英语论文哪里有？笔者认为根据之前的调查，一些英语教师认为人性化教学的目的只是为了提高学生的表现，这是不完全正确的。人文知识教学的目的是提高学生的英语交际能力，增进他们对不同国家文化的了解，开阔他们的视野，增加他们的知识，优化他们的思维方式，从而促进学生的全面发展。因此，在人文知识教学过程中，英语教师应树立正确的人文知识教学目标，为人文知识教学提供正确的指导。
Chapter 1 Introduction
1.1 Background of the Research
Under the pressure of exam-oriented education and college entranceexaminations, high school English teachers often only pay attention to the cultivationof students’ listening, speaking, reading and writing skill. They always take learningscores as center causing students’ lack of humanistic knowledge and resulting in weakcomprehensive ability.
Liu Runqing （ 2015 ） pointed out that English is a humanities subject, andhumanities education cannot be overemphasized. Language teaching and humanitiesknowledge are complementary and inseparable. In high school English teaching,teachers should integrate humanities knowledge into English teaching, which enablestudents to accumulate knowledge of literature, religion, history, art, law andphilosophy in English classes. It can not only broaden students’ horizons, but alsoimprove students’ comprehensive quality and promote students’ all-rounddevelopment.
New Curriculum Standard emphasizes the comprehensive training of students’language ability, cultural awareness, thinking quality and learning ability. Culturalawareness mainly refers to acquiring cultural knowledge. According to NewCurriculum Standard (2017), cultural knowledge refers to: Excellent Humanities andscientific knowledge at home and abroad. Therefore, humanistic knowledge is a partof cultural knowledge. In this paper, the author will make a research on Englishteachers about humanistic knowledge teaching.
Chapter 3 Research Design
3.1 Research Questions
The Research questions are as follow:
(1) What is the current situation of humanistic knowledge teaching of highschool English teachers?
(2) Are there demographic differences among Senior High School Englishteachers in the teaching of humanistic knowledge?
(3)What are the factors that influence the humanistic knowledge teaching ofsenior high school English teachers?
In order to better understand the current situation and demographic differences ofhumanistic knowledge teaching of English teachers in senior high schools. 212teachers, aging from 21 to 55, of senior high schools from Guangxi and Hunanprovince are selected. The reason that author select Guangxi and Hunan is that theeconomic level is different. The teachers from 12 schools in Hunan province such asWu Gang No. 1 Middle School, Wu Gang No.2 Middle School, Wu Gang No.10Middle School, Fu Tian Middle School, Zhan Hui International School, Heng Shuihigh school.
Chapter 4 Results and Discussion
4.1 Overall Situation of Humanistic Knowledge Teaching of Senior High schoolEnglish Teachers
The first research question of this paper is to find out the overall situation ofhumanistic knowledge teaching of senior high school English teachers. The situationrefers to teaching purpose about humanistic knowledge, teaching contents, teachingmethods, evaluation methods, humanistic environment and teaching effect. Therefore,the author will analyze the overall situation from these six dimensions. Thedescriptive statistics are as follow:
4.2 Demographic Differences among Senior High School English Teachers in theTeaching of Humanistic Knowledge
4.2.1 Differences in Gender
The independent sample t test was performed on the gender differences in the sixdimensions of teaching purpose, teaching content, teaching methods, evaluationmethods, humanistic environment, and teaching effect. The specific results are shownin Table 4-8.
Chapter 5 Conclusion
5.1Major Findings
The findings of the investigations are as follows:
（ 1 ） The results of the study show that the current situation of humanitiesknowledge teaching for high school English teachers is in a moderate level. The meanscores of six dimensions of the teacher’s questionnaire exceed 3 points but still do notexceed 4 points, which shows that there is much room to improve for humanisticteaching. The evaluation methods and teaching effect of humanities knowledge is thelowest. The mean of evaluation methods is 3.33, and the mean of teaching effect is3.39. This shows that high school English teachers are not pay enough attention to theevaluation methods about humanistic knowledge teaching, which leads to poorteaching effect. In addition, in terms of teaching purpose, most teachers believe thatthe teaching of humanities knowledge is to broaden students’ horizons, which showsthat English teachers can realize the importance of promoting the overall developmentof students. In terms of teaching content, most English teachers are more likely toexplain literature, religion, history, art knowledge in class, which shows that there ismore humanistic knowledge about literature, religion, history, art in textbooks and theknowledge of philosophy and law is more specialized. In terms of teaching methods,teachers use a variety of teaching methods in the teaching of humanistic knowledge,not limited to the traditional teaching method. In evaluation methods, English teachershave not yet found an appropriate method to evaluate students’ humanistic knowledgemastery. As for humanistic environment, most English teachers satisfied with it. Interms of teaching effect, the mean of it is relatively low, which is still need to beimproved.
reference(omitted)
