从杜威的教学法思考我国中学英语教学

1、摘 要本论文通过对杜威教育理论教育即生活、生长和经验改造这三个主要命题的浅析，并根据杜威率先提出的探索式教学法，分析中国中学英语教学活动，旨在发现我国中学英语教学中存在的问题与不足，从而恰当地借鉴杜威教学法以推进我国中学英语教学的改革与完善。关键词：杜威；教学法；英语教学ABSTRACTThe main object of this paper is the reference derived from Dewey's educational theory used in secondary school English teaching in China. After studyin

2、g Dewey's educational theory that education is for life, growth, and experience transforming, and analyzing Dewey inquiry teaching method, I hope to find out the problems and deficiencies in the secondary school English teaching in China and to promote Dewey's teaching methods appropriately

3、in our secondary school English teaching.Key words：Dewey; teaching methods; English language teaching中国最大的论文知识平台Contents1Introduction12. The Traditional Teaching Methods and Its Limitations before Deweys Pedagogy Formed22.1 The Traditional Teaching Methods22.2 The Characteristics of Traditional Teac

4、hing Methods22.3 The Limitations and Disadvantages of Traditional Teaching Methods33. The Formation of Dewey's Pedagogy53.1 About Dewey53.2 The Formation of Teaching Theory53.3 Deweys Teaching Method74. The implementation steps and effectiveness of Deweys teaching method84.1 Steps84.2 Effectiven

5、ess95The Reference From Dewey's Pedagogy for Secondary School English Teaching in China115.1 Create the Daily Life Environment in English Classroom115.2 Guide the Students to Experience English Culture115.3 Teach English in Daily Life126. Conclusion14Acknowledgements15References161IntroductionDe

6、weys educational idea is widespread in the world. His educational theory “not only shaped modern American education, but also impacted on the world” 1243. He is the most influential representative in the history of modern Western education. As a famous educator, John Deweys pragmatic educational ide

7、a has produced the most profound influences not only in the United States, but also in other countries. Dewey in his Democracy and Education (2001) proposed the inquiry teaching method, which made students no longer passively “accept” knowledge, but actively “process and use” knowledge. Knowledge is

8、 no longer the accumulation of static rigid concept, but is the intellectual supporting for effective action, just like Deweys statement “learning by doing.” 2. The Traditional Teaching Methods and Its Limitations2.1 The Traditional Teaching MethodsBefore Deweys teaching methods formed, there were s

9、ome traditional teaching methods.(1)Method of lectureTeachers use the method of lecture with simple and vivid spoken language to develop students intelligence. It is through narration, description, explanation and inference to deliver information, to impart knowledge, to clarify concepts, laws and f

10、ormulas and to guide students to analyze and understand problems. The advantage of the method of lecture is easy to control the teaching process by teachers, and enable students to gain a large number of systematic scientific knowledge in a short time. But if it is not used very well, the students i

11、nitiative and enthusiasm are not easy to play. There will be a situation in which teachers are always chalking and talking, while students are just listening 2145.(2)The method of direct demonstrationIt is the method of direct demonstration that the teacher in the classroom shows a variety of physic

12、al, visual aids or demonstration experiment for students to get perceptual knowledge through observation.(3)The method of reading guideThe method of reading guide is that the teacher guides students to get knowledge, to consolidate knowledge, and to develop the ability of self-learning through the r

13、eading textbooks or reference books.2.2 The Characteristics of Traditional Teaching MethodsIt was generally believed that traditional teaching methods have the following characteristics:(1) Teacher-centered. Traditional teaching methods emphasize the dignity of the teaching profession. These methods

14、 demand students to pay attention to the authority of teachers. They emphasize on prominent teachers status in the teaching center. Herbert believed, teachers could manipulate students arbitrarily and students should obey teachers requirements absolutely. He requested teachers to have the authority

15、to manage students, which enables students to respect teachers and be willing to obey the requests. Therefore, he also emphasized giving and receiving the “cultural elements” in teaching methods. (2) Aim to impart textbook knowledge. Herbart's psychology and interest in functional theory put for

16、ward a five-stage process of teaching methodology. Teaching had always been put in the first place in the five-stage process. Based on this understanding, the teachers only focused on imparting transmission knowledge at that time, but they ignored or did not consider the development of students inte

17、lligence and ability. (3)Regard classrooms as the basic site. Imparting knowledge was the main activities of teacher-centered traditional teaching method based on which determined the classroom as a basic premises for teaching. Classroom was a specific session for teaching together, where helped tea

18、chers teach system knowledge and have a dialogue with students. Whats more, teachers played a leading role and showed the authority in classroom while teaching. In the process of imparting knowledge, most of the traditional teaching methods were rooted in the classroom. So the classroom was the cent

19、er. 2.3 The Limitations and Disadvantages of Traditional Teaching MethodsThe relationship among the four elements (teachers, students, teaching materials and resources) of teaching system was that teachers were the master of the whole process in teaching activities through giving lectures, writing o

20、n the blackboard and teaching media assistance to deliver knowledge to students. As a student in the teaching process, he gained the knowledge only by listening with ears, which was in a passive acceptance of state. The students were the external recipients and material was the content of teachers f

21、or students. Media in the teaching process was mainly a secondary teacher education, which gave visual effects of the importance and difficulties.As for the disadvantages, first of all, the emphasis on written material makes students lose a lot of chances to acquire knowledge from practicing. So stu

22、dents can only obtain previous experience from books. There is no chance for students to gain these experiences by themselves, so that they can not update knowledge timely. Secondly, in the traditional teaching activities, the status of teachers was very lofty and unquestionable. In teaching process

23、 students were not allowed to suspect teachers and ask questions. Thus it reduced chances for students to gain the knowledge through asking questions .Because of their unshakeable position, teachers would not think they themselves were wrong and should continue to make some progress, which made it i

24、mpossible for students to create opportunities for learning new methods. Last but not least, Dewey advocated a true scene setting the learned knowledge into children. It is difficult for students to acquire knowledge in a confined classroom. And it is unfavorable for students to grasp knowledge not

25、to mention the healthy development of physical and mental 3331. In these cases, the traditional teaching methods were formed by boring routine, and followed the specified steps mechanically 424. These methods had become teachers and students rigid dogma. 3. The Formation of Dewey's PedagogyDewey

26、 created his own education teleology on the basis of criticizing and inheriting traditional educational purposes. He didnt not think education truly non-purposed but with fixed abstract and distant purpose. The education purpose could change with education activities. On this basis, this method not

27、only can expand the scope of the curriculum to enrich the knowledge, but also can change the traditional teaching methods 5166. Putting practice into teaching activities can make children get more physical and mental development.3.1 About DeweyJohn Dewey was born in a middle class society in the gro

28、cery business in Bennington of Vermont State on October 20, 1859. The people there were accustomed to autonomy. They respected for freedom, and believed in the democratic system. These can be said as colonial New England traditional spirit.So far, there still hasnt been a thinker having more influen

29、tial concepts of education about America even the whole world among U.S. modern thinkers 656 .Under the influence of the extreme formalism and American strict education in Vermont towns in New England, Deweys ability about criticizing the implementation of education at that time was formed with the

30、democratic and nurture atmosphere of the environment. He issued a deep appeal of creation about a new philosophy as the basis for educational theory. And then the so-called progressive education movement in 1930s was formed.3.2 The Formation of Teaching TheoryDeweys early paper “My Education Credo”,

31、 his book The School and Society and Child and Curriculum constituted the basic viewpoints of Deweys teaching theory. Later, he engaged philosophy and educational philosophy of the theoretical writings, and published books like How We Think, and Schools of Tomorrow. His philosophical masterpiece Dem

32、ocracy and Education built a complete rigorous and pragmatic educational theory building, as an important stage and factions in the development of modern capitalism educational theory. Deweys educational theory was formed and based on criticism, inheritance and development of the educational ideas o

33、f Rousseau, which affected the U.S. even the whole world of educational development. Although the education thinking had been strongly criticized by other scholars, Dewey's contribution to education was unprecedented. (1)Education is “life”, “growth” and “experience transforming”.Dewey believed

34、that education was the process of childrens life, not the preparation for life in the future. He said: “Life is development. The continuous and growing development is life.” Therefore, the best education is learning from life and learning from experience. Education is ensuring to give children the a

35、dequate living conditions for growth. (2) Education with no aimIn Deweys mind, education was the purpose of external forces imposed on the educated in the undemocratic and unequal society. So in a democratic society it was different, the education should be pursued with no aim. Deweys education theo

36、ry of the bourgeois was obvious 6177.(3)The school is the society.Dewey thought that it was the right way for people that the growth of body and mind was experience transforming in the real life. Therefore, teachers must change the classroom into a paradise for children's activities when teachin

37、g knowledge, and guiding children to do activities voluntarily. As a result, in that atmosphere children could develop their characters and acquire knowledge unconsciously to achieve life growing and experience transforming.(4)Theory of teaching Deweys theory about education is that education is lif

38、e, growth and transforming experience, on which topics are such as teaching materials and teaching methods that make a different approach to traditional discourse. (5)Moral educationIn Deweys thought, moral education occupied an important position in the whole education. Dewey strongly emphasized th

39、at moral was the power to promote social progress. (6)Centre on childrenDewey believed that children were born with latent instincts of four. The four activities are language, social instincts and their activities, the research and exploration of instinct, and their activities, artistic instinct and

40、 its activities. The task of education was children instinctively growing and creating conditions for children to carry out the activities.3.3 Deweys Teaching Method(1)The inquiry teaching Inquiry learning (“Five Steps Method”) is a positive learning process. The first one to propose using the inqui

41、ry method in teaching was Dewey. He believed that science education was not only the knowledge learning, but also much more important to learn the process or method from scientific research.(2)The process of inquiry teaching General inquiry process involves observation, asking questions, making pred

42、ictions, guessing or assumptions, working to collect data, analyzing and drawing preliminary conclusions to be further explored. The results of the inquiry are in the process of cooperation and exchanges with others and carrying out the evaluation 756. (3) The meaning of inquiry teachingTo study inq

43、uiry teaching, we must first know clearly what inquiry is. The definition of inquiry by the National Science Education Standards is: “Inquiry is a multi-level activity, including observation, asking questions, finding out the conclusions what is already known through browsing books and other informa

44、tion resources, at last formulating research plans.” According to the experimental evidence to evaluate the previous conclusions, we should collect, analyze and interpret data with tools and then answer, explain and predict the results. Inquiry calls for the identification assumption, for the critic

45、al and logical thinking, and for consideration in other alternative explanation. Lu Wangjing from Shanghai Institute of Human Resource Development Education believes, “Inquiry learning is a learning style which models on the process of scientific research to learn science content, and thus master th

46、e science content in the same time to experience, to understand and to apply for scientific methods of research to master the research capacity 899. ”4. The Implementation Steps and Effectiveness of Deweys Teaching Method4.1 StepsThroughout todays teaching methods, everywhere one can learn the essen

47、ce of Deweys educational theory which is a better interpretation of John Deweys “Five Steps Method”. So in practice, it is very effective and practical to combine with Chinese actual classroom education to innovative application in all aspects 9251.(1) Creating learning environment to stimulate stud

48、ents desire for knowledge. Dewey believed, in order to understand the significance of experience or the experience to context, we must think of the situation outside school, think of interested and engaged things in everyday activities. Deweys first requirement on the educational situation was the s

49、imilarity of everyday life with children 1085. Children not taking the initiative from the heart into the situation can not understand the meanings of problems presented, and undertake the operating in remote and abstract under the outside pressure and force. At that stage their internal initiative

50、and natural curiosity are not aroused, then their learning is passive, and the result of the passiveness is obvious. Teachers often tell the students about experience directly, which is very beneficial for the students to understand the causes of this incident, but thus makes the students lose inter

51、est in the incident 1125.(2) Identifying problems step by step in depth. It is the most important step to push students to propose the difficulties and lead them to problem-solving situation. Dewey believed, if children could not find a problem initiatively they were interested in, other steps would

52、 not have any meanings. Dewey thought of “the wisdom of learning that everything has an active interest in carrying out the activities of a role to play things 1277.”(3) Sharing information and learning more. Teachers should provide students the necessary information to solve the problem 5201. Here

53、the so-called information did not means the answer to solve the problem, but a vital resource for further exploration. If necessary, teachers also can use visual teaching on issues to make direct observation. Due to Students suffering the limitations from age, experience and other aspects when they

54、discovered the problems, teachers must provide assistance for students to find out the answers 1345.(4) Making assumptions. Children will find problems they are interested in, and according to available information, they will propose their own solutions and ideas, bold inferences, conjecture, and pu

55、t forward a hypothetical answer. Team discussion in the teaching classroom shows the effectiveness of group problem-solving. 14199(5) Testing the idea. In accordance with the established program, it is vital to verify the idea of solving problems to see whether it is effective to draw a conclusion.

56、4.2 Effectiveness(1) Teaching process. It includes importing scenarios, showing scenarios and the design of inquiry activities. This is a master of the class, and the concentration of teaching process. From the flow chart we can understand the main idea of a class and the use of materials. This link

57、 is necessary for each class so that teachers can have a grasp of the macro framework to control the classroom successfully and play a leading role in the teaching process.(2) Scene importing. Appropriate scenario is an important key to a good lesson, which links to students life, leads students thi

58、nking, and echoes the sentiments of the students. As a result, students walk into the default scenario intentionally or unintentionally and into the thinking of the palace 988.(3) Exploration of questions. To achieve this effect, I think there are two of the most important: firstly, the choice of case scenarios whether can attract the attention of students and whether can cause emotional resonance; secondly, the issue of the