启发式教学在大学英语口语教学中的运用

PAGE浙江科技学院学士学位论文摘要本文首先分析传统的灌输式教学的弊端，引出启发式教学并阐述其优点。通过资料收集，结合对本院非英语专业学生的口语教学调查，发现存在的问题，从教师、教材、学生、教学方法等方面进行叙述。针对这些问题，提出自己的想法和建议。最后介绍启发式教学原则和模式，提出教师应学会积极引导，发动学生思维积极性，促进互动，用精彩导入、巧妙设疑、精讲点评、扼要总结开展口语教学。希望本文对大学英语口语教学有所帮助。关键词：启发式教学；问题和解决方法；原则和模式

ABSTRACTThispaperanalyzesthedisadvantagesoftraditionalcrammingteachingmethodstoelicitheuristicteachingandthenintroducesitsadvantages.Thepaperdiscussestheproblemsbyconsultingmaterialsandconductingasurveyonnon-Englishmajorsinouruniversityfromtheaspectsofteacher,textbook,studentandteachingapproaches,suggestingsomecorrespondingsolutions.FinallythepaperintroducessomeprinciplesandmodelsofheuristicteachinginthehopeofofferingsomehelptocollegeoralEnglishteachersbywonderfullead-in,wittysuspensesetting,to-the-pointcommentsandbriefsummarytogetstudentsfullyinvolvedandmaketheirmindswellactivated.Keywords：heuristicteaching;problemsandsolutions；principlesandmodelsPAGEContents1．Introduction 22.Thesocialfactorsandbackgroundofheuristicteaching 32.1Thedisadvantagesoftraditionalcrammingteachingmethodology 32.2Theoriginofheuristicteaching 42.3Thesuperioritiesofheuristicteaching 63.Problemsofcurrentcollegestudents’oralEnglish 73.1Theproblemsofcollegestudents’oralEnglish 83.2Thesurveyofouruniversitystudents 94.ApplicationofheuristicteachinginoralEnglishteaching 114.1Thesolutionstotheproblems 114.2TheprinciplesofheuristicteachinginoralEnglish 134.3Themainmodelsofheuristicteaching 145．Conclusion 16Acknowledgements 17References 18

1．IntroductionEnglishwhichplaysaveryimportantroleinChineseeducation，isregardedasauniversallanguageintheworld.Traditionalcrammingmethodologyhasproducedmoreandmorecontainersandmugswhichwaitedtobefilledwithinformationinsteadofstudents’seekingknowledgebythemselves.Thesideeffecthasbecomeprevalentamongstudentswhocanbemanifestedbylearningwithoutthinking,thinkingwithoutsuspectingandsuspectingwithoutquestioning.Besides,theteachingmethodmakesthestudentsfeelboredandlosestheirinterestsinlearningeasily.Howtomaketeachingmoreinterestingandattractiveforthestudentsisarelativelydifficultproblem.Theeducationofliberalartsundertaketheimportanttaskofimprovingthequalityofthewholenationandhasthefunctionofenlighteningthetruth,goodnessandbeauty.Asateacher,shouldwepresenttheinexhaustibleknowledgetothestudentsorguidetheminthewayofcreativethinking?ItwasConfuciuswhoputforwardtheimportanceofcombininglearningandthinkinginthehistoryofChineseeducation.Numerousresearcheshavebeendoneonheuristicteachingathomeandabroad,butnotmuchdoneonspokenEnglishteaching.Mypaperaimsatdoingsomeresearchesonheuristicteachingmodelsandprinciples.WhatareproblemsexistingincurrentspokenEnglishteachingandwhatarepossiblesolutions?Byconsultingsometheoriesandsurveys,IhopethatmypaperwillgiveaclearpictureofwhatthepresentsituationofcollegespokenEnglishteachingisandwhatsupposetobebetterteachingapproaches.2.ThesocialfactorsandbackgroundofheuristicteachingHeuristicteachingoriginatedfromSocrateswhoinitiatedtheteachingmodeof“teachersask,studentsanswer”.Adistinctivefeatureofthismodewasthatteachers,whowerethedecisivefactorintheprocessofteachingandlearning,whoraisedthequestionsattheverybeginningandgaveconclusionsintheend.Onthecontrary,orientalstyleofheuristicteachingmethodbaseditselfontheprinciplethatstudentsputforwardtheirpuzzlesandthenaskedtheteachersforadvice.Nowadays,anewtrendisthatwesterneducatorsregardConfuciusastheiricon.WhatattractswesterneducatorsmostmustbethehumanismmanifestedinConfucius’thinkingandthespiritofConfucius’heuristicmethodofteaching:thatisstudentisthemainactorandcreator.[1]6AccordingtoConfucius,theteacherdoesnothavetomeddleintostudents’affairstoomuch.Instead,heshouldgivethestudentsenoughtimetoreflectbythemselves.Confuciusonlyenlightenedhisstudentswhentheywereontheedgeofknowingit,becausehethoughtmostteachingwouldbeoflittleuseifthosewhogetitwerenotreadyforit.2.1ThedisadvantagesoftraditionalcrammingteachingmethodologyFirst,theclassroomismissing“people.”“People”refertothestudentsandteachers.Inotherwords,students’dominantpositionsaretotallydeprivedinthelearningprocess,andteacher’sinitiativeisbasicallystifledintheteachingprocess.So,we’lloftenregarditasacommonphenomenon:inclass,weoftentakeitforgrantedthattheso-calledknowledgecompletelyturnsintotheabsolutepowerwhichdominatesallthings.Theteacherplaysmonologueandfewstudentsinvolvedinclass.Theteacheractslikeapersongivingwater,andthestudentsserveasapailreadytoaccepteverything.Second,theclassroomismissing“Love.”“Love”referstothree-dimensionaltargetofnewcurriculum,“feelings,attitudes,values”inthetruefeelingsofcommunicationbetweenteachersandstudents.Idealclassroomshouldbepassionateclassroom;studentsmustdedicatethemselvestoactivitiesinclasswithemotion,enthusiasmandpassion.However,intraditionalcrammingteaching,teachersteachtheoriginallycolorfulknowledgebyfixedmodelwhichleadtotieupthestudentswithnodistinctcharacter.Thereforeemotionalandintellectualimpactofinteractioncannotbefoundinsuchclassroom.Third,theclassroomismissing“root.”“Root”referstotheoriginalknowledge,theprocessofdevelopment,focusingonthe“processandmethod”ofnewcurriculum.Specialemphasisislaidonthenewcurriculumreformprocessinimpartingknowledgetostudents’subjectiveinitiativeintofullplay,andguidingstudentstotheirownhands,totheoccurrenceanddevelopmentofknowledgethroughthewholeprocessofperceptionandexperiencetotaketheinitiative.Muchattentionispaidtoteaching,examwhichisregardedasthesolepurposeoflearning.Therefore,knowledgeofclassroom,teachersoftenignorethefreshproduceandthedevelopmentofprocesswiththerhythmoflifeexperiencebutwentstraighttotheresultsofteachingactivities,theso-calledfortheresultsofintensiveteaching.Fourth,theclassroomismissing“authenticity.”“Authenticity”meansthattheteachingapproachshouldbetrue.Theclassroomistheparkwhereteachersandstudentsseekthetruth,anyformalism,andsuperfluous,false“prosperity”areharmful.Newcurriculumwillbeinnovativeandpracticalasanimportantpursuitofteaching;bothcreativespiritandpracticalabilityoftheprocess,means,methodsandoutcomesshouldbetrueratherthanfalse.Traditionalcrammingteachingisoftenstolenofauthenticityunderthecoverof“improvingquality”.Eventheresultisfalse;thestudentslearnedonly“rotememorizationofknowledge”.2.2TheoriginofheuristicteachingThewordheuristiccomesfromthesameGreekrootas“eureka”,whichmeans“Ihavefound”,anexclamationoftriumphatanydiscovery.Heuristicteachingrefersto“aparticularmethodofteachingallowingthestudentstolearnbydiscoveringthingsbythemselvesandlearningfromtheirownexperience,ratherthanbytellingthemthings”.[1]8Studentswillbeencouragedtoproposeanyideatotrytosolvetheproblemsthroughcriticalthinkingandreasoning.Bythisway,theproblemwillbesolvedthroughthediscussionamongstudentsandthehelpoftheinstructor.Heuristicteachingistheartandscienceofdiscoveryandinvention.Heuristicteachingindicatesaproblem-solvingapproachcharacterizedbyexplorationandtrialanderror.Itencouragesapersontolearn,todiscover,tounderstand,ortosolveproblemsonhisorherown,asbyexperimenting,evaluatingpossibleanswersorsolutions,orbytrialanderror.Inclasswedonothavetoexplainthoseintriguingquestions,figuresandsignificance,butonlythrowthosequestionstostudentsandemploypropermethodtoenlightenthemtofindtheanswer.Everytimewecanfollowsuchanorderoflistingquestions,providingpossibleanswers,elicitingquestions,analyzinganddebating,andfinallyrecommendreferencebooksforthestudentstoreadafterclass.Heuristicteachingisthevaluabletreasureinthehistoryofhumaneducation,anditisoneofthemostimportantwaysofteaching.InChina,itisConfuciuswhoputforwardthethoughtofheuristicteachingandScratesistheoriginatorintheWest.Thetheoryofheuristicteachingiscontinuouslyenrichedandimprovedduringthelongtimeofeducationalpractice,thoughitisanewconceptwithlonghistory,itisfullofvigor.[1]10Twothousandyearslater,wearestilltryingtodothesamebyourheuristicteaching.Heuristicteachingcaneffectivelyactivatethecircumstanceofclass,arousingtheenthusiasmofstudentsforstudybyactivatingthethinkingofstudents.WesternheuristicteachingmethodwasoriginatedfromSocrateswhoinitiatedtheteachingmodeof“teachersask,studentsanswer”.Adistinctivefeatureofthismodewasthatteacherswerethedecisivefactorintheprocessofteachingandlearning,whoraisedthequestionsattheverybeginningandgaveconclusionsintheend.[2]5Onthecontrary,orientalstyleofheuristicteachingmethodbaseditselfontheprinciplethatstudentsputforwardtheirpuzzlesandthenaskedtheteachersforadvice.Nowadays,anewtrendisthatwesterneducatorsregardConfuciusastheiricon.WhatattractswesterneducatorsmostmustbethehumanismmanifestedinConfucius’thinkingandthespiritofConfucius’heuristicmethodofteaching:thatisstudentisthemainactorandcreator.AccordingtoConfucius,theteacherdoesnothavetomeddleintostudents’affairstoomuch.Instead,heshouldgivethestudentsenoughtimetoreflectbythemselves.Confuciusonlyenlightenedhisstudentswhentheywereontheedgeofknowingit,becausehethoughtmostteachingwouldbeoflittleuseifthosewhogetitarenotreadyforit.However,IbetConfuciusenjoyedtheeaseofteachingsincemostofthetimeislefttothestudentstolookforaquestiontothinkandstruggleoverthequestionbypainfulthinking.Whatifthequestionisaneasyonethatyoudonothavetowastetoomuchtimeonitiftheteacherpointsitoutdirectly?Tosomedegree,itcontradictswithhisprincipleofteachinghisdisciplesinaccordancewiththeiraptitude.Apparently,enlighteningreflectionisnotuniversalforeverystudent.Confucius’wayofenlighteningmetitsdemandsinancienttimes,especiallyforthetopstudentslikeZILu,ZIGong,etc.butfortheaveragestudents,whatiftheycouldnotfindthequestionandtakeeverythingforgranted?Confucius’enlighteningreflectionpointsouttheimportanceoftheteachers’guidingroleintheprocessoflearningandputsforwardsomestrategiesfortheteachertotake,however,thesearetoogeneraltobeputintopractice,thushowtorealizethesaying“Neverenlightenadiscipleunlesshewantsverymuchtogetitinhismindandyethecannot.Neverinitiatehisthinkingunlesshewantsverymuchtospeakandyetcannotfindhistongue”isstillaquestionwaitingtobeanswered.Confucius’wayofenlighteninghasitsowndemeritsbecauseofthelimitofhisera.SinceConfuciusisanidealist,histheoryisbasedonsubjectivethinking.Forbetterorworse,ithasachieveditshistoricmissionandproduced72prominentfigures.However,themostimportantofallisthatitshedlightsonheuristicteachingmethodologyinmoderntimes.2.3ThesuperioritiesofheuristicteachinginoralEnglishHeuristicteachingnominallyreferstoteachingpedagogy.Infact,itisalearningmethod-heuristiclearning(discoverylearning).Themostobviousfeatureofheuristicteachingisthatteachersonlyprovidethelearningenvironmentforstudentstorecognizethefacts,tounderstandtheproblems,toanalyzetherelationship,finallylearningbythemselvesandfindingtheanswers.Therearethreesuperioritiesofheuristicteaching:[11]6First,itguidesthestudentstoactivelylearn.Inheuristicteaching“discovered”testmethod,studentscanacquirenotonlyknowledge,butalsotheinitiativetolearntoadapttotheplightofissueofattitude,wayofthinkingandproblemsolvingskills.Thisisthemostimportanteducationvalue.Second,itcontributestomigration.Studentsacquireknowledgeandskillsfromheuristicteachingactivities.Ononehand;itcanbekeptlong,ontheotherhanditcanbeeasytoproducelearningmigration.Third,itiseasytomaintainmotivation.Inheuristicteaching,student’smotivationcomesfromintrinsicmotion;theycanbesatisfiedbyfindingouttheresultwiththeirownhand.Therefore,heuristicteachingcannotonlyachieveexternalincentivesbutalsoachievesthepurposeofinstruction.3.Problemsofcurrentcollegestudents’oralEnglish Amongthe4kindsoflanguageskillsofChineselearnersofEnglish,oralskillsarefoundtobetheweakest,whicharecertainlyincompatiblewiththedemandsoftheincreasinglygrowinginterculturalcommunication.3.1Theproblemsofcollegestudents’oralEnglishFirst,teachingmode.Thecurrentteachingisnotconducivetooralteaching.Withthecontinuousexpansionofuniversity,itisevidentthatcollegesareshortofEnglishinstructors.AccordingtotheNationalCollegeEnglishTeachingSteeringCommitteeofthestatistics,Englishteachersandstudentshavereachedthe1:130ratio.[7]11Asthenumberofstudentsisincreasing,someschoolsevenreachtheclasssizeto200~300students.Insuchalargeclass,theteachercanonlytalkaboutgrammar,translation,andthentalkaboutthetextsandwrittenexercises.It’sdifficulttoteachspokenlanguage.ThismodeofteachingwillresultinboringEnglishclass,lessinterestinlearningEnglish. Second,theinfluenceofexam-orientededucation.ExaminationsatalllevelsaremainlywrittenformsofEnglish.[8]13Theyarenotsufficienttoteststudents’practicalability.Manyuniversitiesandcollegesattachgreatimportancetopursuingpassingrateandignorethestudents’realacquisitionofthelanguage.Asaresult,justassomestudentssay,afterlearningsomanywordsandgrammar,theycannotuse,understand,orspeakEnglish.Theydonotreallymasterthelanguageskills,evenunabletocombinerelativelysimpleEnglishwordsintoacohesivesentence.IfwewanttolearnEnglish,memorizingandmasteringalargenumberofwordsisnecessary,butweshouldemphasizetheapplicationof1,000to2,000skilledusesofhighfrequencywords.Fromhighschooltocolleges,studentshavebeentrainedtobegoodatdoingmultipliedchoiceswithoutthoroughlyunderstandingthemeaningsofwords,impliedmeanings,grammaticalstructureandthestructureofthearticle.Withwordsinmind,itisalsoimportanttoknowhowtocombinethemcohesively. Third,teachingmaterial.Therearethousandsofuniversitiesandcollegesacrossthenation,butfewcollegeshavein-depthstudyonbasicrulesandfeaturesofspokenEnglishteachingandestablishingeffectivemodeltheories.Strictlyspeaking,discussionoftherichfeaturesofspokenEnglishiscurrentlyinthe"blindregion."Nowfloodingthemarketoforalteachingtheorybooks,aremostlymeantfortheEnglishmajors,butrarefornon-Englishmajors.WecansayitisdifficulttofindafairlygoodspokenEnglishtextbook.Fourth,theteacher.AlthoughEnglishistheoneofbasiccoursesincollege,manyuniversitiesdonotgivethefairstatusforEnglishteachers.Withheavytaskandpoorwelfare,itisdifficultforuniversitiestoattracttalentedteachers.MostoftheteachersinvolvedinEnglishteachinghavenotbeenabroadthemselvesandhavenotexperiencedcultureandreligionofothercountries,whichtosomeextent,constraintstheirteachingability.Fifth,thestudent.Anyeffectiveteachingmustbeinvolvedinactivestudents.Affectedbydifferenthighschooleducationandindividualfactors,studentsvaryintheirabilitytospeakEnglish.Manystudentskeeptheirmouthshut,andareafraidtomakemistakes,especiallytheintrovertedstudents.Atthesametime,somestudentswhoaregoodatspokenEnglishwillreducetheirspeakingtimetoavoidotherstudents’sayingthatheisgoodatshowingoff.Thispsychologymakespoorstudentsdarenotspeak;well-basedstudentsnotwanttospeak.ThisviciouscycleisnothelpfultoteachingcollegeEnglish.3.2ThesurveyofouruniversitystudentsThroughyearsofdevelopment,considerableprogresshasbeenmadeinoralEnglishteaching.Manyeducatorshaveundertakenextensiveresearch.ThesestudiesonthedevelopmentoforalteachingallplayaroleinpromotingoralEnglish.Manyoftheproblemshavenotyetbeensolved;effectiveteachingandlearningnewideasandnewmethodsarestillinadequate.Atpresentwhatistheproblemofcollegespokenlanguageteaching?Howcanthesocietycultivatehigh-qualityoraltalents?SoImadeasurveyandinvestigated200non-Englishmajorstudents.75%boysand25%girlsacceptedtheinvestigation.Thesurveyinvolvedmorethan15non–Englishmajorsofouruniversity,suchasmarketing,logistics,internationaleconomyandtrade,mathematics,ClothesTechniqueDesigning,VehicleEngineering,CityPlanning,German,CivilEngineering,ElectricalEngineeringandAutomationandsoon.TheSurveycoversvariousaspectsoforalteaching,designing5aspectsaboutclassroomparticipation,classatmosphere,self-confidenceinlearning,studydifficultyandteachingsatisfaction.14questionsfortheopen-endedmultiple-choice,someadd“others”optiontoallowstudentstofreelyanswerinordertocollectmorerealandcompletefeedback.Afteracarefulsurveydataanalysisandsummarizedresearch,thestudents’spokenlanguagehasthefollowingcharacteristics:First,studentslackinitiativeintheprocessoflearningoralEnglish.Accordingtotheteachers’questions,only31%givepositiveanswer.About70%studentsexpressedthat“theygiveupiftheycannotthinkofanythingortotallydonotwanttothink”,only9%ofstudentsinitiativelyanswerquestions.Whenhavinggroupdiscussion,onequarterofthestudents“don’tthinkabout,don’tdiscussorchatotherthings,donotwanttoexpresstheirviews.”Fromitwecanseethatthestudents’motivationtolearnisnotstrong,classroomactivities,participationisnothigh,orevenamereformality.Second,studentslacksenseofsecurityintheprocessoflearningoralEnglish.WithregardtothemoodofhavingoralEnglishlesson,selectthe“tension”“fear”“offensive”or“Ididnotfeel”.Itshowsthatmoststudentsaremoreemotionallyrepressed,boredandinsecure.Third,spokenlanguageteachingmethodislackofnoveltyandvariety.Inthe“teacher’smostcommonmethodofteaching”,thetopfivearethegroupdiscussions(33%),narratingthewordsandgrammar(28%),retelling(19%),outlining(11%)anddialogue(9%),andwhatstudentsdon’tliketeachingmethodsmostareretelling,narratingthewordsandgrammar,recitingpassage,outlining,lecture.Itshowsthatteachers’themostcommon5methodsarethestudents’unwelcomemethods.Fourth,overallsatisfactionoflanguageteachingisnothigh.Itisnotsatisfactoryinteachingmethods,contentandclassroomatmosphere,accountingfor43%,25%and18%respectively.8%ofthestudentsintheclassroomhavebeenneglected.6%ofthestudentsarenotsatisfiedwithlibrarymaterials.Itisnotafreshtopictoprovidesafestudyatmosphere,improvelearninginterest;andbuildupconfidenceofinitiativestudy.Thesurveyindicatesthatcurrentsituationofcollegestudents’oralEnglishteachingisnotoptimistic.NowcollegeoralEnglishteachersstillusecrammingmethodology.Thereisnodoubtthatisthereasonwhystudentslacklearninginterest.HeuristicteachingisveryusefulforimprovingcollegeoralEnglish.4.ApplicationofheuristicteachinginoralEnglishteaching4.1ThesolutionstotheproblemsEnglishteachinginChinahasbeenbroughtintofocus.Inordertoimprovestudents’oralEnglish,theteachershavebeenexploringandtryinganeffectivemethodofteachingspokenlanguage.Accordingtotheresearchesonheuristicteachingathomeandabroad,Ihaveachievedgoodresultsfrommyuniversityteachers’heuristicteaching,soIsumupasfollows:First，paygreatattentiontothevarietyofthemodelsofteachingandlaunchextraclassactivities.[9]6AlargeamountofpracticeisneededifyouwanttoimprovetheabilityinoralEnglish.Atpresent,therearesomanystudentsincollegeEnglishclassandatthesametimethetimeisverylimited,whichtosomeextentconstrainsthedevelopmentoftheoralEnglishstandardinnon-Englishmajorstudents.Inordertosolvethisproblem,somecollegestakeinitiativetoexplorethemodelofteachingEnglish.Forexample,large-scaleclassandsmall-scaleclassarecombinedandthemodelofsmall-scaleclassteachingisadoptedinlisteningandspeakingclass.Apartfromthat,settingupsecond-classscientificallywillrelatelimitedclasstrainingtoboundlessactivitiesoutside.Insecond-Englishteachingclass,language-learningenvironmentcanbecreatedandmorestudentscanparticipateinvarietyofactivities.Second，perfectthesystemofevaluationofcollegeEnglishteachingandaddoralEnglishtest.Asweallknow,testplaysanimportantroleintheimprovementofthequalityofteaching.TheoverlookingoftheoraltestinthepasthasnegativeeffectonthecollegeEnglishteachinginChina.Therefore,despitethedifficultiesexistingintheimplementationoforalexamination,suchastheproblemofsource,time,humanresourcesandcredibility,wemustgoonwiththismodeoftestinthefuture.Thecontentoforaltestshouldbeaddedintheterminalexaminationandtheformofpresentationandmonologueshouldbeadoptedintestbyteachersflexibly.ThiskindoftextcanrefertothemodeoftheoralexaminationinCET-4andCET-6.Third，improveteachingmaterialandprovidelanguesample.Thekeytosuccessfuloralteachingiscompilingteachingmaterialstrictly.Inordertoextremelyinspirestudents’interestsofpracticingoralEnglishteaching,thetypeofteachingmaterialshouldnotonlyobeytheruleoflanguagelearning,commonteachingprinciple,butalsoreflectcharacteristicsofitself.Fourth,itshouldimprovethequalityandquantityofcollegeteachers.[10]4Collegeteachersshouldusuallybesenttoabroadtogetfurtherstudyandinitiativelystudy.TeachersshouldkeepthepaceofdevelopmentofEnglishoralteaching;strengthentheirsenseandcapabilityofstudyingforlifelong.Ononehand,collegeteachersshouldimprovetheirownoralEnglish;ontheotherhand,theyshouldacquiretheteachingruleandways.Fifth,teacherscanusevariousmethodstostimulatestudents’studyinterest.Suchaswonderfullead-intoarouseinterestandenlightenstudentsbycarefulexplanation.Comeniussaid:“Toarouseinterestistocreateahappyandbrightwayofteaching.”Teacherscreatesomeofthelearningenvironment,revealingthesocialpracticeofthelessontoarousethestudents’desiretolearn.Thisphasecandirectlyserveaslead-intoanewlesson,ordesignatransitionbetweenlead-instointroductiontonewknowledge,butitisnotthesameastheprocessoflead-in.Itisanessentialsteptoheuristicteaching,becauseitdirectlyaffectsthestudents’discoveryandinteresttoexploreissues.Ifteacherscancreatelessonsbyimportinganinterestingconceptionofthinkingtostimulatestudents’curiosity,theywouldundoubtedlyteachmoreproductivelywithlesseffort.Afterthefirststageofheuristicteaching,studentsareallworkingtoenterthepsychologicalprocessofmeaningfullearning,butitisnottherighttimeforimpartingknowledgedirectly,otherwise,itwouldcutofftheirthinkingandcapacitydevelopmentprocess.Teachersshouldpresentthestudentsthefirstphaseofteachingpoints,includingthecontent,essence,bylivelyexplanations.Theyshouldguidethestudentsstepbystepclosertotheknowledgestructure.Inthecourseofimpartingknowledge,thereisnoneedtoseekaperfectprocess:arguments,explanations,analysis,summaries.Weknowtheperfectprocess,whichonlymakesteachersfeelgoodanduseful,butnottothestudents.Teachersmustfocusonwhatdifficultiesstudentsarefacedwithandhowtoinspireandenlightenthem.ManyEnglishtopicsshouldbecloselyrelatedtoreallife.4.2Theprinciplesofheuristicteaching4.2.1Theprincipleisteachingindemocraticway,tocreateagoodclassroomatmospherethatistoexchangeinformationinahappyandharmoniouscontextforvariousformsofinspiration.[3]9WeallknowthatinEnglishteaching,theteacherisleadingandstudentsfollow.Buttheteacher’s“guide”istoguidestudentstothink,nottoreplacethem.Teachers’taskistofullyarousetheawakeningofconsciousness,sothattheyknowtheyarelearningtomaster.Toemphasizeteachingdemocratically,mutualcommunicationisimportant.Suppressedclassroomatmospherewilldefinitelyaffectthemoodofthestudents,whichisnotconducivetotheconductofheuristicteaching.Toachievethis,itcallsforjointeffortsofboththeteacherandthestudents;theyshouldbuildupaharmoniousteacher-studentrelationship.4.Thepurposeistoinspirestudentstostarttothin