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以学生为中心的英语教育分析一、教学目标以学生为中心的英语教育将学生的需求和兴趣置于教学目标的首位。
传统的英语教育目标通常是以通过考试来衡量学生的英语水平，这种目标往往忽视了学生的个性差异与学习兴趣。
而以学生为中心的英语教育更加注重培养学生的综合语言能力，包括听、说、读、写和翻译等方面的能力。
教师应该根据学生的实际水平和需求，制定符合学生特点的教学目标，帮助学生全面提高英语语言能力。
二、教学内容以学生为中心的英语教育强调个性化的教学内容，注重根据学生的兴趣和需求灵活选择教学材料和话题。
传统的教学内容通常是固定的课本材料，学生需要按部就班地学习。
而以学生为中心的教学内容更加注重学生参与和反馈，教师可以根据学生的兴趣和需求选择相关的课题和材料，使得学生在学习英语的过程中更加积极和主动。
三、教学方法以学生为中心的英语教育注重多元化的教学方法，帮助学生主动参与和体验学习。
传统的英语教育通常采用单一的教学方法，如讲授和听写等，学生缺乏实际运用语言的机会和动力。
而以学生为中心的教学方法更注重学生的参与和体验，教师可以采用小组讨论、角色扮演、游戏活动等多种形式来激发学生学习的兴趣和积极性，帮助学生更好地掌握英语语言技能。
四、评价方式以学生为中心的英语教育也注重个性化的评价方式，强调全面评价学生的语言能力和综合素质。
传统的评价方式通常是以考试成绩为主要依据，忽视了学生的个性差异和学习兴趣。
而以学生为中心的评价方式更注重学生的参与和表现，教师可以采用实际表现、作业表现、口头表现等多种方式进行评价，全面了解学生的学习情况，为学生提供个性化的评价和指导。
以学生为中心的英语教育在提高学生的英语语言能力和综合素质方面具有显著的优势，然而在实际教学中也存在一些挑战和问题。
教师需要花费更多的时间和精力去了解每个学生的需求和兴趣，制定符合学生特点的教学计划和内容。
现实教学条件可能限制了教师实施个性化教育的能力，例如课堂时间、教学设备等方面的限制。
以学生为中心的高中英语词汇教学一、当前高中英语词汇学习中存在的问题当前高中英语词汇学习中存在的问题主要有：习惯一词一义、音形脱离、死记硬背等。
习惯一词一义。
英语词义通常比较丰富，概念意义只是其中一种。
很多学生往往只重视词汇的概念意义，忽略其他含义。
这样，就会出现某单词的某一个语境意义与概念意义相去甚远，甚至南辕北辙。
比如“green”一词，本意为“绿色的”，但在短语“green power”（金钱的力量），其含义大不相同。
音形脱离。
有些学生或是习惯于死记硬背，或是过于依赖国际音标，不思考读音与字母组合的关系，缺乏必要指导，没有学会必要的学习方法。
死记硬背。
孤立地学习和记忆词汇，通常导致快速遗忘。
学生很容易在这种枯燥无味、费时费力的学习中失去信心，根本就没有掌握拓展词汇的方法。
现高中英语新教材，内容贴近现代生活，富有较强时代气息，涉及科技、音乐、文学、艺术、媒体等题材，其中许多鲜活的人与事能够引起学生思想情感的共鸣，从而激发学生的学习兴趣。
新教材还有一个明显特点――词汇量大，每个单元约五六十个单词与短语，记忆词汇自然成了学生的艰巨任务。
面对如此庞大的词汇系统，他们不知所措。
因此，如何激发、调动学生记忆词汇的积极性，如何帮助学生高效、持久地记住所学词汇，就成了我们英语教师面临的重要课题。
二、词汇学习的重要性与学生的主体性词汇是语言的建筑材料，词汇是语言的生命。
离开词汇，语言就失去了实际意义。
如果词汇贫乏、词义含糊，就会造成理解和表达的障碍。
英国语言学家威尔金斯曾经说过：“没有语法人们表达的事物寥寥无几，而没有词汇人们则无法表达任何事物。
”词汇量的扩大是提高学生听、说、读、写四种技能的前提和基础。
在掌握基本的英语语音、语法后，学习进展在很大程度上取决于词汇量的扩展。
由此可见，词汇学习在语言学习中占有何等重要的地位。
三、传统词汇教学模式的缺失传统的词汇教学模式，即自读―跟读―纠错―记忆。
传统模式充分发挥了学生的主观能动性，但我们不能忽视部分学生语音基础薄弱，缺乏科学记忆方法。
以学生为主体的英语教学新课程标准指出：学生是学习的主人。
教师应该让学生成为学习的主人。
英语是交流工具。
英语教学更应该是在教师的组织和指导下，让学生积极参与运用语言的过程。
学生的主动性和积极性，是决定教学质量好坏的关键。
而教师的主导作用有决定着学生的兴趣浓淡、主动性、积极性的高低。
英语教师要善于创设各种语言情景，引导学生学习、思考、讨论，让学生发言，表达自己的见解，展示自己的才华。
学生的创新精神和语言运用能力才能得到很好的培养。
英语教学要一改过去教师是演员，学生是观众，只重视知识的传授，忽视人的发展，重结论，不重过程的“填鸭式”教学方式。
把学生从学习的机器中解放出来。
新课程改革赋予学子们思想的自由、情感的自由和创造的自由，给他们一片自由翱翔的蓝天。
英语教学是一种多层次、多功能、综合运用多种感官的活动。
学英语就像游泳一样，必须深入练习才学得会。
教师要运用多种教学方法和手段，激发学生主动参与，自主学习，从而培养学生的听说读写和创新思维能力。
创设情景，激发学生自主学习的意识。
前苏联教育家赞可夫说：“教育法一旦触及学生的情绪和意志领域，触及学生的精神需要，便能发挥其高度有效的作用。
”孔子也说：“知之者，不如好知者；好之者，不如乐之者。
”因此，教师一定要精心创设情景，运用多种直观、星星的教学手段，为孩子们酝造一个轻松的学习乐园，激发学习热情。
1.讲究新课导入良好的开端是成功的一半。
教师应在课程导入上下功夫，以多种形式刺激和感染学生，使孩子们对所学内容感兴趣。
如我在教动物这一单元时，就在大屏幕上展出一幅幅动物的图片，并配上动作和声音。
让学生感到在动物园一样。
学生学习的兴趣和热情一下就给调动起来了。
听音乐导入也是一种常见而有效的方法。
当然一定要播放平时学生喜欢的流行音乐。
这样才能引起师生之间的共鸣，拉近双方的距离。
2.进行愉快教学，让学生体会参与乐趣。
课堂是学生探索获取知识的殿堂，教师要精心为学生创造一个学习的环境，让学生在玩中学，在唱中学，在做中学。
以学生为中心的高中英语词汇教学作者：曾东洪来源：《教育教学论坛》2013年第15期摘要：英语词汇是学习英语的基础，外语教学离不开词汇教学。
《全日制义务教育普通高级中学英语课程标准》（实验稿）在语言知识部分就对词汇教学提出了具体目标并进行了详细描述。
如何高效持久地记住词汇是当前语言教学研究的热点课题。
本文从学生为中心的视角就词汇记忆的重要性、词汇教学方法、词汇检查形式、语境教学、如何构建词汇体系以及中英文化语言差异等方面进行了探讨。
关键词：英语词汇学习中存在的问题；词汇教学；兴趣方法中图分类号：G633.41 文献标志码：A 文章编号：1674-9324（2013）15-0205-02一、当前高中英语词汇学习中存在的问题当前高中英语词汇学习中存在的问题主要有：习惯一词一义、音形脱离、死记硬背等。
习惯一词一义。
英语词义通常比较丰富，概念意义只是其中一种。
很多学生往往只重视词汇的概念意义，忽略其他含义。
这样，就会出现某单词的某一个语境意义与概念意义相去甚远，甚至南辕北辙。
比如“green”一词，本意为“绿色的”，但在短语“green power”（金钱的力量），其含义大不相同。
音形脱离。
有些学生或是习惯于死记硬背，或是过于依赖国际音标，不思考读音与字母组合的关系，缺乏必要指导，没有学会必要的学习方法。
死记硬背。
孤立地学习和记忆词汇，通常导致快速遗忘。
学生很容易在这种枯燥无味、费时费力的学习中失去信心，根本就没有掌握拓展词汇的方法。
现高中英语新教材，内容贴近现代生活，富有较强时代气息，涉及科技、音乐、文学、艺术、媒体等题材，其中许多鲜活的人与事能够引起学生思想情感的共鸣，从而激发学生的学习兴趣。
新教材还有一个明显特点——词汇量大，每个单元约五六十个单词与短语，记忆词汇自然成了学生的艰巨任务。
面对如此庞大的词汇系统，他们不知所措。
因此，如何激发、调动学生记忆词汇的积极性，如何帮助学生高效、持久地记住所学词汇，就成了我们英语教师面临的重要课题。
浅谈“以学生为中心”的英语课堂教学
近年来，“以学生为中心”的教学理念越来越受到教育界的关注，其核心思想是将学习的重心由教师转向学生，注重发挥学生的
积极性和主动性，使学生在教师的引导下自主探究、自主学习，有
效提高学习效果。
在英语课堂教学中，实施“以学生为中心”的教
学模式可以取得如下优点：
一、激发学生的学习兴趣与学习动力
英语作为一门外语，其学习难度较高，学习成效极大程度上取
决于学生的学习兴趣和动力。
在“以学生为中心”的教学模式下，
教师将更多的注意力集中在学生身上，鼓励和引导学生积极参与到
课堂中来，让学生在主动学习中找到学习的乐趣和动力，从而激发
学生的学习兴趣和学习热情，促进学生的学习效果产生更为显著的
提高。
二、培养学生的自主学习能力
在“以学生为中心”的教学模式下，教师更多地担任着辅导者
和引导者的角色，让学生在清晰的教学目标和明确的学习任务的指
引下，自主完成课程学习内容，培养学生的自主学习能力和自我管
理能力，掌握学习方法，提高学习效率和质量。
三、促进学生的交互和合作
在“以学生为中心”的英语课堂教学中，教师和学生之间的交
互与合作具有重要的意义，教师在教学中注重发挥学生的主体作用，鼓励学生在语言实践中进行交际和合作，提高英语综合能力，同时
也有利于培养学生的交际能力和团队合作意识。
总之，“以学生为中心”的英语课堂教学模式在实际教学中具有广泛的应用价值，既适应了现代教育的发展趋势，也能够更好地促进学生的学习效果的提高。
以学生为中心的英语词汇教学摘要：《义务教育英语课程标准（2022年版）》（以下简称《课程标准》）对学生需要掌握的词汇量有明确要求。
根据实际情况，学生在词汇学习过程中面临不少困难，不仅影响了对英语知识的学习，还影响了英语学习自信心的树立。
初中英语教师在平常的词汇教学中应认真研究面临的困境，有的放矢地研究解决问题的对策，帮助学生掌握一定数量的词汇，提高他们的阅读理解、语言表达和写作能力基于此，本篇文章对学生为中心的英语词汇教学进行研究，以供参考。
关键词：学生为中心；初中英语；词汇教学引言初中作为小学与高中之间的过渡阶段，是学生学习知识与发展能力的关键时期，既是对小学知识的升华，还是为高中所做的铺垫，对他们的成长来说重要性不言而喻。
在新时期下的初中英语教学中，词汇教学的地位同之前相比有所提升，越来越多的一线教师都意识到只有做好词汇教学这项基础工作，才能帮助学生更好地学习英语语言，这就要对以往的词汇教学模式进行创新，助推学生不断积累词汇，让他们真正理解英语，使其爱上英语的学习。
一、初中英语词汇教学的重要性（一）有助于夯实英语学习基础词汇是英语教学中至关重要的环节。
学生只有学好英语词汇，才能对基本的句型、语法及语篇等的学习带来实质性的帮助。
词汇学习贯穿英语学习的全过程，学生只有真正掌握英语词汇的认读、识记技巧，才能流畅地阅读文本、流利地表达口语及精准地输入听力等。
只有保证足够的语言输入和流利的语言输出，才能从根本上促进学生英语语言技能的全面发展。
因此，加强词汇学习有助于夯实学生英语语言学习的基础。
（二）有助于提升英语综合素养英语学科核心素养要求英语教学注重培养学生的语言能力、文化意识、思维品质、学习能力等，因此，教师在教学时要全面兼顾学生的英语语言交际能力、写作能力、阅读高阶思维能力及理解能力等的发展与提升。
词汇学习是英语学习的基石。
学生掌握的词汇量越大，其英语语言运用能力就越强。
基本的听、说、读、写能力的锻炼过程都离不开词汇的学习，且伴随词汇学习中的文化输入、思维能力的提升、学习能力的增强，综合素养也会得到提升。
以学生为中心的英语词汇教学研究意义
学生为中心的英语词汇教学研究具有以下几个方面的意义：
1. 强调学生的积极参与：学生为中心的教学意味着将学生置于教学的核心地位，通过学生的积极参与，能够提高学生对词汇学习的兴趣和主动性，激发他们的学习动机，提高学习效果。
2. 个性化教学：学生为中心的教学鼓励教师根据学生的不同需求和兴趣，灵活调整教学策略和方法。
这样可以更好地满足学生的个性化学习需求，帮助他们更好地掌握和运用英语词汇。
3. 注重实际应用：学生为中心的教学强调将词汇学习与实际运用相结合，注重培养学生的语言交际能力。
通过帮助学生掌握与真实语境相关的词汇，培养他们的听、说、读、写等语言技能。
4. 提高词汇能力：学生为中心的教学注重培养学生的词汇学习策略，让他们学会自主地学习和运用英语词汇。
通过多种多样的教学活动和任务，鼓励学生积极使用词汇，在实际运用中提高词汇的理解和掌握能力。
5. 培养终身学习的能力：学生为中心的教学追求学习的可持续性，培养学生的终身学习能力。
通过培养学生的自主学习和合作学习能力，使学生能够自我调控学习过程，不断完善和扩大其词汇知识。
总之，学生为中心的英语词汇教学研究意义重大，对提高学生
的词汇学习效果、培养语言交际能力和终身学习能力具有重要作用。
湘潭大学兴湘学院学年论文题目：浅析以学生为中心的英语词汇教学Title:On the Student-Centered English Vocabulary Teaching学院：兴湘学院专业：英语学号：姓名：指导教师：完成日期：2011-11-16ContentsAbstract---------------------------------------------------------------------------------------------------ⅡIntroduction---------------------------------------------------------------------------------------------1 1.English Vocabulary Teaching----------------------------------------------------------- 31.1Introduction of English V ocabulary--------------------------------------------------- 31.2The Importance of English Vocabulary Teaching-------------------------------- 41.3The Problems in Traditional English V ocabulary Teaching-------------------- 42.Humanistic Psychology ---------------------------------------------------------------------62.1Introduction of Humanistic Psychology--------------------------------------------62.2Student-Centered Teaching Mode------------------------------------------------73.The Application of Student-Centered English VocabularyTeaching Mode-----------------------------------------------------------------------------------103.1The Teacher’s Role-------------------------------------------------------------------------103.2The Student’s Role------------------------------------------------------------------------- 11 Conclusion-----------------------------------------------------------------------------------------------13 Works Cited ------------------------------------------------------------------------------------------14浅析以学生为中心的英语词汇教学摘要：在当今社会，英语已成为一门国际性语言。
浅谈“以学生为中心”的英语课堂教学一、引言英语是一门全球通用的语言，随着中国经济的不断发展，英语作为一种交际工具也越来越重要。
现在的英语教学注重的不再是教师的授课，而是以学生为中心，强调的是学生的自主学习和交流能力。
本文将就“以学生为中心”的英语课堂教学进行浅谈。
二、“以学生为中心”的英语课堂教学1. 教学目标的设计“以学生为中心”的英语课堂教学应该以学生的主观能动性为重点，旨在启发学生的学习兴趣，培养学生的自主学习能力。
教师在教学设计中需要根据学生的各个方面的实际情况，对教学目标进行科学合理的设计，以逐步促进学生对于词汇、语法、听说读写等英语技能的全面提升。
2. 课堂内容的设计“以学生为中心”的英语课堂教学应该突出学生的主体地位，教师应该根据学生的实际需求，综合运用多种教学资源和手段，设计能够引发学生学习兴趣的课堂教学内容。
课堂内容的设计应当注重培养学生的交际能力，提高学生的听力、口语、阅读和写作能力，使学生在学习中得到更全面的技能提升。
3. 教学方式的设计“以学生为中心”的英语课堂教学应该强调学生的参与性和互动性。
教师应该通过多种教学方式，如小组讨论、问题解决、角色扮演、游戏活动等方式来激发学生的责任感和主动性。
教师还应该充分尊重学生的个性和差异化需求，设立留言板、提供个性化的批改建议等措施来表扬和引导学生的积极性。
4. 评价手段的设计“以学生为中心”的英语课堂教学强调的是每位学生在学习过程中充分的参与和积极的对话，教学评价的目的是为了检验学生是否充分参与其中，完成了给定的任务。
因此，教师的评价手段应该针对学生参与的多个方面，如课堂活动的创新性、表现和对其他学生的协助等多维度评价，以便更加全面地充分了解每位学生在学习中的实际表现。
三、总结总的来说，“以学生为中心”的英语课堂教学已经逐渐取代传统的教师授课，成为了新时代英语教学的主流之一。
在未来，教师应该进一步贯彻以学生为中心的教学理念，更好地满足学生的学习需求，在教学中激发学生学习英语的兴趣，培养学生的英语技能，为学生的未来发展打下坚实的英语基础。
湘潭大学兴湘学院学年论文题目：浅析以学生为中心的英语词汇教学Title:On the Student-Centered English Vocabulary Teaching学院：兴湘学院专业：英语学号：姓名：指导教师：完成日期：2011-11-16ContentsAbstract---------------------------------------------------------------------------------------------------ⅡIntroduction---------------------------------------------------------------------------------------------1 1.English Vocabulary Teaching----------------------------------------------------------- 31.1Introduction of English V ocabulary--------------------------------------------------- 31.2The Importance of English Vocabulary Teaching-------------------------------- 41.3The Problems in Traditional English V ocabulary Teaching-------------------- 42.Humanistic Psychology ---------------------------------------------------------------------62.1Introduction of Humanistic Psychology--------------------------------------------62.2Student-Centered Teaching Mode------------------------------------------------73.The Application of Student-Centered English VocabularyTeaching Mode-----------------------------------------------------------------------------------103.1The Teacher’s Role-------------------------------------------------------------------------103.2The Student’s Role------------------------------------------------------------------------- 11 Conclusion-----------------------------------------------------------------------------------------------13 Works Cited ------------------------------------------------------------------------------------------14浅析以学生为中心的英语词汇教学摘要：在当今社会，英语已成为一门国际性语言。
中国自改革开放并进入WTO之后，对英语人才的需求日益增强，因此，英语教学在中国教育体系中分量也逐渐加大。
然而，很多中国学生即使接触或学习英语多年，也可能很难在不同场合下正确、从容地表达自己的观点。
由此，我们至少可以知道这是由英语词汇的缺乏而导致的。
在二十世纪七八年代的中国，学校教育主要是以教师为中心的教学模式为主，而自九十年代以来才慢慢采用以学生为中心的教学模式。
这一教学模式的改革非常有利于英语教学的提高。
本文将用三个章节来谈论英语词汇教学，学生中心教学模式及其理论基础即人本主义心理学，以及学生中心教学模式下的英语词汇教学。
关键词：英语词汇；英语词汇教学；学生中心教学模式；人本主义心理学On the Student-Centered English Vocabulary TeachingAbstract：Nowadays, English language has become an international language. The demand for English talents becomes increasingly urgent in China, and English also plays an important role in the education system of China. There are more and more Chinese people learning English, however, many students cannot fluently express themselves though they have learned for several years. The most important factor can come to the lack of vocabulary, which is the most important part of a language. Since last 90s, the teaching mode has gradually shifted from teacher-centered to student-centered which is very helpful to English vocabulary teaching and English language teaching as well. In this paper, three chapters are focused on English vocabulary teaching, student-centered teaching mode and its theoretic base--Humanistic Psychology，and the integration of them.Key Words: English vocabulary; English vocabulary teaching; student-centered teaching mode; Humanistic PsychologyIntroductionEnglish as a global and the most widely used language, has been playing an increasingly important role in China. A growing number of Chinese are learning to speak English, and students in China are even required to begin to learn English in primary school. However, even if they have begun to learn English for so many years, they would have many difficulties and even feel embarrassed when they listen to native English speakers, and when they are required to use English to deal with some situations. Why would this happen? The most important is that they do not have enough vocabulary and have little awareness of using correct and appropriate words to express themselves in different contexts.It is the best-known that vocabulary is the most essential material of a language. Without it, the language will make no sense. Therefore, English vocabulary teaching is very important and useful to help learners master a certain number of primary vocabulary and enlarge their store of vocabulary to select from easily and freely. In the process of English vocabulary teaching, the assignment for students is to learn how to enlarge their store of vocabulary, while the assignment for teachers is to teach students how to learn vocabulary. A number of scholars have studied on techniques of vocabulary teaching, such as Cross, 1991. During the whole process of teaching, as the students are the real players on the stage, the teachers must make sure that their teaching approaches and activities are based on the students. At the same time, students must participate personally and actively in the English course, only with this way can they really master English language. As a result, the student-centered teaching mode, which has been researched by many authorities, such as Baxter, S. and Gray, C. with the book, The Application of Student-Centered Learning Approaches to Clinical Education(2001), is very suitable for English vocabulary teaching in schools and it also has been experimented and highly used in teaching English vocabulary.The purpose of this paper is to present a humanistic educational paradigm thathas its roots in the well-acknowledged and thoroughly researched approach of Rogers’ Student-Centered Teaching (Rogers 1983) and applies this approach to English vocabulary teaching. The body part consists of three parts. The first part is mainly about English V ocabulary and, such as its definition, its importance. The second part almost talks about the student-centered teaching mode, and the last part mainly discusses the application of student-centered teaching mode to English vocabulary teaching.1.English Vocabulary TeachingAs it is known to all, vocabulary is the most essential part of English language. Therefore, English vocabulary teaching plays the most fundamental role in English teaching. In this chapter, knowledge about English vocabulary is mainly presented.1.1 Introduction of English VocabularyUsually, we consider word as equivalence to vocabulary, but to be exact, vocabulary is not completely equal to word.1.1.1 The Definition of VocabularyWhat is vocabulary? In Oxford Advanced Learner’s English-Chinese Dictionary of the 6th Edition, it includes: 1) all the words that a person knows or uses. 2) all the words in a particular language. 3) the words that people use when they are talking about a particular subject. 4) (also informal vocab) a list of words with their meanings, especially in a book for learning a foreign language.. From these items, we can learn that vocabulary usually refers to a total number of the words of a language. It is the basic meaningful unit in language communication.1.1.2 The Importance of VocabularyIf language structures make up the skeleton of language, it is vocabulary that provides the vital organs and flesh. It is almost impossible for people to listen, speak, read, write, and even communicate without vocabulary. “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.”(Wilkins 111) Anyone who has really mastered one foreign language is very clear about that the main part of learning a foreign language is to master its vocabulary. That is to say, vocabulary is the most important and crucial part of English language.1.2 The Importance of English Vocabulary TeachingLewis (190) argues that vocabulary should be at the centre of language teaching, because ‘language consists of grammaticalized lexis, not lexicalised grammar’.As English vocabulary is so important for learners to learn English language, English vocabulary teaching is the most primary and vital step in English language teaching. To really master English language, we need a large store of vocabulary, from which we can select when we wish to express our ideas. Therefore, English vocabulary teaching, running through the whole process of English language teaching, is fundamental and also difficult to English language teaching. English vocabulary teaching can not only help students learn a quantity of words and build a store of vocabulary, but guide them to use vocabulary correctly, effectively and freely in different contexts.1.3 The Problems in Traditional English Vocabulary TeachingIn traditional English teaching, teachers usually apply the similar patterns to all the sections of English teaching, neglecting the differences between vocabulary teaching and reading teaching or others. As a result, it is difficult to effectively help students master vocabulary and the language efficiently.According to surveys, in traditional English teaching, students just act as “receivers”, and what the y should do is just listen to what the teachers teach. In a traditional vocabulary lesson, the teaching is usually done with the pattern that the teacher explaining the words, the students just listen to the teacher, read following the teacher, write notes of the words even without any thinking, and then recite the words. That, however, just makes students be passive and mechanical on memorizing words, as a consequence, it causes inefficiency and burden of vocabulary learning.In traditional English vocabulary teaching, teachers almost just emphasize on the grammatical or conceptual meanings of the words, but neglect the context which the words are fit in, therefore, it makes what the teacher does just like he is lecturing adictionary. It seems so boring that students are never interested in and as a result they can hardly really master the words. In relation to vocabulary teaching, researchers suggest that teaching new vocabulary should begin by presenting the new items in context and should be given opportunity of dealing with words out of context (Palmberg 89-90).It is important to provide students with strategies for learning the meaning of new vocabulary from the context in which it occurs instead of making them recite the long list of words or look up unknown words in a dictionary which would possibly not benefit the actual learning of vocabulary.2.Humanistic PsychologyHumanistic psychology sprang up in 1950s in America, founded by Abraham Harold Maslow and developed by Carl Rogers. It just followed Behaviorism and Psychoanalytic Theory in the field of psychology. It mainly studies on human nature and the relationship between human nature and society. It has a great influence on education. In this chapter, some brief introduction of humanistic psychology and student-centered teaching mode will be presented.2.1 Introduction of Humanistic PsychologyHumanistic psychology, considered as the third important in the field of psychology, emphized on positive development of psychology and the value of individual’s growth.It mainly contained Maslow’s hierarchy of needs theory, Roger’s Person-Centered Therapy. Humanistic psychology was the base of humanistic learning theory from which humanistic teaching theory developed.Carl Rogers, one of the representatives who developed the humanistic psychology and also put forward the student-centered teaching, held the view that individuals developed their self-awareness based on getting much positive affirmation and self-affirmation without any requirement. He addressed the learning mode--“learning freely” and the teaching mode--“student-centered teaching”, which aimed to cultivated a “whole person”. The student-centered teaching mode focused on the children who had the demand for esteem and respect. He thought that the utmost important wok of a teacher was not teaching but coaching, and that teachers should create nice atmospheres to promote children’s learning. Applied to English vocabulary teaching, what teachers should teach was not every available word but the correct method of learning and memorizing a series of words. That is, students should be the center of the class and they should not just be told what the word was but be coached how to learn the word.2.2Student-Centered Teaching ModeStudent-centered teaching mode was the main content of humanistic teaching theory which was based on humanistic psychology. In traditional English language teaching, the teachers are usually the main actors in a class, which can easily result in bringing difficulties to students’ learning as well as their improvement of practical abilities. As the educational reform and teaching innovation have been being promoted and encouraged, student-centered teaching mode has been experimented and approved to be very helpful to English language teaching. It makes great sense on developing students’ language skills, innovation, and practical abilities and so on. Therefore, student-centered teaching mode becomes more and more popular and is widely applied to English language teaching in classroom.2.2.1Definition of Student-Centered Teaching ModeStudent-centered teaching mode is addressed by Carl Rogers, who was a representative of humanistic psychology. It was deceloped as a kind of teaching principle by some distinguished experts and scholars, such as Nunan, whose views and emphasis, however, are very different from each other. For example, in view of course design, Nunan (19) states:student-centered curriculums contain the same factors and processes withtraditional ones, but they mainly differ from each other in these pointsthat the every step of tasks design is done by both students and teachers,and students also play a role in selecting the contents, approaches andassessment of teaching.According to Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching( Johnson 193) , it is student-centered if the dominant consideration is naturally in accordance with the learners’ learning process. Otherwise, it is teacher-centered if teachers are in dominance.The student-centered teaching mode asks students to take a more active andcollaborative role in their own learning with the instructor acting more as a facilitator (Knowlton 2000). Students must become active participants who take responsibility for their own learning and are willing to work cooperatively with others to achieve course goals. That is to say, the essence of student-centered teaching mode is the dominance of students in classroom.2.2.2Comparisons Between Two Teaching ModesIn traditional teacher-centered teaching mode, teachers or professors are dominant in classroom environment, and knowledge is transmitted from teacher or professor to student. However, in student-centered teaching mode, all that in classroom environment should focuses on students, who become the really players on stage.“The design and development of the course, rather than the facilitationand teaching of the course, is where the transfer of knowledge takesplace [ … ] Our role now is to make sure that infor mation is presented ina way that is relevant, understandable, memorable, and useful tostudents” (Smith15).Students are no longer just the “receivers of knowledge”, yet they construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.In teacher-centered teaching mode, what teachers or professors emphasize is mainly on acquisition of knowledge outside the context in which it will be used. For instance, when teaching the word “form”, the teacher may just tell students the conceptual meaning and grammatical meaning, as a result, students may not know how to use “form” in a certain context. Whereas, in student-centered teaching mode, emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts. Only to achieve this goal, English teaching should be considered as effective and successful.Instructor’s role is to be primary information giver and primary evaluator in teacher-centered teaching mode. When a question being put forward, the only rightanswer is what the instructor gives, without accounting for students’ possible answers. But in student-centered teaching mode, inst ructor’s role is to coach and facilitate, and instructor and students usually evaluate learning together, no longer just emphasize on the absolute right answer but on the possible ones.Due to less control of the classroom environment, an instructor should operate more as a facilitator and less as an intellect-on-stage. “We become the bridge between students and content rather than the source of the content” (Smith 16).2.2.3The Effects of Student-Centered Teaching ModeWith the student-centered teaching mode, students can do their study more independently through searching information on Internet or from libraries individually. For they are dominant in classroom, students should not be the passive knowledge receivers any more, therefore, that may be helpful to improve their thinking abilities. Owing to their leading position, students have more opportunities to present themselves to others, and with their more presentations, they can more easily foster their practical abilities, spirit of innovation, and capacities of language integrated application.Instructors are more challenged in the student-centered teaching mode. They have to adjust and adapt what they have designed to the real classroom environment. They have to transfer themselves from the primary elevator to a facilitator, an adviser, a consultant, or a participant and so on, to make sure the teaching activity to be successful（Liyi and Hanfeng 66-68）.3.The Application of Student-Centered English VocabularyTeaching ModeNowadays it is widely accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and regular basis. And the student-centered teaching mode is widely applied to English language teaching. When the student-centered teaching mode is applied to English vocabulary teaching, students can develop their vocabulary store more efficiently. What should both teachers and students do to make really full use of the advantages of student-centered teaching mode in a vocabulary teaching class?3.1The Teacher’s Ro leIn a student-centered teaching mode, teachers mainly play the roles as facilitator, no longer the dominance in classroom. So what instructors should be done in a vocabulary lesson is to use teaching strategies to design a nice plan, which is mainly focused on students and beneficial to students mastering of new vocabulary.In traditional vocabulary teaching, instructor mainly gets students reading the word list after him again and again, then lectures the words just like lecturing the dictionary. That kind of method is no longer suitable for English vocabulary teaching nowadays, as the present requirements of vocabulary have been increased a lot.A number of authors have described many techniques of vocabulary teaching. Following, I just present three of them, presentation strategies, practice strategies and strategy training strategies. Presentation strategies are those that introduce the target vocabulary for the first time. These strategies involve either presentation of the meaning, such as conceptual meaning, or the form. Among the meaning strategies are visual strategies like the use of pictures, body actions, real objects or video, verbal presentation strategies like definition, translation, or exemplification and audio strategies like imitation of sound or having learners listen to a tape-recording (Cross77). Those strategies are mainly related to students’ sense of sight, ability of speaking, and sense of hearing, as the main senses of students are motivated, they will actively participate the activity and become the dominance of the class. The second group of strategies, practice strategies, mainly involves classroom review of the previously lectured vocabulary. For example, teachers can organize a small classroom vocabulary test to check the ext ent of students’ mastering of the introduced vocabulary, or promote a meaningful vocabulary game to stimulate students’ interests in vocabulary learning, or draw a semantic map to help students memorize a series of similar words . These activities can do some help to consolidate the vocabulary with student’ participants. The third strategy group includes strategies for strategy training. Strategy training aims to teach students strategies for independent vocabulary learning like guessing meaning from context, word-building, keeping vocabulary notes. To teach these strategies well, however, the teacher must have a kind of teaching plan. Pittman (2003), for instance, describes a strategy for teaching word analysis skills in English and Schmitt,N and Schmitt D(1995) offer a method to teach learners how to organize a vocabulary notebook. These strategies almost make students the focus and instructors the facilitators.3.2 The Student’s RoleStudents themselves are the main actors in a student-centered vocabulary teaching class. First and foremost, they must be aware of their motivation and active in class activities. By performing like that, they will arouse their interests in learning vocabulary, and will be active to apply what they have learnt to real contexts. Then, of course, they had better develop a suitable method of learning vocabulary. Next I would like to make a brief introduction of memory strategies.There are researches suggesting that our ‘mental lexicon’ is highly organised and efficient, and that semantic related items are stored together. Word frequency is one of the factors that affect storage, as the most frequently used items are easier to recall. Students can apply this information to facilitate the learning process, by categorizingitems of vocabulary in semantic fields, such as topics. Oxford (170) suggests memory strategies to aid learning, and these can be divided into:a)creating mental linkages: grouping, associating, placing new wordsinto a contextb)applying images and sounds: using imagery, semantic mapping, usingkeywords and representing sounds in memoryc) reviewing in a structured wayd) employing action: physical response or sensation.Students will benefit a lot if they really mastered the memory strategies and make well use of them. In student-centered English vocabulary teaching mode, students themselves must be aware of their dominance in classroom and the necessity and importance of their own initiatives and motivations.ConclusionThis paper focuses on the English vocabulary teaching with a student-centered teaching mode. Vocabulary, as essential and fundamental part of English language, is a huge and important task to both teachers’ teaching and students’learning. At present, many English learners have difficulty in expressing themselves clearly and appropriately in a wide range of situations, though they have learned English for many years. Facing this situation, students should be active to enlarge their vocabulary and teachers should base on students and develop their vocabulary teaching methods to help students really master the vocabulary. In this paper, some primary introduction to vocabulary and student-centered teaching mode and the introduction of its theoretic base and how to apply the mode to English vocabulary teaching are the main contents. Some specific methods included in student-centered teaching mode listed in this paper may be helpful to improve English vocabulary teaching. In addition, some more approaches can be explored with student-centered teaching mode to develop the quality of English vocabulary teaching..Works CitedBaxter, S. and Gray, C. “The Application of Student-Centered Learning Approaches to Clinical Education”International Journal of Language and Communication Disorders,36 (Supplement), 2001.Cross, D. A Practical Handbook of Language Teaching. London: Longman, 1991.Johnson, Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching.Beijing: Foreign Language Teaching and Research Press, 2001.Knowlton, D. 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