论文总字数：32601字

摘 要

在英语教学中，导入作为整体教学的“序幕”，同时也是一节课最基本的教学环节，它起着集中注意力、引出话题和活跃气氛的作用。教无定法，贵在得法，教师应充分构思准备有效的课堂导入，这样才能激发学生兴趣，增强英语学习的信心，并提高课堂教学质量。本文将通过课堂观察，强化英语教师对于导入重要性的认识，从而采取有效的课堂导入来提高教学效率。本研究总结了目前初中英语课堂教学的应用的几种导入策略，讨论了不同课型的不同导入方式,同时提出了一些建议。

关键词:课堂导入;初中英语教学;有效教学;兴趣;动机

Contents

1. Introduction 1

2. Literature review 2

2.1 A brief introduction to lead-in 2

2.2 Study about lead-in abroad 3

2.3 Study about lead-in at home 5

3. Strategies and Classification of Classroom Lead-in 6

3.1 The strategy of lead-in by teachers only 7

3.2 The strategy of lead-in by teachers and students together 8

4. The Application of Lead-in In Different Types of Classroom 10

4.1 The lead-in strategy in new lesson 10

4.2 The lead-in strategy in practice lesson 11

4.3 The lead-in strategy in review lesson 12

5. Conclusion 12

Works cited 14

1. Introduction

The great educator Comenius points out in his Great Didactic, education is an art which supplies everything to everyone. And in my opinion, lead-in is a brilliant point of teaching art which is one of the most important parts in teaching. As the well begun is half done, a good lead-in should be full of interest, pertinence and innovation which can not only close the distance between teachers and students, but also make teaching successful. Without doubt, it can improve the efficiency in English classes.

According to the New English Curriculum Standard, the objectives of basic English teaching are to strengthen students’ interest and build up self-confidence, also to adopt good study habits and effective learning strategies in studying English. Additionally, Standard points out that teachers are required to motivate students’ initiative and clarify learning objectives at the starting point of a class, which is a fundamental task for teachers in teaching process. Lead-in is just the class activity which is designed for this purpose. Therefore, in order to achieve the goal, as the English teacher in middle school, we have to focus on how to get the maximum enthusiasm of students in limited 45 minutes. Teaching English as a foreign language also interprets that a full lead-in step should be able to attract students’ attention, motivate their thinking and can form a clear target which can guide them into the topic of this lesson. As is mentioned above, lead-in plays an important part in classroom teaching and it can’t be replaced by other teaching steps.

As is known to all, the methods of lead-in will be very different if a lesson is given by different teachers. Even the same class with the same teacher, if faced with different teaching objects, the methods of lead-in also will be different. Thus lead-in should varies with different people, different time and different situation, and its methods can be various and not stick to one pattern. In the middle school English teaching, lead-in is a significant step which can make a direct difference in shaping the class atmosphere, guiding the class pace and improving students’ cognitive ability. Consequently, the middle school English teacher have to grasp the main purpose accurately, and make full use of various resources and ways to carry out the class lead-in.

2. Literature review

A good lead-in of English classroom teaching will involve into mutual activities of both teachers and students and achieve the desired results. Therefore, lots of educators has paid attention to the research of this topic.

2.1 A brief introduction to lead-in

Lead-in plays an important role in classroom teaching, some scholars has put forward different opinions about its definitions and has discussed its correlative functions in the past.

2.1.1 The definition of lead-in

Lead-in, is also known as prologue. To understood from the sense of pedagogy, lead refers to guide, into is to enter the study, the lead-in of classroom is the start of formal teaching in class. It refers to a kind of teaching organizational behavior that teachers have a sense of purpose to guide the students into the new learning state at the beginning of classroom teaching. What’s more, it is a generic term for all the teaching and learning activities of teachers and students in this process. “lead-in is the psychological and physiological arousal of students which is essential to carry out for the upcoming teaching activities”.(Li Sen, 2005) “the purpose of lead-in is to lead into the topic, build a bridge between the old and new knowledge, inspire students, stimulate interest, illustrate the purpose, imply the motivation, create an atmosphere and proper situation, and so on. ”(Wang Baoda, 2001)

Lead-in as the first step in the classroom teaching is not isolated, but is closely related with other teaching steps and exist side by side and play a part together. The effect of lead-in will directly influence the subsequent teaching steps to explain the content. In addition to this, lead-in also has the role of orientation. Appropriate, reasonable and clever lead-in, can stimulate the students to learn new knowledge, and that can make the students well define the learning objectives and teaching requirements, and then to create favorable conditions for the smooth progress of classroom teaching.

2.1.2 The functions of lead-in

As the saying goes: Everything is difficult at the beginning. The famous Russian educationist Sukhomlinski emphasizes that good lead-in is “the first source, the first Mars” of motivation to stimulate students to learn. Lead-in to a class is the prelude to the drama in relationship. Although lead-in design is only a tiny part of the classroom, it determines the success or failure of the class. So a successful lead-in should have the following functions :

1) The function of directivity

It refers to draw the students’ attention to the classroom teaching activities. Innovative, unique and vivid lead-in can make students concentrate on the class, and condense the whole class of the attention of students together to the teacher and to the beginning of teaching content.

2) The function of memory enhancement

Because of the teachers’ vivid inspiration and induction, memory in the learning process has changed from the dominant position into a subordinate position. Students in remembering language points and words are often linked to the leading language of teachers, which will undoubtedly strengthen students’ memory efficiency.

3) The function of stimulating learning motivation

Interest is the best teacher, and it is the inner driving force of the students’ study. This internal driving force can obviously improve students’ learning efficiency. Good lead-in can also make the students develop the interest in learning on the basis of the desire to learn new lessons, so that the cognitive level can be improved constantly.

4 ) The function of foreshadowing

The good lead-in will contact the existing knowledge, so that the students can naturally understand the new learning content and achieve a seamless heavenly robe in the old and new knowledge transference.

2.2 Study about lead-in abroad

There are some educators abroad who has realized the importance of classroom lead-in, they put forward some opinions about lead-in in classroom teaching.

2.2.1 The research by C.Turney

In 1970s, C.Turney(1975) proposed the lead-in functions in book Sydney Micro Skills : gaining attention, arousing motivation, establishing objectives and making links. They believe that it is very important to attract the attention of students at the beginning of teaching new content. Thirst for knowledge is the most realistic and the most active ingredients of earning motivation. Lead-in should construct learning objectives so that students can enter a good state of psychological preparations and engrossed in a meaningful way to study. Meanwhile, to establish a link between the old and new knowledge so it can guide the new lesson successfully.

1) Gaining attention

At the beginning of teaching new content, it is very important to draw students’ attention. A good teacher can use a variety of methods to attract the students’ involuntary attention, and lead to the voluntary attention. Such as beautiful writing on the blackboard, colorful pictures, vivid language and beautiful pronunciation and intonation will deeply attract students which can cause their curiosity. While the traditional classroom leading language is often “Let’s begin our class, today we are going to learn.....”. The sameness of lead-in is difficult to arouse the students’ interest and attention and also will affect the whole class teaching effect.

2) Arousing motivation

Teachers use various forms to create real or emulational environment under different teaching contents and features, so that students have the opportunity to use the language knowledge learning from books, stimulate learning interest and self-consciousness, and overcome learning difficulties.

3) Establishing objectives

Lead-in should build up learning goals and clear learning tasks to make students concentrate on meaningful study and enter a better learning state, so that we can form a connection between the old and the new knowledge. Only in this way can we achieve the expected result.

4) Making links

The English language knowledge, like other disciplines, has its inherent tight logicality. Therefore, teachers should fully understand and use the knowledge and skills of the students to create a meaningful language scene, and naturally connect the old and new knowledge.

2.2.2 The research by Roger Gower

In 1980s, Gower Roger and Waiters Steve (1983) studied a variety of methods that should be adopted in the teaching of “Starting the lesson”. Foreign language teaching emphasizes the cultivation of students’ communicative competence, and more and more teachers realize that culture has a important role in language learning. How to improve students’ sensitivity and ability to identify the cultural differences between Chinese and foreign languages is an urgent problem to be solved.

Socializing is to talk freely with the students, teachers and students understand each other. From the daily topics which the middle school students are familiar with, such as holiday, sports whatever can arouse their interest to lead into the classroom. Let them in a relaxed and lively atmosphere not only establish their friendly relations, but also naturally learn the new knowledge of this class, and carry on the divergent thinking.

“Leading the students inductively” is to guide the students to pay attention to their content, and in a concise, clear way to attract the attention of students, so that teachers can effectively carry out classroom activities.

C. Turney and Roger Gower et al, have emphasized that at the beginning of teaching new content, teachers should adopt various methods to attract students’ attention, to cause their curiosity, to stimulate their strong interest in learning and make them enter a good state of psychological preparation, so as to establish a link between the old and new knowledge, and guide the new class logically.

2.3 Study about lead-in at home

Hu Shuzhen (1996) proposed that lead-in as an important part of classroom teaching, can be the beginning of a lesson, and sometimes throughout the classroom teaching. Yan Chengli (1999) studies the optimization of classroom teaching art, put forward some principles about design of leading words which should be followed in the lead-in of a new lesson, and introduces some methods of lead-in for classroom teaching optimization. Li Rumi (2000), first puts forward the classroom teaching leading step as leading art in the teaching art, and thinks that the leading goals is “the first hammer knock in the students’ heart”, like a magnet which can absorb students, and proves that different features of leading class also will produce different teaching functions.

Wang Baoda (2001)in Leading Skills, Ending Skills points out that lead-in refers to teachers have the consciousness to guide the student to enter the new learning environment when explain the new knowledge or at the start of the teaching activities, in a way it is the guiding steps in classroom teaching. The purpose of lead-in is to lead into the topic, build a bridge between the old and new knowledge, inspire students, stimulate interest, illustrate the purpose, imply the motivation, create an atmosphere and proper situation, and so on.

Fu Jianming(2005) in Educational Principles and Teaching Techniques points out that ingenious lead-in the class step can attract students’ attention, stimulate the students’ learning motivation, mobilize students’ interest in learning and create a suitable teaching atmosphere so as to influence the whole class teaching quality and teaching efficiency. And he introduces some common methods of teaching and guiding principles.

These studies above have a common character, which emphasizes the importance of lead-in. Therefore, to cultivate and stimulate students’ interest in the classroom teaching, first of all we should seize the leading step to attract students firmly at the very beginning.

In recent years, a lot of articles have been published in the domestic journals about classroom lead-in and some of them are studies about other subjects. All of these articles have emphasized the importance of lead-in, which has a certain inspiration for the English teaching. However, research about middle school English classroom lead-in is relatively less, how to choose the corresponding leading skills, which can attract their attention firmly according to students’ personal characteristics and learning habits, is worthy of our in-depth study.

3. Strategies and Classification of Classroom Lead-in

Lead-in is the first step of classroom teaching. Lead-in strategy refers to teachers who under the guidance of certain teaching theory, use certain methods to lead students into the learning state by brief words and actions before the teaching start. This chapter will analyze and discuss the strategy of lead-in.

In the actual teaching process of middle school, some teachers don’t pay much attention to the lead-in step. They are often hastily with, or even simply omit leading parts at the beginning of the class. Some teachers think that this is the flashy things, not equal to directly explaining the knowledge points. There are some teachers, although attach importance to the lead-in, but still know little about strategy for lead-in.

According to the human factors, that is, the difference in lead-in organizers, lead-in strategies can be divided into the two types : lead by teacher and lead by teachers and students together.

According to the elements of the material, that is, the different materials of lead-in, it can be divided into :lead-in in extracurricular materials and text related materials.

According to the operation factors, that is the different carrier of lead-in, can be divided into two types of language lead-in and behavior lead-in.

Next, to take the following as examples, focusing on the analysis of these two types:

3.1 The strategy of lead-in by teachers only

It is a means of teachers as the main body of operation. For example, at the beginning of the classroom teaching, teachers guide with language and action to reveal the topic of the lesson and the teaching goal, which can enable students to enter the state of learning quickly. This strategy gives full play to the leading role of teachers. Teachers control the whole teaching process of teaching activities, students carry out the classroom activities according to the instructions. The methods for this strategy can have the following kinds:

1) To lead in directly

Coming straight to the lead-in directly refers to at the beginning of teaching, a method of teachers explaining the subject, purpose of learning and teaching program, which allows students to quickly enter the learning situation. This method is commonly used in the initial course where teaching content is relatively independent. When beginning lead-in, teachers can use succinct narration or questions, directly to present the conflict between the old and the new knowledge in front of students, and explain the key and difficult points purposefully.

2) To lead in through examples

Teachers can also guide with vivid examples as a carrier. If the teacher use a story or example, which is close to life and closely linked with the teaching content, to introduce new lessons, then it is sure to make the boring and abstract classroom into a vivid, concrete class, and then students’ fear of difficulty will be eliminated.

3) To lead-in by suspense

Lead-in by suspense, commonly known as “keep people guessing”. It refers to the teachers halt in exciting part deliberately, in order to stimulate students to explore the development of story and make them put into study with active thinking. One class is successful or failed, the standard to judge is the active degree and depth of students’ thinking. The lead-in step which is full of suspense gives students the attempt and liberation in their thinking and is very conducive to the development of students’ personality and creativity.

4) To lead in by setting up situations

Situational lead-in is that teachers use language, action or other assistant teaching means to depict some concrete situations, help students display pictures by performance, and inspire students to start association so they can understand the teaching materials in a specific situation. The advantage of situation teaching is apparent, if handled properly, it will produce excellent teaching effects.

3.2 The strategy of lead-in by teachers and students together

Lead-in by teachers and students together refers to the teacher guide students to participate in the process of lead-in. Students are the central part of the lead-in activities, teachers through interactive activities with students to carry out activities, for example: question and answer between teachers and students, having conversation and so on.

1) To learn the new by reviewing the old

Based on the review of the old knowledge, the lead-in of new knowledge can deepen students’ impression on the previous knowledge and lay the foundation for the new knowledge. It is a common way of lead-in to use in a wide range. The middle school English textbooks in the content arrangement have the particular emphasis on the link between the unit and the unit, even in the same unit of knowledge also has a strong relationship with each other. Therefore, teachers should link up the new knowledge on the basis of the existing knowledge, and make the knowledge transfer smoothly.

2) To lead in with practice

剩余内容已隐藏，请支付后下载全文，论文总字数：32601字