《小学英语教学问题研究开题报告（英文版）》

I.BackgroundandSignificanceResearchBackgroundInthecurrentprimaryschoolEnglishteachinginmycountry,thereisneitherthetrainingvalueofthinkingnorthecultivationofstudents'creativeconsciousnessandhumanisticspirit.Basedonthis,theanalysisoftheproblemsexistinginprimaryschoolEnglishteachingisofgreatsignificancetothepromotionofEnglisheducationinmycountry.Thisresearchisconducivetoreformingthetraditionalhomeworkmodeandenhancingitseffectiveness.In-depthresearchonprimaryschoolEnglishteachingmethodsandmethodsisconducivetoamoresystematicunderstandingofthecurrentsituationofEnglishteaching,revealingitsvariousdeficiencies,encouragingteacherstoreflectonandadjusttheirownconceptsandmethodstodesignandarrangeteachingtasks,andimproveteachingeffectsandhomeworkcontentThescientificnatureandthediversityofclassroomstyles.TheshacklesoftraditionalEnglisheducationalvalues.ThecurrentEnglisheducationsysteminourcountryisstillseverelyrestrictedbytraditionalEnglisheducationalvalues,hinderingandsuppressingthegrowthofcreativetalentsintermsofteachingcontentandcurriculumsystem,Englisheducationandteachingmethods,teacher-studentrelationship,classroomatmosphere,andtalenttrainingmodels.Forexample,intheteachingcontentandcurriculumsystem,manycontentsareoutdatedorfarawayfromthelifeofthestudents:theteachingmethodisstillmainlybasedontheteacher'steaching,andthestudentscanonlypassivelyaccepttheknowledgetaughtbytheteacher;teacherspayattentiontocognitivegrowthItignoresthedevelopmentofaffection.Intheteacher-studentrelationship,theteacheristheabsoluteauthority,andstudentscanonlyfollowtheirorders.Foralongtime,theteacher-studentrelationshipinourschoolshasbeenrelativelyindifferent,andthereisevenhostilityinsomeschools.AccordingtoanEnglisheducationsurveyconductedbythe"ChinaEnglisheducationNews",thecurrenttendencyoftheteacher-studentrelationshipinmycountryis:teachersarehigh-pressure,studentsarebored,andoverburdened.Objectivelyspeaking,althoughthechannelsforknowledgetransferbetweenteachersandstudentsarebroadening,thechannelsforemotionalcommunicationareshrinking.38%ofstudentsthinkthatschoollifeisnotveryexciting,5%ofstudentsthinkitisveryboring;40%ofstudentsthinkthatbeingwiththeteacherdoesnotmatterwhethertheyarehappyornot,and12%ofstudentsareunhappyandveryunhappy.Suchatenseteacher-studentrelationshipisbynomeansadvocatedbymodernEnglisheducation,becauseitisnotpeople-oriented.StudiesAbroadBritishAlanBullockpointedoutinhisbook"WesternHumanisticTradition"thathumanismisabroadtendency,notlimitedtoaspecificfield.Therefore,thebookdiscusseshumanismindifferentperiodsandfieldsinancientGreece,Renaissance,Enlightenmentandmoderntimes.Adiscussiononthiswesterntraditionhelpsustograspthethoughttraditionofhumanismasawhole.Theexpositionsonhumanisticeducationthoughtsabroadaremainlyfoundinthethoughtsandworksofhumanisticeducators.Forexample,inbook"TowardsanExistentialPsychology",Maslowputforwardmanybasicviewsontheshortcomingsoftraditionalschooleducation.Rogers'"Freedomtolearn:AreviewofwhatEducationmightbecome"waspublishedinthelate1960s.Thebookhasmadeameaningfuldiscussiononthebasicviewpoints,techniquesandmethodsofhumanisticeducationalthoughts,andcontributedtothepopularityofhumanisticeducationalthoughts.IrrationalPeople-ExistentialismPhilosophyResearchistherepresentativeworkofAmericanscholarWilliamBartley.ThisbookhasahighreputationintheentireWesternphilosophicalcircle,anditisstilllistedasatextbookfor"existentialphilosophy"coursesbysomeuniversities.Thetextisdividedintofourparts.Thethirdpartisthemainpartofthebook,whichfocusesonthethoughtsofexistentialphilosopherssuchasKirkegaard,Nietzsche,HeideggerandSartre.Thethoughtsonhumanisticpsychologyareoftenmentionedintheworksofhumanisticpsychologists,suchasMaslowinhisbooks"ThePotentialandValueofMan","TowardsanExistentialPsychology"and"Human"TheRealmofPerformanceAchieved"allinvolvehishumanisticpsychology.Thefirstchaptersummarizesthebasicunderstandingofhumanisticpsychologyandclarifiestheinsandoutsofhumanisticpsychology.Thethirdtosixthchaptersdeeplyandmeticulouslyexaminethethoughtprocessofthemainfounderofhumanisticpsychology,whichisthecorecontentofthebook.1.2StudiesatHomeTounderstandmodernhumanisticphilosophy,YangShoukan's"ScientismandHumanisminWesternPhilosophyinthe20thCentury"isalsoworthreading.Thisisalsoabookonthephilosophyofhumanism.Thebookinvolvesahistoricalreviewofhumanism.Forexample,thesecondsectionofChapter8specificallydiscussesthetraditionofhumanism,involvingthemeaningofhumanismindifferentperiods.Thisbookisofgreatbenefitforustounderstandthetwomainphilosophicaltrendsofthe20thcentury-scientismandhumanism.In"ACourseinHistoryofForeignEducation"editedbyWuShiying,humanisticeducationispositionedasoneofthemodernEuropeanandAmericaneducationalthoughts,anditiscalled"humanizededucation".Inthetenthsection,thetheoreticalpointsof"human-orientededucation"arespecificallydiscussed:emphasizingthatthegoalofeducationistocultivate"completepeople";advocatinghuman-orientedcurriculum:emphasizingthatschoolsshouldcreateafreeandself-careatmosphere.Chapter19ofthe"GeneralHistoryofForeignEducationalThoughts"(Volume10)"EducationalThoughtsinthe20thCentury"byWuShiyingandRenZhongyinprovidesarelativelycompleteintroductiontomodernhumanisticeducationalthoughtsandpointsouthumanisticeducationalthoughts.Thebackgroundoftherise;theeducationalthoughtsofthemainrepresentatives(includingMaslow's"self-actualization"educationalthoughts,Rogers's"non-directiveteaching"thoughts,andotherhumanisteducatorssuchasAllportandRolloMayThethoughtsofothereducators);analyzedtheinfluenceofhumanisticeducationthoughtsandcommentedonit.YangShaogang`sbook"HumanisticPsychologyandEducation"reflectsonhumanisticeducationfromtheperspectiveofpsychology.Itisalsoabookthatgivesamoredetailedandin-depthintroductiontohumanisticeducationinChina.ThebookexploresthehistoricalevolutionofhumanisticeducationintheWest,analyzesthebasicconceptsofhumanisticpsychologyanditsinfluenceonWesternhumanisticeducation,demonstratesthevariouseducationalparadigmsofWesternhumanisticeducation,and,ThetheoreticalandpracticalanalysisoftheimplementationofhumanisticeducationinChina.Thedomesticrelatedresearchismainlydividedintothreeparts.Thefirstistodiscussthehumanisticeducationthoughtasakindofeducationviewfromthewhole.Somescholarsonlybrieflyintroducetheeducationalthoughtsofmajorhumanisteducatorsasahumanisticeducationview.Forexample,DuXuexing,ZhangLiping,LuZengxianandothersbelievethatthetheoryofhumanisticeducation"isbasedonthe'completehuman'Developintothemostbasicvalueorientation.'Self'andself-realizationarethecoreconceptsofthetheory.Itisembodiedinthereturnofeducationalthoughttohumannature,thereturnofeducationalpracticetotheworldofhumanemotions,andthereturnofeducationaltheorytothereturnof'individual'.”Thesecondistodiscussacertainaspectandacertainaspectofhumanisticeducationthought.Manyaspectsofhumanisticeducationthought,suchaslearningview,teachingtheory,curriculumtheory,curriculumviewandeducationalparadigm,havebeendiscussed.Forexample,ProfessorYangShaogangofNanjingNormalUniversitydiscussedthelearningandeducationparadigmssuchas"HumanisticLearningParadigmwithEmotioninKnowledge"and"IntegratedEducation";ZhouRupingdiscussedthesignificanceofthehumanisticlearningconceptinteachingpractice;ZhaRurongexploredthehumanisticeducationmanagementconcept.Thethirdisthediscussionfocusingontheenlightenment,influenceandapplicationofhumanism.Somescholarsdiscussedtheenlightenmentofhumanisticeducationpracticetobasiceducationinourcountry,suchasYangShaogangandRunLixia;somescholarsdiscussedtheenlightenmentofhumanisticeducationthoughttoaspecificeducationfield,suchastheenlightenmentofmoraleducationreform,Theenlightenmenttoinnovativeeducation,etc.;somescholarsalsoexploredtheinspirationofhumanisticeducationthoughtsontheteachingofspecificsubjects,suchasXuXiaoqingdiscussedthehumanisticeducationthoughtsandtheinspirationofforeignlanguageteaching.2.SignificanceHumanisticeducationalthoughtsstudythenatureofhumanbeingsandtheirrelationshipswithnature,society,others,andselffromtheperspectiveofhumanbeings,emphasizingtheself-realizationofhumanpotentialandvalue,andadvocatingthesatisfactionofindividualneeds,thedevelopmentofsubjectivityandcreativity,Makepeoplerelyontheinternalpowerofselftodevelopintoa"full-functionperson",auniqueindividualwhocanmake"freechoice",andfinallyachievethegoalofpersonalityperfectionandself-realization.Humanisticeducatorshaveproposeda"student-centered"freelearningmodel,"self-directedlearning"withthemainpurposeofcultivatinginnovativeabilityandopenpersonality,and"emotionaleducation"thatcombinesemotionaleducationandcognitivelearning."Integratededucation",humanisticeducationstrategiestoimprovestudents'toEnglishinternality,andcontemporaryeducationalideassuchashumanisticpost-moderneducationalthoughtslinkedtopost-modernism.AlthoughthesetheoriesandpropositionsaretheproductsofWesternsociety,intoday'sinformationage,tryingtocarefullysortoutandexploretheirtheoreticalresearchandpracticewillhelptounderstandthelatestdevelopmenttrendsintheworldandcontributetothemodernizationofEnglisheducationinChina.Inourcountry’scurrentEnglisheducationaltheoreticalresearchandeducationalpractice,peoplegenerallyadvocate"qualityEnglisheducation"and"innovativeEnglisheducation"andadvocatethatEnglisheducationshouldbe"people-oriented"andEnglisheducationshouldbeclosetostudents'lives.TheseviewsaretosomeextenthumanisticThepropositionofEnglisheducationisquiteconsistent.TheprerequisiteofqualityEnglisheducationis"people-oriented"and"student-centered"todevelopstudents'potentialandcreativity.Inthisregard,humanisticpsychologyanditsEnglisheducationaltheoryandpracticehaveprovideduswithsuccessfulexperiences,butalsosomelessonsoffailure.Therefore,absorbingandlearningfromsomepositivefactorsintheirresearchisofpositivesignificancetopromotingChineseEnglishEnglisheducationalreformandmodernization.II.MainContentandMajorIssuestoBeSolved1.MainContentThemodernhumanisticeducationalthoughtisthefootholdofthisarticle.Itisakindofhumanisticphilosophybasedontraditionalhumanisticphilosophyandbornoutofhumanisticpsychology.Itisbasedonthecultivationof"completehumans",thefulldevelopmentofhumannatureandhumanSelf-realizationistheeducationalthoughtofvalueorientation.ModernhumanisticeducationthoughthashadaconsiderableimpactonbothWesterneducationandmycountry’seducation.Thisarticlewillreviewthedevelopmentprocessofhumanisticeducation,explainitstheoreticalbasis,basicviewpoints,andanalyzetheimpactofthisthoughtonmycountry'seducationaltheoryandpractice.Humanisticeducationbelievesthateducationshouldnotonlyallowtheeducatedtolearnscientificknowledge,butmoreimportantly,allowtheeducatedtolearnhowtolearnintheprocessoflearningscientificknowledge,cultivatetheirindependentjudgmentability,innovativeability,uniquepersonality,andTheultimategoalofawakeningtheeducated'sindividualsenseofvalue,senseoflifeandotherconsciousnessistofullyexploretheeducated'sdevelopmentpotential,sothatitcanformahealthyoverallpersonality,andeventuallybecomea"self-actualizing"person.Thepersonalitycharacteristicsofself-actualizingpeopleincludeholisticpeopleandcreativepeople.Thewholepersonnotonlyreferstotheorganicwholeintermsofbodyandspirit,reasonandemotion,emotion,etc.,butalsomeansthattheconnectionbetweentheinternalworldandtheexternalworldthatisorganicallycoordinatedhasreachedharmony.Creativepeopleemphasizethecreativityofself-realization,thatis,havingaspecialinsight,acreativepersonality,activity,attitudeandcreativeprocess,ratherthanreferringtothecreativityofsomespecialgeniuses.Creativityisapotentialinherentineveryone'slife.Therefore,educationshouldseekthesourceofcreativityfromwithintheperson.HumanisticEnglishteacherspayattentiontothestudyofstudents’cognition,emotion,interest,motivation,potentialandotherinnerworldsintheteachingprocess,respecttheindependentpersonalityofeachstudent,protecttheself-esteemofeachstudent,andhelpeachstudentfullytaptheirpotential,Developpersonalityandrealizeone'sownvalue.First,takethestudentasthecenter.Onthebasisofemphasizingstudents'intrinsicmotivationandneeds,appropriateEnglishteachingcontentshouldbeselectedtostimulatestudents'Englishlearningmotivation.WhenstudentsfindthattheEnglishmaterialsandcontenttheyarelearningarerelatedtotheirlearninggoals,theywillbemoreinterestedinlearningEnglish,moremotivatedtolearn,andlearningtimewillbeshortened.Atthesametime,students`comprehensionandmemoryabilitieswillbeenhanced.Achievethebestlearningstate,andregardlearningitselfasanenjoyment.Second,giveplaytothesubjectivityofstudents.Englishteachersshouldbecomefacilitators,encouragers,helpers,qualifiedpersonsandfriendsofstudents'learning,andcorrectlyguidestudentstomastereffectivewaystogainknowledgeandexperience.TraditionalEnglisheducationonlytreatsstudents'mindsasstoragerooms,andteachersjuststuffthingsin,ignoringstudents'understandingandapplicationofknowledge,whichdirectlyleadstoaheavyburdenonstudents.Humanisticeducatorsbelievethatthepropereducationprocessisconcernedwiththedevelopmentandhealthygrowthofstudents,andthestudents`brainisregardedasaprocessingfactorytoguidestudentstomasterthemethodsoflearningknowledge.Itisnecessarytomasternotonlygenerallearningmethods,butalsospeciallearningmethodssuitableforacertainsubject.Inthisway,theindividual'slearningactivitiescanbecontinuedandasolidfoundationforlifelonglearningcanbelaid.Thehumanisticviewoflearningbelievesthatlearningisanactivityintheentirespiritualworldthatcombinesemotionandcognition.Oneofthemainunderstandingsofhumanisticlearningtheoryoneducationisthatintheprocessofeducationandteaching,inthelearningprocessofstudents,emotionsandcognitionareinseparablepartsofthelearner'sspiritualworldandareintegratedwitheachother.Englishlearningcannotbecarriedoutinisolationfromchildren'semotionsandfeelings.Therefore,wemustattachimportancetothedevelopmentofindividualstudents'knowledge,andatthesametimeseethatindividualstudentsareorganismswithindependentpersonalitythatcanthink,haveemotions,andcanmove.Inaddition,ifthestudents'Englishlearningisnotemotional,itisemptyandmeaninglesslearning,anditisdehumanizedlearning.Rogerscalleditthetragedyofmoderneducation.Therefore,thetheoryofhumaneducationrequiresEnglishteacherstocontacteverystudentopenly,honestly,andwithmutualtrust,listencarefullytostudents’opinions,properlyexperiencechangesinstudents’emotions,respectstudents’individuality,givefullplaytostudents’creativity,andletstudentsfeeltheteacher’sTheirtrustandrespect.SuchEnglishlearningactivitiesarepleasantandeffective.2.MajorIssuestoBeSolved(1)TheteachingandresearchatmosphereinelementaryschoolsisweakTheweakteachingandresearchatmosphereinprimaryschoolshasledtothelackoftrainingintheuseofEnglishtextbooks.Inmycountryandremoteareas,thereisstillasituationofneglectingteaching,researchandteachingreform.Thisphenomenonnotonlyrestrictstheprofessionaldevelopmentofteachers,butalsorestrictsthecorrectuseoftextbooks.Whatismoreseriousisthecontinuousaccumulationofobstacles.Promotedthenationaleducationreform.Teachingandresearchactivitiesareaprocessinwhichteachersanalyze,judge,discuss,andimproveclassroomteachingactivitiesinaplanned,purposeful,andangularmanner.Inteachingandresearchactivities,teachersarethemainbody.Teachersanalyzeandjudgeteachers'teachingactivitiesbasedontheirownobservationsbasedonguidingdocumentssuchas"BasicEducationCurriculumReform"and"TeacherProfessionalStandards".Thepurposeistopromotethedevelopmentofteachers'professionalcapabilities.Promoteteacherstoreflectontheuseoftextbooks,soteachingandresearchactivitiesareanecessaryrequirementforteachers'professionaldevelopmentandaneffectivewaytopromoteteachers'accurateuseoftextbooks.Noviceteacherslackteachingexperience,andtherearemanyproblemsinusingtextbooks.Teaching,researchandteachingreformcanhelpnoviceteachers,butelementaryschoolsignorethereformofteaching,researchandteaching,whichrestrictstheimprovementofteachers'useoftextbooksandrestrictsteacherprofessionaldevelopment.(2)Exam-orientededucationthinkingrestrictsnewconceptsThedeep-rootedthoughtofexamination-orientededucationrestrictsthecorrectformationofteachers'textbookconcepts.Somepeoplesaythatimperialexaminationsarethepastandpresentofexamination-orientededucation.Whatisimperialexamination?TheimperialexaminationsbeganintheSuiDynasty,andofficialswereselectedthroughexaminations.Theonlyjudgementmarkoftheimperialexaminationisthescore,sothestudybeforetheimperialexaminationisallcenteredonthecontentoftheexamination.Themeaningofexam-orientededucationcanbeextendedto:allaroundtheexam,toachievehighscoresofeducation.Atpresent,theevaluationstandardofexaminationsinourcountryisstillscores,whichalsocausesteacherstobelievethatthemostimportantthinginteachingisstudentscores,whichleadstoteachers'specificityandnobetrayaloftextbooks,andfinallyproducestheconceptof"textbooks".Butinfacttextbookshavemanyotherimportantfunctions.TakeprimaryschoolEnglishbooksasanexample.Firstofall,Englishtextbooksemphasizetheuseoflanguage,contentselectionanddesignareclosetostudents'dailylife,andstrivetointegrateknowledgelearningandskilltraining;secondly,focusonexcitinginterestandmakedialogues,illustrations,anddesignslivelyandinteresting,Sothatstudentsareeasytoacceptandwillingtolearn;finally,textbooksfocusonflexibleexpansion,textbooksarethemostusedbooks,anditisdifficultfortextbookstobecomprehensive,sotheeditorismoreflexibleinthedesignofsomesections,sothatteacherscanbecustomizedHowever,thecontentoftextbooksshouldbeexpandedappropriatelyandflexibly,soasto"usetextbooks"andgobeyondtextbooks.Theroleoftheabovetextbooksmaynotbeunderstoodbysometeachers,andtheystillholdtheideaof​​emphasizingknowledgeandneglectingability.(3)SingleformofextracurricularhomeworkCopying,readingaloud,andexercisesaccountformostofthehomeworktypes.Althoughtheriseofmobilehomeworkhasincreasedstudents'oralhomework,thecontentofthehomeworkissimilartothecontentintheworkbook,andthereisnobigdifference.Studentsdonothavesufficientopportunitiestousetheirhandsandbrainswhencompletinghomework,nordotheyneedtosearchforinformationfrequently.Moststudentsaregenerallyornotveryinterestedinthecurrentformofhomework.Furthermore,thecontentofthehomeworkisnotcloselyrelatedtothestudents'dailylife,anditcannotstimulatethestudents'enthusiasmforlearning.Studentsarepronetogetboredwiththeunchangingcontentofhomework,andbecomeboredwithEnglishlearning.Teachersmostlyusepurerightorwrongorsimplegradesystemtoevaluatestudents'homework,andrarelyuseencouraginglanguage.(4)Emphasizetheintuitiveexpressionofcontentandignorestudents'activeexplorationAselectronictextbookscombinesound,images,andtext,textbookshavetransformedfromasinglevisualsensetomultiplesenses.Theself-controlandautonomouslearningabilityofprimaryschoolstudentsarebothintheirinfancyanddevelopmentstage,andtheuseofelectronictextbooksisjusttoeffectivelyattractstudents'attention.Butaretexttextbooksuselessandmeaningless?ofcoursenot.Althoughelectronictextbooksarebeneficial,ontheotherhand,theintuitivewayofexpressionofelectronictextbooksalsomakesstudentslosemanyopportunitiesforthinking,andtheirthinkingactivityisalsoweakened.Theelectronictextbookdirectlypresentsthecontentofthetexttextbook,andthepresentationcompletelycomplieswiththepresentationorderofthetextbooksothattheteachingmodeofeachunitisbasicallythesame.III.MethodologyandOutline1.MethodologyThisarticlemainlyadoptsliteraturemethodandlogicalanalysismethod.Literaturemethodisoneofthemainresearchmethodsofthisarticle.Consultdomesticandforeignrelatedhumanisteducationthoughts,domesticbooksanddocumentsrelatedtoeducationalreformexperiments,andarticlespublishedinvariousdomesticeducationaljournals,providetheoreticalreferencematerialsfortheresearchofthisarticle,andapplythehumanisticeducationalconceptslearnedfromPrimaryschoolEnglishteaching.Logicanalysisisthesecondmainresearchmethodofthisarticle.Accordingtothelawofthinkingofformallogic,usingformallogicanalysismethods,werigorouslyanalyzeandanalyzetheresearchobjectofthisarticle"HumanismEducationThought";accordingtothebasicprinciplesofdialecticallogic,grasptheresearchideasasawhole,andputpeople-orientedDoctrineofeducationisappliedtoprimaryschoolEnglishteaching.2.Outline摘要AbstractIntroductionResearchbackgroundLiteraturereviewResearchsignificanceTheoreticalframework2.1DefinitionofHumanismeducationthought2.2DefinitionofelementaryschoolEnglisheducation2.3Relevanttheories3.Methodology3.1Researchobject3.2Instruments3.3Collecteddataandanalysis4.Problems4.1Weakeducationatmosphere4.2Exam-orientededucationthinking4.3Formofhomework4.4Ignoranceofstudents-oriented5.Suggestionswithhumanisticeducation5.1Combinationofteachingandresearch5.2Changetraditionalthinking5.3Applynewhomeworkform5.4Emphasizeimportanceofstudents-oriented6.ConclusionBibliographyAcknowledgmentsIV.WorkPlan(includingthetimetable)Oct.11-Oct.31,2020:collectingmaterialsandchoosingaresearchtopic;Nov.1-Dec.6,2020:writingresearchproposal;Dec.7,2020-Jan.10,2021:writingthefirstdraft;Jan.11-Feb.17,2021:revisingthefirstdraftandwritingtheseconddraft;Feb.18-Apr.30,2021:writingthethirdandfinaldraft;May11-15,2021:blindreviewand