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摘要：本文是一篇高中英语论文研究，本文调查结果如下：（1）研究结果表明，高中英语教师人文知识教学的现状处于中等水平。教师问卷六个维度的平均分均超过3分，但仍不超过4分，说明人文教学还有很大的提高空间。人文知识的评价方法和教学效果最低。评价方法的平均值为3.33，教学效果的平均值为3.39。这说明高中英语教师对人文知识教学的评价方法重视不够，导致教学效果不佳。

significance, The Senior High School English NewCurriculum Standard points out that English is the unity of humanity andinstrumentality. High school English teachers should pay attention to the teaching ofhumanistic knowledge in the teaching process, and guide students to pay attention tohumanistic knowledge. This study can arouse teachers’ awareness of humanisticknowledge teaching and also gives some advice which can promote the teachingability of high school English teachers in humanistic knowledge.

Chapter 2 Literature Review

2.1 Relevant Definition

2.1.1 Definition of Humanistic Quality

Different scholars have different definition on humanistic quality. Du Shizhong（1999) states that humanistic quality involves how the human beings deals with therelationship among the nature, the society, other people’ relations as well as their ownideal, emotion, will and other social attribute aspect. Xu Jie (2004) points out thathumanistic quality, from its connotation, contains the humanities knowledge qualityand the humanities spirit quality. Zhou li (2004) considers humanistic quality is thebasic accomplishment of being a person. It is a comprehensive manifestation ofpeople’s acquisition of humanistic knowledge and formation of humanistic knowledgestructure, and a comprehensive embodiment of the behavioral ability of relatedhumanistic knowledge in practice. In a word, humanistic knowledge can beinternalized into students’ humanistic quality, thus promoting students’ all-rounddevelopment.

Liu Weihua (2005) thinks that humanistic quality mainly refers to the unity ofhumanistic knowledge, social ability and humanistic spirit. It is more related to thesocial and artistic fields.

The core connotation of humanistic quality is humanistic knowledge, humanisticspirit and interpersonal skills. Among the three, humanistic knowledge is the basis forthe formation of humanistic quality, and the improvement of humanistic quality isinseparable from the accumulation of humanistic knowledge. Humanistic spirit is the core of humanistic quality, and the improvement of humanistic spirit depends on theinternalization and integration of humanistic knowledge (Xiao Zhenyu ,2011).

Ma Shina (2012) considers that humanistic quality is the inherent characterembodied in the humanities and humanistic knowledge in the education object, whichis manifested as a person’s personality, temperament, and cultivation. It focuses onpeople’ inspiration , understanding, and influences people’s values in a subtle way.

2.2 Theoretical Foundation of the Present Research

2.2.1 Humanistic Education theory

Rogers (1952) applied his humanistic theory to education and formed his uniqueview of education purpose, student view, teaching view and teacher view. Rogersproposed to cultivate people with all-round development. He pays attention to thefulfillment of personal potential and the complete development of people, aiming tomake people “fully perform their functions”.

Humanistic education is based on Maslow’s hierarchy of needs theory, takingself-realization as the highest pursuit of human beings. It is necessary to fully developand utilize students’ abilities, talents, and potentials, so that students can realize their aspirations on the basis of their own growth and developmen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。