启发式教学对初中英语学习者能力培养的研究

I,GuoHongmei,theundersigned,herebydeclarethatthisessaydoesnotcontainanymaterialwhichhasbeenacceptedfortheawardofanyotherhigherdegreeorgraduatediplomainanytertiaryinstitutionandthat,tothebestofmyknowledgeandbelief,thisessaydoesnotcontainanymaterialpreviouslypublishedorwrittenbyanotherperson,exceptwhenduereferenceismadeinthetextoftheessay.Signed:Dated:CONTENTSTOC\o"1-3"\h\u24654AbstractinEnglish AbstractEnglishisthemostwidelyusedlanguage.TherapideconomicdevelopmentinChinaandforeigneconomicrelationsandtradehavereachedanunprecedentedpeak.SuchamarketenvironmentdeterminestheimportanceandpracticabilityofEnglishlearning.Asthemainformofcommunicationfortheinternationalcommunity,thetraditionalmiddleschoolEnglishpedagogyisonlystudents'useofEnglishasawayofdoingthingsratherthancultivatingstudents'interestinEnglish.InordertochangethiskindofEnglishteachingenvironment,theEnglishteachingandteachingmethodofjuniormiddleschoolusedinheuristicteachingmethodisbasedonthecognitionandcoreofstudentstomobilizetheenthusiasmandinitiativeofstudentsastheultimategoaloftheclass,whichcanstimulatestudents'enthusiasm,respectthepersonalityofstudents,tapstudents'potential,improvestudents'learningenthusiasmandimprovethequalityofclassroomteaching.Keywords:HeuristicTeaching;juniormiddleschoolEnglish;abilitytraining

摘要英语是世界上使用最广泛的语言。中国经济和外贸的快速发展，达到了前所未有的高峰。这种市场环境决定了英语学习的重要性和实用性。传统的中学英语教学主要方式是用解答英语题目来解决问题，而不是培养学生对英语的兴趣。为了改变英语教学环境中,使用启发式教学方法在初中英语教学中,教学方法是基于学生的认知基础和核心,调动学生的积极性和主动性,学生的课堂的最终目标可以刺激学生积极思考素质教育是初中英语教师的教学应该基于新课程标准的计划,教学模式,尊重学生的个性,开发学生潜在的学习积极性,提高课堂教学的质量。关键词：启发式教学;初中英语；能力培养

Introduction1.1ResearchBackgroundandSignificanceInessence,educationisakindofeducation,whichisbasedoninheritanceandaimsatinnovation,inheritingandinnovating.Ononehanditinheritedtheaccepteducationaccumulatedinthelong-termpractice,thesystemofteachingEnglishknowledgeexperienceandeffectivepractice,ontheotherhand,toovercometheacceptanceanddevelopinnovationabilityespeciallyeducationignoredthestudents'ability.Therearetwoaspectsof"teaching"and"learning"inEnglishinjuniorhighschool."Teaching"inEnglishteachingfocusesontheimprovementofstudents'mentalstateandthedevelopmentofpotential,"imaginationandcreativityaremoreimportantthanknowledge";Itisalsoadvocatedthatstudentsshouldparticipateactivelyinlearning,research,applicationandcompetition.The"learning"inEnglishteachingisaninnovativestudy,whichhastwodistinctivefeaturesoflearningandlearning.Sincethenewcurriculumreform,withtheformationofthemodernteachingidea,themethodofteachingEnglishhasbeengreatchangeshavetakenplace,theteacherspeaks,studentslistento,andgraduallytransformedintoteachers'guide,students'activelearning,peoplecallthiskindofnewteachingmethodsheuristicmethodofteaching.TomakeheuristicEnglishteachingininnovationeducation,itisnecessarytoreformtheincongruentfactorsinheuristicteachingandinjectthebloodofinnovativeconsciousness(2010:12).HeuristicteachinginourcountryhasprofoundsignificanceofthispaperbycombiningtheheuristicteachingandcaseofjuniormiddleschoolstudentstoimproveEnglishability,pursueinspirationeducationnewdevelopmentandinnovation,providecertainreferencefortherelevanttypeofarticlesinthefutureandthereference,andalsoprovidesomesuggestionforourcountryrealityeducationwaythinking(2010:15).Theheuristicteachingistheobjectivelawoftheteacherintheteachingprocessaccordingtothelearningprocess,andguidesthelearnertomastertheteachingmethodofknowledgeactivelyandconsciously.TheuseofheuristicsindailyEnglishteachingcaneffectivelymotivatelearners'learningmotivationandmotivatelearnerstoactivelystudy.Itcanguidestudentstothinkpositivelyandformascientificwayofthinkingandmethod(2008:312).Thaninthepasttheinjectionwayofeducation,heuristiceducationcanmakestudentsplaytothesubjectivity,fromtheinsideouttofindthings,understandingthings,arousetheenthusiasmofstudentslearning,moreaccordwithhumannaturelawofdevelopment,adheretocountriesimplementingtheeducationpolicy,promotingperson'sfullscaledevelopmentofistheinevitabletrendofeducationreform.1.2ResearchStatusatHomeandAbroad1.2.1ForeignResearchStatusTheearliesttreatiseonheuristicteachingabroadisthe"midwifeart"bytheancientGreekthinkerSocrates,anditiswidelyregardedastherudimentofheuristicteachingthought.Socratesbelievesthatthereallearningliesinthepositivethinkingofthestudents,andtheteacherisjustasthemidwifewhoACTSas"midwife",ratherthansubstituteforproduction.Heemphasizedthatteachingshouldarousestudents'loveofknowledge,inspirestudentstothinksystematically,explorethetruthinthewayofdialogue,andmasterthewayofthinking,ratherthanjustacquireit.Socratessayagain"midwife"questionandanswermethod,namelythroughconstantquestioningandbackchatteachers,studentsfallintothepredicamentofthethinking,promptingstudents,positivethinking,andconstantlyimprove,constantlymodifiedtheirideas,togetthecorrectconclusionandultimatetruth.TeachingthoughtofSocrateswaslaterpartofhisstudentsPlatoandAristotletoinheritanceanddevelopment,advocatethelearningprocess,ratherthanthememoryavailableonlyortheconclusion,thetaskofteachingshouldbefocusedoninspirationandguidance,ratherthandirectlytoinformstudents(2004:123).Inmoderntimes,Pavlovbelieveteachingistoprovidetheappropriatesignalstimulation,causepeoplenervousprocessselectivityofgeneralization,thatsuddenlyconnectedtemporarilynerveconnections,intoanewrealmofthinking.Thisisactuallyemphasizingtheuseofheuristicteaching.Inaddition,theteachingpropositionsoftheCzecheducatorquaminusandformerSovieteducatorkarlovhaveembodiedtheideaofheuristicteachingindifferentaspects.DiscoveryteachingmethodputforwardbytheAmericaneducationistbruner,Klausschwab'stheoryofinquirylearning,thesupor'smeaningfullearningtheoryandsoonfromdifferentextent,embodiestheheuristicteachingidea.JohannAmosComenius,aCzecheducator,advocatesthatteachersshouldmotivatethestudentstodesireforknowledgeinallpossiblewaystoreachthegoalofenlighteningstudents’wit.Healsoadvocatesthatteachersshouldusedialoguestoleadstudentscompeteforansweringquestionsandthenteachersshouldexplaintheprofoundquestions.Herbart,aGermaneducator,takestheenlightenmentofstudents’variousinterestasthebasisofentireteachingjob.Heputsforwardfourstagestooperateheuristicteaching:understand-association-system-method.Dewey,anAmericanpragmatismeducator,agreesthattherearefivestagesofintrospectivethinking:hint-question-supposition-inference-argumentation,whichistakenasthefive-stepapproachofproblemteaching.Intheobservationalresearchonteachingprocedure,the‘heuristic’inheuristicclassrefersthattheteachersandstudentsintroduceandelicittheeffortofverbalandnonverbalbehaviorfromthemembersinanotherclass.Scholarsprovidessomecognitivemodewhichisrelatedtoheuristicteaching.Piaget,afamousSwisspsychologist,hasputforwardtheknowledge-acquisitionmode,inwhichheadvocatesthatstudentsshouldstudyimitatively.AndanAmericaneducatorcalledBrunerputforwardthediscoveryteachingmethod.Inhisopinion,teachingstudentsanysubjectsdoesnotmeanpouringsomefixedknowledgeintotheirheads.Instead,itistoenlightenstudentstoacquireknowledgeandorganizetheknowledgeimitatively.Therefore,seekingknowledgeshouldbeactiveinsteadofinheritingtheachievementsofpredecessorspassively.Whitlock,anAmericanpsychologist,advocatestheheuristicteachingforstudents.The‘heuristic’hesaidisnotthesameasrelatedtoknowledgeacquisitionbutthesameasrelatedtogeneratethelearningskills.TheguidingideologyofHeuristicteachingkeepsrunningthroughhisgenerativelearningtheory.Thereweretwoculminationsabouttheresearchonheuristicteachingproblemssincethefoundationofthenation.Thefirstoneoccurredin1950sand1960s,duringwhichpeoplecoveredtheessenceofheuristicteaching,itsdynamicmechanism,teachingcontent,democraticrelationandteachingmethod,etc.Itbegantoanalyzeandstudythespiritualessenceofheuristicteachinginthelightofdialecticalmaterialistview.Thesecondoneoccurredafter1980s,duringwhichheuristicteachingisintheexplorationstageoftheorydeepeningandexperimentinnovation.ThereareresearchesonthistheoryduringthistimesuchasZhengRikui’sThedialecticsthoughtsofheuristicteaching,DengLian’sCognitivemechanismofheuristicteaching,andWangLin’sEmotionalissuesinheuristicteaching,whichexplainthecognitivemechanism,emotionalmechanismandbasiccharacteristics.Theyalsodivedeepintothecategoryandpropertyproblemofheuristicteaching(2001:87).1.2.2DomesticResearchStatusSomeeducatorsinthehistoryofmoderneducationadvocatedCAIyuanpei,taoxingzhiandotherheuristicteaching.Alongwiththecontinuousdeepeningofthereformofeducation,researchonheuristicteachingcontinuouslyenrichanddevelop,researchersfromdifferentaspectsoftheconnotation,categoryattributesofheuristicteaching,heuristicteachingcharacteristics,inspiredbytheprinciple,implementationstrategy,teachingmodeisanalyzedandstudied.Accordingtothesocialconstructivistapproach,instructorshavetoadapttotheroleoffacilitatorsandnotteachers(Bauersfeld,1995).Whereasateachergivesadidacticlecturethatcoversthesubjectmatter,afacilitatorhelpsthelearnertogettohisorherownunderstandingofthecontent.Intheformerscenariothelearnerplaysapassiveroleandinthelatterscenariothelearnerplaysanactiveroleinthelearningprocess.Theemphasisthusturnsawayfromtheinstructorandthecontent,andtowardsthelearner(Gamoran,Secada,&Marrett,1998).Thisdramaticchangeofroleimpliesthatafacilitatorneedstodisplayatotallydifferentsetofskillsthanthatofateacher(Brownstein2001).Ateachertells,afacilitatorasks;ateacherlecturesfromthefront,afacilitatorsupportsfromtheback;ateachergivesanswersaccordingtoasetcurriculum,afacilitatorprovidesguidelinesandcreatestheenvironmentforthelearnertoarriveathisorherownconclusions;ateachermostlygivesamonologue,afacilitatorisincontinuousdialoguewiththelearners(RhodesandBellamy,1999).Afacilitatorshouldalsobeabletoadaptthelearningexperienceinmid-airbytakingtheinitiativetosteerthelearningexperiencetowherethelearnerswanttocreatevalue.Ⅱ.2.1ConceptofHeuristicTeachingHeuristiceducationisanewkindofteachingmethod,canfullymobilizestudents'enthusiasmandinitiative,thelawofthiswayofteachingfromtheteachingandthestudent'sindividualsituation,USESthemanykindsofteachingmethods,inordertoinspirethestudents'positivethinkingasthecoreandthegoal,theFuJiequalityeducationandtherequirementofnewteachingmethods,canletthestudentactivelearning,arousetheenthusiasmofstudents,buildharmoniousequalitypositivelearningatmosphere.Comparedwithtraditionalteachingmethod,heuristiceducationhasitsownuniqueadvantages,itistorespectstudents'subjectivityandindividualitydevelopmentunderthepremiseofteachingtask,reflecttheobjectivelawandrespectfortheteaching.Theheuristicteachingmethodcanbeusedtoimprovetheclassroomatmosphereandimprovetheefficiencyofclassbyadoptingsomenew,interestingandflexibleteachingmethods.Heuristicteachingmethodscanmakestudentsbecomethestudymaster,activeinthestudy,willingtolearn,canletthestudentsunderstandandabsorbtheeffectiveclassroomteachingcontent,theheuristicteachingmethodcancultivatestudents'positivethinking,letthestudentindependentthinking,cultivatedivergentthinkingandcreativethinking.Studentsinheuristicteachingmodecanactivelydevotethemselvestolearningandhavetheabilitytothinkindependentlyandsolveproblemsindependently.Teachersshouldbeawareoftheadvantagesofheuristicteachingmethods,andintroducetheadvantagesoftraditionalteachingandplaytheroleofboth,tobuildapositiveandactiveclassroomatmosphere(1999:98).Confuciusisthefirsteducatorwhocreatesheuristicteachingconceptineducationalhistory.Heuristic’comesfromTheAnalectsdescriptionwhichputsforwardaclassicjudgment‘Don’tenlightensomeoneuntilhereachesthatsituationthathetriesthathardtofigurethingsoutbutfails.Don’tenlightensomeoneuntilhegetsintothesituationthatheisclearwiththingsinmindbutfailstoexpressanything.Don’tteachsomeoneifhecannotexplainotheranglesafterbeingexplainedone.’Confuciususesafewwordstoexplicitlyconcludethebasicelementofheuristicteaching.MengziisafterConfuciusandheagreeswithheuristicteaching.HeuristicteachingcomesfromSocrates’selicitationteachingtheoryinwesternancientGrace.Thetheoryopensawayforheuristicteachingtodevelop.Inteaching,teachersstartromsimplepartsandsimplereasons.Thenaskquestionstostudentsandpretendthattheteacherdoesnotknowitatall,whichdrivestudentstofullyexpresstheiropinions.Afterthatuseironytomaketudentsfeeltheyareintheembarrassingsituationofparadoxesforthemselvesandproduceconfusions,whichdrivesthemtothinkaboutquestionsactively.ThenteacherscoordinatelytakesomeRelatedexamplestoleadandenlightenstudents,whichdrivesthemapproachthetrueconclusionstepbystep.ThiselicitationteachingtheoryiscalledheuristictalkingmethodorSocraticmethodbywesterners.PlatoandAristotleinheritedanddevelopSocrates’sthought(2006:69).Aboveall,nomatteritisConfucius’sorSocrates’sheuristicteaching,studentsshouldplayaprincipleroleandbecomethefocusofteaching.Teachersshouldmakethemstudyindependentlyandcanfindproblemsandquestionsbythemselves.Teachersshouldhelpstudentsandleadthemwhenonlytheyneed.Teachersarenottheprinciplepartsofteaching.Theso-calledheuristicteachingisaprocessofinitiativeknowledgeacquirement,intelligencedevelopment,charactercultivationandperfectpersonalityformationforeachstudentthroughtheheuristicguidanceofeducators.Herearedetailedcharacteristicsthataredemonstratedasbelowprocess:Firstly,thepurposeofmodernheuristicteachingistoconstructandbuildtheinitiativeforstudentsandtodeveloptheintelligence,affectionate,faithful,true,goodandprettyperfectpersonalitiessothatstudentsareintendedtolovelearning,acquiretheknowledgeandhaveabilitytolearn.Secondly,thebasicprinciplesinmodernheuristicteachingprocessdemonstratetheunityofcognitionandnon-cognition,theunityoftheinteractionbetweenteachers’dominanceandstudents’principlerole,theunityoftheinteractionbetweenteachingandlearningandtheunityofcertaintyanduncertaintyinteaching.Thirdly,modernheuristiccoursesdemonstratetheunityofsubjects’sscienceandthestudents’psychologicallogic.(Scientificprinciplesemphasizeontheorganizationofteachingcontentas:thelogicconstructionprinciplesthatrisesfromabstractiontoconcreteness.Itemphasizesthedominanceofrationalknowledge,theacquisitionofbasicconceptsandbasictheories.Theprinciplesofpsychologicallogicemphasizetheunityofthelogicalconstructionofsubjectsaswellasteachingcontentandthedevelopmentofstudents’cognitivestructure.)Fourthly,theteachingmodeinheuristicclassrepresentsasthestructuresequence:theenlightenmentofemotionandtheinductionofreflection-settingquestionsforeachstudenttoanswertheexplanationofconfusionsandthethestimulationforcreativity.Alongwithvariouscombinationsinvariousstageofthisprocess,multiplepatternofwaysaredemonstrated.Thewayofactivitiesshowsthecharacteristicssuchastheunityofcognitionandnon-cognitionandthetheunityoftheinteractionbetweenteachers’dominanceandstudents’principlerole.Fifthly,inteachingenvironment,democraticteachingisemphasized.Teachersandstudentsshouldbuildanaccordantandharmoniousatmosphereinwhichteachersandstudentsrespectandtrusteachother.Asateacher,oneespeciallyneedstorespect,understandandtakegoodcareofstudents,whichcanreallypromoteteachingdemocracytomaketeachersandstudentsunderstandeachotherinbothspiritsandemotions(1998:321).Thesixpointisthatthewaysofheuristicteachingarevariousasthemoderneducationaltechnologydevelops.Theverbalenlightenment,nonverbalvisualandthewaysofactivitiesemphasizethecomprehensivenessofteachingmethodandthevarietyofsenses.Theroleandtherangeofenlightenmentisintegrallyflexible,localorindividualenlightenment.Forexample,themultimedia-aidedteachingisoneofthewaystorealizethemodernheuristicteaching(1998:98).Inconclusion,asateachingidea,modernheuristicteachingformsacompletetheoreticalsystemofteaching,whichhighlightspersonalteachingcharacteristicsandspecialty.Andastheproductofrationalthoughts,itbooststheessenceofhuman’ssubjectivityandovercomesthepassivityoftraditionalexpositoryteachingaswellasthebiasesofdependencyandimitativeness.Itsfoundationisbasedonsubjectivehumanism.meanwhile,asthedevelopmentofmodernscientifictechnology,practicalteachingexperiencecontinuouslyaccumulates.Itscontentcontinuallydevelopsandgetsenriched,whosescienceisconfirmedbypracticalandrelatedscience.Inanotherwords,modernheuristicteachingisadevelopingenergeticteachingidea(1989:254).2.2HeuristicTeachingSignificanceInclassteaching,heuristicteachinghasthefollowingcharacteristics:Thefirstistomobilizethestudent'sinitiativetothebasicmouth,sothatthestudentscanbettermatchtheteacher'steaching,thustorealizethestudentbodystatusintheclassroomimplementation(1989:189).Secondly,itistoinspirestudentstothinkindependentlyfortheapplicationprocess,todevelopthestudents'logicalthinkingabilityundertheguidanceofteachers,andtoimprovestudents'problem-solvingabilitythroughindependentthinking(1989:99).Thethirdistohavetheinducementinducement,theteacheroftencanbuildthebeginningoftheenlightenmentthroughsomemeasure,arousethedesireofthestudentinquiry,createtheconditionfortheheuristicteaching(1989:69).Inaddition,forteachers,theapplicationofheuristicteachingintheclassroomteachingalsoneedtocreatetwoconditions:oneistocorrectlyunderstandandhandletherelationshipbetweenteachingandlearning,andunderstandwhichreferstotheteachereducation,processingisreferstotheactionoftheteacher,totheteachingprocessastheprocessofdevelopingstudents'thinkingpotential,ratherthanthedevelopmentandinfusionteachingtheprocessofknowledge;Secondistheestablishmentsituation,thatis,theteacherwantstolinkfixedknowledgeandreallife,tosimulatelifescenes,makethestudents'learningprocessaspracticeexperience,tostrengthenstudents'practicalapplicationabilityofknowledge(1989:157).Ⅲ.AnalyzetheProblemsofEducationMethodwithCaseAnalysis3.1SettingupScenarioMethodThesettingofcertainscenesinteachingenablesstudentstostudyinacertainemotionalatmosphere,whichisconducivetostimulatinglearninginterestandmotivation.Forexample,whentalkingaboutdifferentUSESoftheverb"help",usingcomputermultimediatoplayacustomertobuysomething,theclerkaskedhim,"CanIhelpyou?"SceneclipsandapersonafterShouting"help"atthescene,andthenletthestudentsthemselvestoexperiencebetweenthemindifferentscenariosofdifferentmeaningsandexplainit,sothatstudentsnotonlytounderstandtheuseoftheword,andbecausetheuseofepisodicmemoryareveryimpressiveandnoteasytoforget(A.M,2001:99).3.2MethodofPassionClassroomteachinghasnotonlythetransmissionofknowledgeinformationbetweenteachersandstudents,butalsotheemotionalcommunicationbetweenteachersandstudents.Thestudyofmodernpsychologyshowsthatthebrightandoptimisticmoodcanhelpthefountain,whilethedepressedandunrestrainedfeelingofmiserycansuppressthemind.Therefore,teachersshouldarousestudents'emotionslikemusiccommandinclassroomteaching,sothattheirthinkingisactiveandfocused,thuslayingagoodfoundationforfurtherenlightenment.Classpassioninspiredalotofmethods,commonthroughthelounge,recordingorvivid,makestudentsasif,asitwere,emotionalresonanceandcan'thelptothinking,toexplore;Findacanattractstudentsimagination,causesthestudenttoseeobjects,affection,suchasEnglishclasstoteacha"my",theteacherletstudentstakeouttheirfamilyphotos,andtheninEnglish,soastostimulatestudents'familyvaluesandloveoftheparents'mood.Otherteachersintheclassroomshouldbefullofaffection,andthroughtheirhealthyemotiontoinfectstudents,maketheminspiredandspur,arousetheenthusiasmofthethinking,andexperiencethejoyofsuccess(A.M,2001:18).3.3QuestionstoMethod"Suspicion"isthestartingpointoftheexplorationofknowledgeandthefulcrumofthinking.Whetheritis"hypochondria"isaperformanceofateacher'steachingskills.ZhuXi,aneo-confucianistfromthesouthernsongdynasty,said,"ifyouareareader,youmustbetaughttobesuspiciousandsuspect,buttobesure,tobehereistogrow."Ateacher,inclassteachingshouldpayattentionfrom"doubt"tostart,coincidentallysetsuspense,enlightenstudentthinking.Inotherwords,weshouldbegoodatguidingstudentstoaskquestions,analyzeproblemsandsolveproblems.Itshouldbenotedthatquestionsdifferfromgeneralclassroomquestions.Insteadofaskingstudentstoanswerrightaway,theytrytocreatesuspenseintheirminds,causingstudentstobeinatemporarystateofconfusion,andthusarousethemotivationandinterestofthesolution(2006:112).3.4SuggestedMethodMalfunctioningoftheclassroomteaching,whenthestudentthought,teacherscanthroughvariousmethodssuchaslanguage,gestures,facialexpressions,toindicatetothestudent,orthroughthethinkingofstudents,lethimsmoothlytosolveaproblem:orremindstudents'thinkingincertaindeviation,letthemquicklyreturntothecorrectwayofthinking.Suchasteachersindealingwiththetextastheemphasesanddifficultiesinthetext,aswellassomekeywordsaccordingtotheparagraphblackboardwritingontheblackboard,letthestudentsretellthetextintheafter,suchasstudentsmeetwithdifficultiestheteachercanusetheblackboardwritingtosuggestcontent,helpstudentsfinishrehearsal(G.P,2001:71).Ⅳ.TheImprovedMethodofHeuristicEducationMakeheuristiceducationmadeofteachers'classroomteachingtools,makeitsbesteffect,theteacherswillusethisway,therighttomakeuseofitintheclassroomtobeefficientandappropriate,fullymobilizetheenthusiasmandinitiativeoftheclassroom.Teacherscanbetaughtaccordingtotheirownteachingcharacteristicsandstudents'personalitycharacteristics.4.1CorrectUnderstandingandAcceptanceofHeuristicTeachingMethodTeachersshouldkeepupwiththepaceofnew,toacceptthenewteachingway,changetheinherenterrorteachingidea,thejunctioninterfaceheuristiceducationidea,tocreateaclassroomguidanceonteachers,studentsasthemainbodyintheclassroomteachingenvironment,encourageandguidethestudenttocarryonthemulti-dimensionalthinking,cultivatethestudents'positivethinking,anddivergentthinking.4.2CreateaTeachingEnvironmentSuitableforHeuristicTeachingInjuniormiddleschoolEnglishteachingprocess,teacherscancreateasuitableforstudentsofdialogue,letthestudentsrealizedthatthepsychologicalactivityandenvironmentalcharacteristicsofthedialoguetask,sosmallcanonlyexercisethestudents'abilityofEnglish,Japanese,canshortenthedistanceofstudentsanddialogue,dialoguecanalsomakestudentsadeeperunderstandingofcontentandmeaning,letsthestudentfromtheinnerfeelingsdialogueandculturalenvironment,stimulatestudents'interestinlearning,letthestudentbecomeanactivepartinclassroomteaching,todeepenstudentsunderstandingandmemoryofknowledgepointsanddialogue.4.3FaceupCulturalDifferencestoCarryoutHeuristicTeachingEnglishandChinesethereisahugedifference,thedifferenceofsmallonlycomesfromthedifferencesinlanguage,wordsandgrammar,mainlyfromtheculturaldifferencesbetweenthetwocountries,eachcountryhastheirownhistory,smallwithhistoryandeducationenvironmentleadtoculturaldifferences,tolearnalanguagewell,mustfirstfaceculturaldifferences,andrespectthecultureofanothercountryenvironmentandhumaneenvironment.4.4HeuristicTeachingAccordingtoStudents'StudyHabitsThestudentisnotawhole,butindividualindividual,theteachershouldrespectthestudent'spersonalityandthestudyhabitcarryontheheuristicteaching.MiddleschoolstudentsundertheinfluenceofmothertonguetoEnglishlearningmoreorlesshaveexclusivepsychology,theteachingcanadoptheuristicteachingguidestudentsinEnglishlearning,letstudentstomastercertainlearningmethodsandskills,onthisbasistoletthestudentsimprovetheirlearningability.Forexample,teacherscantellstudentsinclassthatEnglishisthesameasChinese,whichisatooltoexpressthemselvesandunderstandthewishesofothers.LikeChineseNewYear,westerncountrieshaveChristmas,whichiscausedbyculturaldifferences,sothatstudentsmustbetooafraidofEnglishlearning,Englishknowledgeisalanguage,andsmallisakindofscience.Inthisway,teacherscanhelpstudentscleartwo