英语论文网

本文是一篇高中英语论文研究，笔者认为人文环境可以潜移默化地影响教师和学生，因此，学校有必要进一步加强人文环境建设。例如，可以在学校开展人文讲座和活动，以增加教师和学生的人文知识。学校还可以在图书馆提供一些关于人文知识的书籍。对于英语教师来说，他们可以在课堂上营造人文氛围

Chapter 1 Introduction

1.1 Background of the Research

Under the pressure of exam-oriented Education and college entranceexaminations, high school English teachers often only pay attention to the cultivationof students’ listening, speaking, reading and writing skill. They always take learningscores as center causing students’ lack of humanistic knowledge and resulting in weakcomprehensive ability.

Liu Runqing （ 2015 ） pointed out that English is a humanities subject, andhumanities education cannot be overemphasized. Language teaching and humanitiesknowledge are complementary and inseparable. In high school English teaching,teachers should integrate humanities knowledge into English teaching, which enablestudents to accumulate knowledge of literature, religion, history, art, law andphilosophy in English classes. It can not only broaden students’ horizons, but alsoimprove students’ comprehensive quality and promote students’ all-rounddevelopment.

New Curriculum Standard emphasizes the comprehensive training of students’language ability, cultural awareness, thinking quality and learning ability. Culturalawareness mainly refers to acquiring cultural knowledge. According to NewCurriculum Standard (2017), cultural knowledge refers to: Excellent Humanities andscientific knowledge at home and abroad. Therefore, humanistic knowledge is a partof cultural knowledge. In this paper, the author will make a research on Englishteachers about humanistic knowledge teaching.

English teachers should cultivate students’ cultural awareness in teaching andguide students to pay attention to humanistic knowledge. So far, many scholars haveconducted research on humanistic education, but most of them have concentrated onuniversities. There are few studies on the humanities knowledge of high schoolEnglish teachers. On this basis, the author hopes to explore the current situation of high school English teachers in humanistic knowledge teaching and to know whetherthere are demographic differences among senior high school English teachers. Finally,the author use interview to figure out what difficulties in humanistic knowledgeteaching.

1.2 Purpose and Significance of the Research

Based on previous study, the author uses the quantitative method such asquestionnaire and qualitative method such as interview to research on humanisticknowledge teaching of senior high school English teachers.

This research has theoretical and practical significance. In terms of thetheoretical significance, Chinese scholars mainly focus on the study of college. Thereare few researches on the teaching of humanities knowledge of high school Englishteachers, and few researches on the demographic differences of English teachers inhumanistic knowledge teaching. The research on the demographic differences inhumanistic knowledge teaching of senior high school English teachers makes up forthe weakness of relevant research on this issue and enriches the research content inthe current situation of humanistic knowledge teaching. This study provides atheoretical significance to the further study of the teaching of humanistic knowledge.

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