A Strategy Research On Promoting Junior Middle School Student’s International Understanding Capacities Through English Education

Education for international understanding germinated after WWI,and formed after WWII.It expressed the good wishes of human that achieve world peace through education.International understanding education has drawn the attention of the world.In different countries and at different time,international understanding education has some other names,such as peace education,global education,education for global citizen,etc.There are subtle differences in contents among countries.But,the core contents are similar.The core contents include: culture,history,geography,customs of countries;our own culture,history,geography,and customs;the common problems that human beings are facing with,such as environmental pollution,resource,human rights,and equality.International understanding capacities are the core of international understanding.International understanding capacities are personality psychological characteristics or personality traits which guarantee a man to complete the international understanding activities successfully.The kernel of international understanding capacities is the understanding of international understanding connotation.The external representation are the attitude and behavior shown in the international communications.Professor Wu Baohong pointed out that the international understanding capacities mainly embodied in the knowledge reserve,thought of understanding,level of skill,attitude of cognitive,etc.International understanding education has drawn the attention of departments of education,education experts and all levels of the schools in China.In 2010 the national medium and long-term education reform and development plan outline(2010-2020)proposed to strengthen the international understanding education,promote the cross-cultural communication,enhance students understanding of different countries and different culture.Schools in different levels have already taken it into actions.There are several forms of international understanding education in China,such as,construct specialized courses,penetrate into other subjects,establish sister school relationship with foreign schools,etc.From 2009,Wuhou district of Chengdu launched the course reform of international understanding education.They developed international understanding curriculum,carried out various of international understanding education activities and established sister school relationship with foreign schools,etc.;Minhang district of Shanghai constructed 3E international understanding curriculum system,set up specialized courses,carried out activities based on holidays and immerged international understanding education into other subjects.Discipline penetration is an essential form of international understanding education.It is an easier and more effective way to develop students’ international understanding capacities than other ways,such as construct new courses,carry out activities,establish friendly school,etc.In junior middle school international understanding education can be penetrated into history,geography,biology,fine arts,physics,English,etc.English,as an international language,the carrier of culture is one of the best subject to penetrate international understanding education.How are junior middle school students’ international understanding capacities? What influence students’ international understanding capacities? How to improve students’ international capacities through English teaching? To answer these questions,the author makes a survey among 257 middle school students and seven English teachers in Changchun.Through data collection,analysis,the author draws the following conclusions: 1.The average level of middle school students’ international understanding capacities is low in the rural middle schools in Changchun.2.there is no obvious difference in international understanding capacity between grade3 and grade 2 students.3.Learning English doesn’t improve the students’ international understanding capacities.4.The school’s location has a significant effect on the students’ international understanding capacities.5.The English teachers’ international understanding capacities are low in rural middle schools.According to the results,the author puts forward his own Suggestions and views,they are: establishment the external environment of international understanding education;Promote the international English teachers understanding capacities;choose the teaching strategies which have benefit for students’ ability.