An Exploration of Senior High School English Teaching Based on Rogers’ Humanistic Learning Theory

Xuran Zhao

doi:10.18686/ijmss.v7i1.4140

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An Exploration of Senior High School English Teaching Based on Rogers’ Humanistic Learning Theory

Xuran Zhao

International Journal of Mathematics and Systems Science 2024, 7(1); https://doi.org/10.18686/ijmss.v7i1.4140

Submitted：09 Jan 2024

Accepted：09 Jan 2024

Published：09 Jan 2024

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Abstract

The Humanistic Learning Theory emerging in the 1960s and 1970s emphasizes fully manifesting the students’ subjective position and utilizing teacher’s role as a facilitator in education, advocates the cultivation of the “whole” child, and stresses the learning process and learning ability. And the theory serves as an important source of inspiration and reference for English teaching in China. Based on a psycho_x005flogical perspective, this paper takes senior high school English teaching as the research object, exploring the advantages of using Rogers’ humanistic learning theory and giving inspirations for senior high school English teaching.

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References

[1] Pihuan. Application of Rogers’ Humanistic Learning Theory in Piano Teaching[J]. Sichuan Drama,2021(11):149-151.

[2] Bahous, R. The self-assessed portfolio. A case study[J] Assessment&Evaluation in Higher Education,2008,33(4):381-393.

[3] Zhang Ying. Enlightenment of Rogers’ Humanistic Education Thought on Junior High School English Teaching[D]. Nanjing: Nan_x005fjing Normal University,2013.

[4] Liu Xuanwen. A Review of Humanistic Learning Theory[J]. Journal of Zhejiang Normal University(Social Science Edition),2002(01):90-93.

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