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1、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ABSTRACTThis paper analyzes the disadvantages of traditional cramming teaching m
2、ethods to elicit heuristic teaching and then introduces its advantages. The paper discusses the problems by consulting materials and conducting a survey on non-English majors in our university from the aspects of teacher, textbook, student and teaching approaches, suggesting some corresponding solut
3、ions. Finally the paper introduces some principles and models of heuristic teaching in the hope of offering some help to college oral English teachers by wonderful lead-in, witty suspense setting, to-the- point comments and brief summary to get students fully involved and make their minds well activ
4、ated.Key words：heuristic teaching ; problems and solutions；principles and modelsContents1Introduction22. The social factors and background of heuristic teaching32.1 The disadvantages of traditional cramming teaching methodology32.2 The origin of heuristic teaching42.3 The superiorities of heuristic
5、teaching63. Problems of current college students oral English73.1 The problems of college students oral English83.2 The survey of our university students94. Application of heuristic teaching in oral English teaching114.1 The solutions to the problems114.2The principles of heuristic teaching in oral
6、English134.3 The main models of heuristic teaching145Conclusion16Acknowledgements17References181IntroductionEnglish which plays a very important role in Chinese education ，is regarded as a universal language in the world. Traditional cramming methodology has produced more and more containers and mug
7、s which waited to be filled with information instead of students seeking knowledge by themselves .The side effect has become prevalent among students who can be manifested by learning without thinking, thinking without suspecting and suspecting without questioning. Besides, the teaching method makes
8、 the students feel bored and loses their interests in learning easily .How to make teaching more interesting and attractive for the students is a relatively difficult problem .The education of liberal arts undertake the important task of improving the quality of the whole nation and has the function
9、 of enlightening the truth ,goodness and beauty .As a teacher, should we present the inexhaustible knowledge to the students or guide them in the way of creative thinking ? It was Confucius who put forward the importance of combining learning and thinking in the history of Chinese education. Numerou
10、s researches have been done on heuristic teaching at home and abroad, but not much done on spoken English teaching. My paper aims at doing some researches on heuristic teaching models and principles. What are problems existing in current spoken English teaching and what are possible solutions? By co
11、nsulting some theories and surveys, I hope that my paper will give a clear picture of what the present situation of college spoken English teaching is and what suppose to be better teaching approaches.2. The social factors and background of heuristic teachingHeuristic teaching originated from Socrat
12、es who initiated the teaching mode of “teachers ask, students answer”. A distinctive feature of this mode was that teachers, who were the decisive factor in the process of teaching and learning, who raised the questions at the very beginning and gave conclusions in the end. On the contrary, oriental
13、 style of heuristic teaching method based itself on the principle that students put forward their puzzles and then asked the teachers for advice .Nowadays, a new trend is that western educators regard Confucius as their icon .What attracts western educators most must be the humanism manifested in Co
14、nfucius thinking and the spirit of Confucius heuristic method of teaching: that is student is the main actor and creator. 16 According to Confucius, the teacher does not have to meddle into students affairs too much. Instead, he should give the students enough time to reflect by themselves. Confuciu
15、s only enlightened his students when they were on the edge of knowing it, because he thought most teaching would be of little use if those who get it were not ready for it. 2.1 The disadvantages of traditional cramming teaching methodologyFirst, the classroom is missing “people.” “People” refer to t
16、he students and teachers. In other words, students dominant positions are totally deprived in the learning process, and teachers initiative is basically stifled in the teaching process. So, well often regard it as a common phenomenon: in class, we often take it for granted that the so-called knowled
17、ge completely turns into the absolute power which dominates all things. The teacher plays monologue and few students involved in class. The teacher acts like a person giving water, and the students serve as a pail ready to accept everything. Second, the classroom is missing “Love.” “Love” refers to
18、three-dimensional target of new curriculum, “feelings, attitudes, values” in the true feelings of communication between teachers and students. Ideal classroom should be passionate classroom; students must dedicate themselves to activities in class with emotion, enthusiasm and passion. However, in tr
19、aditional cramming teaching, teachers teach the originally colorful knowledge by fixed model which lead to tie up the students with no distinct character. Therefore emotional and intellectual impact of interaction cannot be found in such classroom. Third, the classroom is missing “root.” “Root” refe
20、rs to the original knowledge, the process of development, focusing on the “process and method” of new curriculum. Special emphasis is laid on the new curriculum reform process in imparting knowledge to students subjective initiative into full play, and guiding students to their own hands, to the occ
21、urrence and development of knowledge through the whole process of perception and experience to take the initiative. Much attention is paid to teaching, exam which is regarded as the sole purpose of learning. Therefore, knowledge of classroom, teachers often ignore the fresh produce and the developme
22、nt of process with the rhythm of life experience but went straight to the results of teaching activities ,the so-called for the results of intensive teaching . Fourth, the classroom is missing “authenticity.” “Authenticity” means that the teaching approach should be true. The classroom is the park w
23、here teachers and students seek the truth, any formalism, and superfluous, false “prosperity” are harmful. New curriculum will be innovative and practical as an important pursuit of teaching; both creative spirit and practical ability of the process, means, methods and outcomes should be true rather
24、 than false. Traditional cramming teaching is often stolen of authenticity under the cover of “improving quality”. Even the result is false; the students learned only “rote memorization of knowledge”.2.2 The origin of heuristic teachingThe word heuristic comes from the same Greek root as “eureka”, w
25、hich means “I have found”, an exclamation of triumph at any discovery. Heuristic teaching refers to “a particular method of teaching allowing the students to learn by discovering things by themselves and learning from their own experience, rather than by telling them things”. 18Students will be enco
26、uraged to propose any idea to try to solve the problems through critical thinking and reasoning. By this way, the problem will be solved through the discussion among students and the help of the instructor. Heuristic teaching is the art and science of discovery and invention. Heuristic teaching indi
27、cates a problem-solving approach characterized by exploration and trial and error. It encourages a person to learn, to discover, to understand, or to solve problems on his or her own, as by experimenting, evaluating possible answers or solutions, or by trial and error. In class we do not have to exp
28、lain those intriguing questions, figures and significance, but only throw those questions to students and employ proper method to enlighten them to find the answer. Every time we can follow such an order of listing questions, providing possible answers, eliciting questions, analyzing and debating, a
29、nd finally recommend reference books for the students to read after class.Heuristic teaching is the valuable treasure in the history of human education, and it is one of the most important ways of teaching. In China, it is Confucius who put forward the thought of heuristic teaching and Scrates is th
30、e originator in the West. The theory of heuristic teaching is continuously enriched and improved during the long time of educational practice, though it is a new concept with long history, it is full of vigor. 110 Two thousand years later, we are still trying to do the same by our heuristic teaching
31、. Heuristic teaching can effectively activate the circumstance of class, arousing the enthusiasm of students for study by activating the thinking of students. Western heuristic teaching method was originated from Socrates who initiated the teaching mode of “teachers ask, students answer”. A distinct
32、ive feature of this mode was that teachers were the decisive factor in the process of teaching and learning, who raised the questions at the very beginning and gave conclusions in the end. 25 On the contrary, oriental style of heuristic teaching method based itself on the principle that students put
33、 forward their puzzles and then asked the teachers for advice. Nowadays, a new trend is that western educators regard Confucius as their icon. What attracts western educators most must be the humanism manifested in Confucius thinking and the spirit of Confucius heuristic method of teaching: that is
34、student is the main actor and creator. According to Confucius, the teacher does not have to meddle into students affairs too much. Instead, he should give the students enough time to reflect by themselves. Confucius only enlightened his students when they were on the edge of knowing it, because he t
35、hought most teaching would be of little use if those who get it are not ready for it. However, I bet Confucius enjoyed the ease of teaching since most of the time is left to the students to look for a question to think and struggle over the question by painful thinking. What if the question is an ea
36、sy one that you do not have to waste too much time on it if the teacher points it out directly? To some degree, it contradicts with his principle of teaching his disciples in accordance with their aptitude. Apparently, enlightening reflection is not universal for every student. Confucius way of enli
37、ghtening met its demands in ancient times, especially for the top students like ZI Lu, ZI Gong, etc. but for the average students, what if they could not find the question and take everything for granted? Confucius enlightening reflection points out the importance of the teachers guiding role in the
38、 process of learning and puts forward some strategies for the teacher to take, however, these are too general to be put into practice, thus how to realize the saying “Never enlighten a disciple unless he wants very much to get it in his mind and yet he cannot. Never initiate his thinking unless he w
39、ants very much to speak and yet cannot find his tongue” is still a question waiting to be answered. Confucius way of enlightening has its own demerits because of the limit of his era. Since Confucius is an idealist, his theory is based on subjective thinking. For better or worse, it has achieved its
40、 historic mission and produced 72 prominent figures. However, the most important of all is that it shed lights on heuristic teaching methodology in modern times.2.3The superiorities of heuristic teaching in oral EnglishHeuristic teaching nominally refers to teaching pedagogy. In fact, it is a learni
41、ng method-heuristic learning (discovery learning). The most obvious feature of heuristic teaching is that teachers only provide the learning environment for students to recognize the facts, to understand the problems, to analyze the relationship, finally learning by themselves and finding the answer
42、s. There are three superiorities of heuristic teaching: 116First, it guides the students to actively learn. In heuristic teaching “discovered” test method, students can acquire not only knowledge, but also the initiative to learn to adapt to the plight of issue of attitude, way of thinking and probl
43、em solving skills. This is the most important education value. Second, it contributes to migration. Students acquire knowledge and skills from heuristic teaching activities .On one hand; it can be kept long, on the other hand it can be easy to produce learning migration. Third, it is easy to maintai
44、n motivation. In heuristic teaching, students motivation comes from intrinsic motion; they can be satisfied by finding out the result with their own hand. Therefore, heuristic teaching can not only achieve external incentives but also achieves the purpose of instruction.3. Problems of current colleg
45、e students oral English Among the 4 kinds of language skills of Chinese learners of English, oral skills are found to be the weakest, which are certainly incompatible with the demands of the increasingly growing intercultural communication.3.1 The problems of college students oral EnglishFirst, teac
46、hing mode .The current teaching is not conducive to oral teaching. With the continuous expansion of university, it is evident that colleges are short of English instructors. According to the National College English Teaching Steering Committee of the statistics, English teachers and students have re
47、ached the 1:130 ratio. 711 As the number of students is increasing, some schools even reach the class size to 200 300 students. In such a large class, the teacher can only talk about grammar, translation, and then talk about the texts and written exercises. Its difficult to teach spoken language. Th
48、is mode of teaching will result in boring English class, less interest in learning English.Second, the influence of exam-oriented education. Examinations at all levels are mainly written forms of English. 813 They are not sufficient to test students practical ability. Many universities and colleges
49、attach great importance to pursuing passing rate and ignore the students real acquisition of the language. As a result, just as some students say, after learning so many words and grammar, they cannot use, understand, or speak English. They do not really master the language skills, even unable to combine relatively simple English words into a cohesive sentence. If we want to learn English, memorizing and mastering a large number of words is necessar