... 36

4.1.1 Principle of people-oriented ................................... 36

4.1.2 Principle of comparative teaching .......................... 37

Conclusion ..................... 47

Chapter Four Major Principles and Suggestions

4.1 Major principles on humanistic education

It is feasible to implement humanistic education in English teaching in senior high school. In order to implement it smoothly, certain principles should be followed, which can be summarized as: the principle of people-oriented, the principle of comparative teaching and the principle of step by step.

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