案例教学法在高中英语文化教学中的应用

案例教学法在高中英语文化教学中的应用AbstractUnder thepressure of Chinas CollegeEntrance Exams,senior English teaching insenior high schoolfocus on the language knowledge which makes the culture teachinggetsno attention.This is an obstaclein thecultivation of students9communication skillanddoes nogood instudents9learning of English knowledge.From theperspective oflinguistics at the beginningof thestudy of language,studentslearn thesimple knowledgeof culture,and theycan learnthe basiclanguage todeal withdailycommunication.In themiddle and later stagesoflanguagelearning,students canaccessto morecomplex languageknowledge and the broadercultural knowledge,deepjunior dogmaticteaching methodsfor students to masterthe English culture.Therefore,the application of Case-based teaching to middle school English teachingis veryhelpful andnecessary.And thisarticle combinesrelevant practiceof high schoolEnglish teaching and obtainsome experiencefrom BusinessEnglish teachingandCollege Englishteachingto discusses the case-based teachingand studythe applicationof Case-based teachingto classroomteaching.Key wordscase-based teaching;culture;high school English betweendifferentfood culture.Any kindof culturehas its own meritsand demerits,which can beintegrated into a healthydiet.

2.3Analyzing CulturePhenomena throughAnalogies of CasesAfter yearsof learningand accumulation,high school students havegraduallyformed theirunique personality.It will be verynatural thatsometimes their views onthesame mattervaries.Their statehas madeprepareation formiddleschool English teachers totry case-base methodin theirteaching.The teaching method carriesout theculture teaching,lets themexchange themeaning to the problemin thegroup communication.To make themunderstand English culture frommany angles.At the same time,students withbroad visioncanshare theirlearning experiencesin groupsand improve the English learning ability of thecompany.When teaching“The MillionPound Notewhich the theme ismoney”,andteachers usecase teachingmethod tocarry outcultural analisis.In thisclass,students maybeled toexplore thenature ofHChina and Britain*s viewon money”.In China,due to thepressure ofsurvival,people tendto viewmoney moreseriously.However,anotherphenomenon is that Chinese people preferto savemoney andnot considerdevaluation.Incontract theBritish donot,because theBritish economyis moredeveloped,easier toearngold.They care about theirpresent lifemore.Quality andmaterial comforts.Students canlearnabout Chinaand westerncountry duringthe analysisof the case.The differenceinBritish moneyculture makesit easyto understandcultural differencesin textbooks.III.A Designof Case-Based TeachingThere is interdependencebetween languageand culture.Knowing a specific kindofculture willenable students to learnthat languagequickly.Currently thestandards of the newhigh school Englishcurriculum alsosuggest thatstudents learnabout English.Studentssensitivity languagecan be developed.Meanwhile,the students interculturalcommunication abilityalso will be graduallyimproved.But atpresent there are stillsomedeficiencies in the importance of teachinghigh school Englishteachingprocess in the text.This requiresthe application of case teaching methodsto attract students.Studentsparticipate invarious culture-related case discussions.

3.1Introducing theOriginWe takenSporting EventsHfrom YilinSenior Englishas exampleto illustrateinfiltrationof different culture.First teacherwill dividethe studentin groupsof5to discussseveralquestions about the unittopic.Than teachers can explainto studentsthe relevantcontentof Olympic Games in class,and letstudents know thetheorigin of the meeting一Olympic Games.:the ancientOlympic Gamesdeveloped based on militarycompetition.And it has closerelations withthe polis.In order to fightthe war,people needtraining thesoldiers,and with peoples aversionto war.The eventsrelated to the armyevent graduallydevelopedintoasymbol ofpeace thesporting eventof friendship.And themodern一Olympics beganin

1894.The students are learningabout theOlympic Games.Afterknowing thebackground related to theOlympic GamesWhen students learnto expressthings that are related to OlympicGames,they willbefilled with a senseof freshness.They willwant toknow howevery Olympicproject isbeingheld orallowed tojoin theOlympicGameUnder theguidance of the case,students willunderstandthat actuallyEnglish is also verydynamic withthe development of history,it islikeChinese,therearemany interestingstories behindevery wordand sentenceshape.Forexample,some studieslike thefairy talesof ancientGreece,and theiris Thevoice goddessEcho,then Echoin Englishhas back.”The meaningof theback sound.After thisexplanation,the studentswill understandthatthere issuch aninteresting storyin suchsimple Englishword.

3.2Analyzing theFeaturesThe mainway usedby teachers in the course of case discussionis toguide studentsanalyzethings9different featuresthrough cross-examination,debate,thematic discussionandopen lecture.Meanwhile theychoose some cases thatare close to the students lifetoorganize adiscussion.For example,in thestudy ofYilin of high school English.Whenteaching the law andorder.The teachercan askstudents totarget Chinesestyle crossingroadto analyzethe relationsand differencesabout orderand lawin theestablishment ofChinaand foreigncountries.During thediscussion,students need to understand the root,resource,development ofculturebetween theseour culture and otherEnglish speakingcountries.Anglo-Americanculture emphasizescontract spiritthat isrelated toa longcareer innavigation.Because of themainly agricultureas modeof production,legal consciousnessin Chinastill needsto beenhanced.It isthis kindof culturalbackground,causes Chinesecrossing road.In theprocessof studentanalyzing cases,they learndifferent culturesand features ofChinaandBritain.When theystudy someEnglish articlesstudents can be calmto faceculture differenceandlearn tostand inaspecificcountry andthink.

3.3Summarizing theEffectsGroup communicationis alsoa goodchoice in case teaching.High schoolstudents arenowgradually formingtheir ownunique personality,therefore they will producedifferentviews facingthe samequestions.Students cangive anopinion onthese questionsin groupcommunication.Students canlearn English culture inmany ways.Students whohave readalot havecollected enoughmaterial and information,whichmakethem manageto expressandpresent.In thisway,the students*English abilitywillbepromoted witheach other,thenlearn morefrom givencases.For example,when learning English of“Secret of successn in the fifthunit ofPEPedition,the teachercan letthe studentsdiscuss the secret ofsuccess in their mind.Somestudents saythat success needs talent,some students say successneeds persistence,somestudents saysuccessneedslucky,each onesticks tohis ownview in thecourse of thediscussion.The studentsset forththeirviewsrespectively,after theexchange ofopinions,they willunderstood thatsuccess is not aresult ofone aspect.Many factorswork togetheranglead toit.Some studentstake thefilm ForrestGump as an exampleto analyze,Gump,asamentally retardedwith onlyIQ of75,lives awonderful life.What istrue isthat therewasGumps unremittingefforts,but at thesame time therewere opportunityand luck,and Agamcanonly takethese opportunitiesintheface of the opportunitywhen manynormal peoplearenot competent.In thetheory of thesecretofsuccessdiscussed by students,theywillhavedeeper understandingandlaterthinking aboutthe problem.At thetime,there willbe manywaysto think.More thanone waycan beused.A gooddesign of a seriesof questionsandtasks can help.What doyou doontheInternet and what Internetbring conveniencesto youand some students say theyuse acomputer toplay games,some students say theyuse acomputerto lookup theinformation,some studentssay thecan makea lotof friendswith acomputer.In thediscussion,Students canunderstand therich andcolorful Internetworld,enhance theunderstanding of the network,and summarizefrom thesecases thatevery eventmayhas twoside,good orbad effect.IV.Investigation ofTeaching Effectsand Data AnalysisThe mainpurpose of this surveyis to present the current conditionof culture teaching inmiddleschool English class.The paperanalyzes the main factorsthat cause these problemsas the basisfor puttingforward suggestionsand countermeasuresfor thecorrespondingcultural teaching.The specificresearch questionsinclude thedegree andstate ofunderstandingthe importance of cultural teaching inthe presenthighschool Englishteaching.

4.1Investigation ofTeaching EffectsHowdo highschoolEnglishteachers andstudents learnabout cultural knowledge andteachingandwhatteaching methodsand methodsare adoptedby teachers and studentsrespectively,and thehindrance of the presenthighschoolEnglish culture teaching.First,through theinvestigation ofstudents,the situation of English cultural teaching of highschoolstudents islearnt whichinclude theattitude oflearning,the methodsused,and theobstaclesthey encounteredinthestudy of culture;and thenthrough theinvestigation ofteachers,the importanceand necessityof culture teaching isseen.The mainmethods usedinthe teaching of English culture and the mainproblems encounteredinthe teaching ofEnglish culture areshown too.Culture teaching is verysignificant in Englishteachinginseniorhighschool.In orderto discovera usefuland operableapproach in senior Englishclass,it isbenefit tofind outhow importantrole culture teaching plays.This paperis madeaccordingto theinterviews onseveral teachers and questionnairefor students.The objectofthis surveyis seniorstudent andsenior Englishteachers inTonghua No.l MiddleSchool inJilinprovince.Because studentsin seniorthree haslearned Englishfor manyyears,they arerelativelymore sensitiveto interculturalcommunication andwe couldgain morerealsituation of culture teachinginseniorschool.In thisstudy,thecurrentsituationof teachingandlearning werestudied byquestionnairesand interviews.The culturalaspects ofcompulsory language teachingmaterials areanalyzed.50teachers wereinvited tocomplete thequestionnaire survey.Atthe sametime,200students wererequired tofinish thequestionnaires.The questionnairesurveytook theform of anonymity.In thecourseof the class,the studentswere organizedandanswered ina centralizedway,and thequestionnaire wasrecovered intime.

4.2Data AnalysisStudentquestionnaire statisticsAB CD

17336.9%

8944.9%

199.6%

178.6%

29447.5%

8542.9%

147.1%

52.5%321%

6733.8%

9648.5%

3316.7%

46934.8%

7236.4%

4723.7%

105.1%563%

9045.5%

5728.8%

4522.7%

618291.9%

3919.7%

8140.9%

9447.5%

76231.3%

9648.5%

3216.2%84%

811357.1%

105.1%

6934.8%63%942%

5226.3%

10.5%

14171.2%

107939.9%9347%

2412.1%21%As canbe seenfrom theprevious table,most of the studentsare interested in Englishculture.Only

8.6%of the studentsare not very interested andveryinterested;theimportance ofcultureteaching isalsogiven tomost students.It isrecognized that

47.5%and

42.9%of the students thinkthat the teachingofEnglishculture is veryimportant andimportant.Many studentsare veryinterestedinEnglish culturalknowledge,but theirlevelof culturalknowledge is not high.1%ofthe students believethat theyknow enoughEnglishcultural knowledge,and

33.8%ofthe studentssaythey think they areinEnglish.The restofthe studentsthinktheyknow littleor evenalmost nounderstanding;

34.8%ofthestudents.It indicatesthat thereis oftena lackof culturalknowledge anda communicationbarrier,only

5.1%ofthestudentssayno suchsituation hasbeen encountered;only3%of studentsknowwhether thereis enoughtime to learn culturalknowledge.There areplenty oftime forthemselves,and

45.5%and

28.8%ofthestudentssaythey havelimited timeand lackoftime.The restofthe

22.7%students feelthey arevery busythus haveno opportunityto dealwithit.Most ofthestudents

91.9percent ofthe culturalknowledge mainlycomes fromtextbooksand the teachers classroomteaching showsthat theway ofcultureteaching isrelatively simple;for the cultural contentinthe textbook,

31.3%and

48.5%ofthestudentssaid verysatisfied andsatisfied,only4%ofstudentsarenotsatisfied.V.FindingsFrom theabove dataanalysis,it isobvious tosee thatmost middleschoolstudentsareinterested inEnglish culturalknowledge,andthenecessity andimportance ofcultureteaching have also beenmade.There isa correctunderstanding,but becauseof theconstraintsof heavyworkload,limited timeand otherfactors,thestudents9knowledge ofEnglishculture is not enough,and their ability incross culturalcommunication needsto beimproved.Teachers are also pressingfor thetask ofcollege entranceexamination.Becauseof thelimited hoursandsoon,not enoughattention hasbeen paidto theteachingofculture,which makestheteachingofcultureneglected which isnotvery good.The efficiencyofculture teaching isnothigh.Therefore,teachers needto putmore emphasison Englishcultureknowledge andtry theirbest to make studentsrealize theimportanceofit.Studentsparticipation inclass isalso verynecessary.Only bypracticing canthey enrichtheir culturescale.Whats more,teachers alsoneedtokeep onlearning,knowing newteaching ideas andnew teachingtechniques,so as to improvetheir ownability,thus improvetheir teachingquality.ConclutionLanguage andculture areclosely related,interdependent.Language teachingandculture teachingarealsomutual complementation.Students arelearningEnglish,atthesametime,it isalso necessaryto learnthe relatedculturalknowledge,which isnot onlytherequirement ofthe newcurriculum standard,but also the requirementof interculturalcommunicationability.However,Still thereare difficultieslying aheadof us.No mattercultureteachingisimparted byteachers orbystudentsthemselves,there isntmature systemto teach culturein highschoolEnglishclass.What peopleshould dois toput thecultureteaching intotextbook and teaching outline,atthesametimethe useof comparativeanalysis,extracurricular activities,direct teachingand otherteaching methodsshould becombinedwith cultureteaching thatis to makethemsystematize.And theexertion ofstudents*autonomy hasachieved certainresults,and finallyitexists intheteachingof highschoolEnglishculture.Some suggestionsfor improvementareput forward.In all,the scientificconcept ofcultureteaching should beestablished andtheirown culturalquality should be improvedby puttingthecultureteaching into teachingstandard.The flexibleand diverseteaching methodsshould beused toattaching importancetoChinese traditionalculture andgiving fullplay tostudents1initiative.Reference

[1]Backer H.Culture Case Study andIdeal-typical Method^\i].Social Forces,

1934.

[2]Dowd J.Jr.“Case MethodTeaching:Suggestions forPractice”[J].MarketingEducation Review,\

992.

[3]Derriso,A TeachingForward95[J].Science Teacher.

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[4]Kemp H.V.Teaching PsychologyThrough theCaseStudyMethod”[J].Teaching OfPsychology.

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[5]Kowalski T.J.Case Studiesof EducationalAdministration[M].New York:Longman,

1991.

[6]Lewis S.Student AssessmentandtheCase Method”[J].Accounting Education,

1998.葛新.“案例教学法在专业英语教学中应用的探讨”《辽宁教育研增刊.

[7][J].200练缤艳.“中学英语如何实施文化教学”《教学与管理》，

[8][J

1.

200933.谢敬中.“案例教学法简介”成人教育，

[9][J].

19836.周一良，《中外文化交流史》，河南人民出版社，

[10]

1987.摘要在我国高考制度下，高中英语教学注重语言知识，而文化却得不到足够的重视这不利于学生掌握语言知识并且阻碍了学生跨文化交际能力的培养从语言学的角度来看,学习语言是学生学习基本文化知识的开始,他们可以通过学习基本的语言来进行日常交流在语言学习的中后期阶段，学生可以接触到更复杂的语言知识和更广泛的文化知识，最终使学生掌握英语文化可见，在高中英语教学进行案例教学是很有必要的本篇结合了高中英语文化教学的相关实践，从商务英语专业和大学英语专业教学等领域获得经验，结合大学英语文化教学的实际应用，尝试在高中英语教学中设计案例教学关键字案例教学；文化；高中英语ContentsIntroduction

1.1The DefinitionofCase-Based TeachingThebasis ofcase-based teachingmethod isusing casestoteach,sothefocus andteaching objectives ofselecting casesinfluence peoplesunderstanding ofcase teaching.One angleis thepurpose ofeducation.Kowalski1991:116believed that“case teachingwasestablished onthe basisof cases,it ishelpful totrain students,ability ofthinking,reasoning andproblem solving”.Define case based teachingfrom teachingstrategy,Merseth1996believes that“case based teachingisclass discussionor group discussion,including roleplay orwrites acase”.Thereissomeone whodefine case based teachingwithan angleof applicationfield.For example,Harvard BusinessSchool definescase basedteaching:A teachingmethod forteachers andstudents toparticipate directlyin thediscussionof businessmanagement casesor difficultissues.Herreid2011defined acasebased teachingas“some stories that theteacher presentedinclasswitha certain educationinformation^.The lessoncanbeassisted bylectures,discussions,group activities,personalanalysis,computer interaction,etc”.No matterfrom whichangle thecasebased teachingisdefined,they havesomecommonalities:1As ateachingmethod,Case-based Englishteaching doesnot havea fixedform.2The materialwhich involvedincase-based teachingprocess isusually unique,which requiresthe descriptionofa certain situation.3Case-based teachingis versatileand flexible.4The useofcasebased teachinginvolves students*active thinking.Therefore,thecase-based teachingmethod canbe definedas it is toinspire studentstoparticipate inmany kinds of discussionactivities,positive thinkingbasedonusing thesituationor the story toanalyze andsolve theproblem.Teachers carefullychoose andwritesituations orstoriesthatguide studentsthrough variousforms andsizes ofdiscussions,learn what they havelearned,and takeactive participation.Thus theteachingobjectivesareachieved.

1.2The FeaturesofCase-Based TeachingFirstithasa clearpurpose.This isthe maincharacteristic ofcase-based teachingmethod.The reasonwhy casestudies areproduced andwidely usedisthatCase-basedteaching methodcanhelpcultivate students*habit ofcritical thinking and cantrainstudents9ability ofanalysis andsolving problemsin practice.Second itmust fitthelawof cognition.Human beingsknowthe world throughdirector indirectexperience,which isthe viewof materialism.Case-based teachingmethod istolet thestudents knowtheworldby trainingtheirabilityfrom theinstance.Next iscultivating the abilityofpractice.In applyingthe cases,teachers needtocombine it with differentkindsofclassroom activitiesand organizestudents toparticipatein.And thoseactivities allfocus onthecase.Students haveto interactwith theirclassmatesand teachersin theseactivities so astofind outthe solutionofthegiven tasks.And itsforms areflexible.The case-based teachingmethod emphasizesthat theformof activitycanbevaried accordingtothecontent,such asindividual thinking,groupdiscussion betweenteachersandstudents.There arerich typesof forms,discussion,debateand decisionmaking whichcan showthe advantagesofcase-based teachingmethod.Result opennesswillbebetter.The case-based teachingmethod encouragesstudentsto thinkcritically,and thereisnounique answer.As longas thesolution isreasonable,theteacher willnot bethe answerprovider,but asthe guiderwho leadstudents thinkindependentlyand formtheir ownopinions.It couldevaluate studentscomprehensively.Whenstudentsparticipate incase-basedteachingactivities,teachers cannot onlyobserve thestudents*mastery oftheoreticalknowledge butalso candeeply understandthestudentsanalysis ability,theproblem solvingability andthe criticalthinking ability.In addition,theabilityof studentstoplay arole ina groupcan alsoelicit adefinite response,for example,a teachercanobserve whetherstudentshaveleadership skills.More importantlycasebasedteaching inspireconfidence instudents.In theprocess ofstudyingcases,students learnfrom eachother andexpress themselvesthrough practicalactivitieswhen communicatingwith others.They showthe viewor thinkingcharacteristicof themselvesandthesuperiority ofthemselves inaddition toacademic performance,thestudent personalityis madefully developedand becomemore confident.

1.3Case-Based Teachingand TeachingEnglishCulturein HighSchoolThedegree ofstudents9understanding oftheculturalknowledge willshow whethertheteachingiseffective.However thegoal ofcommunicative competencetraining hasnotbeen fullyrealized,andinordertomake culturalteaching achieveits validity,we mustcombineit withlanguageteachingby readinga lotof foreigncultural informationandstrengthening communicationwithpeoplefrom theEnglishculturalbackground,increasethe opportunityof usingEnglish communicationto improvestudents*communicativeability.In casebasedteachingprocess,students playthemainbody ofclass whiletheteacher9s responsiblyistolead them totheright direction.in thisway,an opportunityofinnovation isgiven;students follow theteachersinstructions tolearn,and teachersofferthem advicewhen itis necessary.In orderto cultivatestudents1cultural awarenessand interculturalcommunicationcompetence,itisdesignated thatthe seniorEnglishcultureteachingshouldbe systematicandpractical,and combinesitwithcase teachingmethod.Teaching shouldfollowthefollowing teachingprinciples:practical principle,testingprinciples,principle ofprecision,interactivity principle.

11.The Waysof ApplyingCases inTeachingEnglishCultureLanguage isusually describedasthemedia ofacertainculture.For eachkind oflanguageis closelyrelatedtoitsownculture.An understandingofthecultureisthe firststepof acquiringlanguageknowledge.English isa languagecourse inhigh schooleducationsystem.Teachers needto focuson infiltrationofEnglishculture,whichisveryhelpful inreaching thegood teachingresult.In Englishlearning,cultural informationis abasicelement.In theeducationstageofhighschool,English knowledgebecame complexandsophisticate.Cultural informationhas changedsignificantly,which requiresa longlastingattention onit.This istrue forboth theteachersandtheEnglishlearner.Theimportance maystimulate studentstolearn English better.

11.1Analyzing CulturePhenomena throughSubstitution ofCasesIn highschoolEnglishteaching,teachers cansearch specificteaching contents,provide somerelevant Englishcases andstories,and usethemtoattractstudents.Studentusually participatevoluntarily whenthey arein anEnglish atmosphere,thus obtainthecultural knowledgewith notice.They choosesomecasesthatareclosetostudents*life andhelpthem understand,so asto lowerthe difficultyof understandingEnglish culturalinformationand languageknowledgeand improvetheoverall culturalteachingeffectandquality.Generally speaking,teachers usea vividstory to create asituation.Teacher istheperson whotells thestory,thestudentistheinformation receiver.The textofthethird unitofPEP editionthetextmodule of“Oxford highschoolEnglish95introduce thelost civilization,the destructionof Pompeii,thestoryitself isvery historicaland legendary.It ispossible tousetheobservation ofaservant inPompeii todescribe theprosperous andadvanced civilizationof Pompeii.Teacher takethe substituteof Pompeiias casetocreatea plotto propagandaculturalbackground knowledge,activate readingarticles,andimprovestudents*understanding ofthevanished civilizationand curiosity.

11.2Analyzing CulturePhenomena throughComparison ofCasesWhen applyingcase teachingmethod,students canbe organizedtodiscussspecificcases.In pairwork orgroupdiscussion,students firstrecall therelated infonnationin theirmemory,then experessthem andexchange informationwith theirpartners,soasto havecomprehensiveunderstandingofacertainphenomenon orevent.High schoolEnglishteachers shouldlead thestudentstolearnEnglishthrough thecasediscussion,debate,cross-examination,open lectureand thematicdiscussion.And thespecific teachingobjectiveswill guide studentstohaveafull unstintingofahistorical figureor theeffect ofarevolution orcampaign.And theycan choosecases whichare relatedto theirreal lifetodiscuss Englishculture.In theinterpretation ofthe differenceofculture,studentssensitivity onculture canbedeveloped.For example,teachersincaseteaching,guidestudents tocompare Chineseand Englishcultureandmeanwhile thinkabout thedifferencesbetween thetwo cultures,thestudentscan providemore clueswhen answeringquestions.Comparison ofdifferentculturecase benefitstudentsinEnglishlearning.Students willoften takeup andthen comparewhattheyhave acquiredso seeif theyhaveactually addedsomething totheir establishedway ofthinkingandbehaving.For example,in learning“The HealthEating inthe eighthunit ofPEP edition.The themeofthisunit isHealth”,while dietis closelyrelatedtohealth,teacherscanguidestudentsin groupstakethe themeof healthto communicatefreely anddiscuss Chineseand Englishfood culture.Differently,In China,people trytomakefood colorand aroma.There aremany methodsforteacherstochoose.They includesteaming,boiling,stewing,braising,frying,cooking,etc.Take thefood cultureasanexample.Chinesepeoplecare aboutthe styleandappearance offood.This usuallyresult inthe ignoranceof itsnutritional valueand taste.Ithas tobe good-looking.In Britishfood culture,people seekthe originalcamp offood.Students maywork inpairs orwork ingroups todiscussthedistinction。