On the Application of Classroom Leadin in Senior High School高中英语课堂导入应用.docx

1、On the Application of Classroom Leadin in Senior High School 高中英语课堂导入应用高中英语课堂导入应用研究On the Application of Classroom Lead-in in Senior High School摘要：课堂导入是新课标下高中英语教学中广泛应用的开课方式之一，导入的有无及方式是否得当直接影响到教学与学习效果。本文阐述了高中英语课堂导入的基本目标、主要原则、常用方式等，根据对课堂导入的一系列理论探讨和研究，本文以探索高中英语课堂导入运用现状为目标，展开了实践调查研究，并通过调查结果探讨分析了课堂导入应用中可

2、能会出现的问题和注意事项以使课堂导入更有效地适应教学和学习要求，调查结果充分证明了课堂导入适用于高中英语课堂，课堂导入的应用，一方面可以促进学生和老师之间的互动，提高学生的积极性及独立思考的能力，落实素质教育；另一方面可以为学生的学习和教师的教学提供理论指导，提高课堂学习效率，达到良好的教学与学习效果。 关键词：课堂导入; 新课标；高中英语教学 Abstract: Classroom lead-in is one of the most widely employed ways to begin a class under the application of the New Curricul

3、um Standards in senior high school. Whether there is classroom lead-in or not in a class and the way it is applied will bear a direct influence on the effectiveness of both teaching and learning. This paper talks about the basic target, primary principles and common types of the English classroom le

4、ad-in in senior high school. According to a series of discussion and research about classroom lead-in, this paper regards the verification of present situation of application of classroom lead-in in senior high school as target and develops experimental study, according to which the paper further di

5、scusses the existing problems needed to be paid attention to. The major findings of the test fully prove that classroom lead-in is applicable in senior English classroom. To study the application of the classroom lead-in will, on the one hand, help students and teachers to better interact with each

6、other, improve students enthusiasm, and enhance their ability of thinking by themselves so as to put Quality Education into effect. On the other hand, it could provide theoretical guidance in students study and teachers teachings, enormously improve the efficiency of class, and thus, obtain effectiv

7、e education.Keywords: classroom lead-in; New Curriculum Standards; English teaching in senior high school CONTENTS摘要. iAbstract.iiIntroduction.11 Literature Review.2 1.1 Previous Studies Conducted at Home and Abroad.21.2 Theoretical Background of Classroom Lead-in.2 1.2.1 Social Constructivism.2 1.2

8、.2 Krashens Input and Affective Filter Hypotheses.3 1.3 The Main Principles of the Application of Classroom Lead-in42 Research Methodology62.1 Subjects.62.2 Instrument.62.3 Data Collection.62.4 Data Analysis.73 Results and Discussion.73.1 General Situation of Adoption of Classroom Lead-in.7 3.1.1 Si

9、tuation of Students Attitudes Towards English Learning.7 3.1.2 Some Problems Existing in Present Application of Classroom .83.2 The Main Methods of Classroom Lead-in in English Class.9 3.2.1 Free Communication.9 3.2.2 Reviewing the Old materials.10 3.2.3 Set Suspense or Questions.10 3.2.4 Background

10、 Information.11 3.3 Implications for English Teachers.11Conclusion.12Bibliography.14Appendix.15Acknowledgements.17IntroductionClassroom lead-in is a kind of activity in which the teacher directs the students to make some mental and knowledge-concerning preparation for the new class. In order to let

11、the students learn at a better state, teachers are required to adopt a variety of ways to create lingual environment to provoke students learning interest. Such functions as pulling students attention back to the lesson from class-break, reviewing the lesson learned before and furthermore leading in

12、 the new and the transition of each step of the new lesson teaching could be accomplished through classroom lead-in. As the saying goes, “A good beginning is half the battle”. Lead-in, which aims to motivate the students and makes learning more effective, play an important role in English teaching.

13、Textbook and teacher are usually regarded as the most important elements of traditional approach in senior high school. Most of the people consider education as a process where teachers constantly convey knowledge and students mechanically take in it. In order to accomplish the target required by th

14、e so-called exam-oriented education, teachers usually pay more attention to improving the academic marks than to the overall development of the students. As a result, a large quantity of students lose their interest in study，failing to focus their attention on study. Some even are not willing to att

15、end classes, which lead to obvious decline in their marks and their overall ability.With the implement of Quality Education, an increasing attention has been paid to intelligence and personality development of individuals. Urged by English Curriculum Standards, English teaching emphasize such points

16、 as teaching according to the practical condition of different kinds of students, and leading students to independent learning to improve class efficiency and the like.Presently, there exists a contradiction between the time devoted to the English teaching and efficiency of the class, which urges to

17、 find out solution to the problem. English class is the chief place where Chinese students study English, so class efficiency is of much importance, which determines whether students can master, English language indeed. Accordingly, lead-in skills play a most important part to improve students inter

18、est in English learning in senior high school. However, the standard of evaluating the teaching quality in some senior high school is only the scores, which gets English teachers to carry out their work in a traditional way, paying little attention to lead-in in class.This paper provides valuable gu

19、idance for the application of the classroom lead-in in English teaching in senior high school. If classroom lead-in is well designed, it will benefit both teachers and students. It has been publicly accepted that study in senior high school is heaviest and most important, which has a direct influenc

20、e on the students future career. As a result, it is of vital importance to improve the efficiency of education by optimizing teaching structure, in which classroom lead-in plays as an indispensable constituent.1 Literature Review1.1 Previous Studies Conducted at Home and AbroadIn the 1970s C. Turney

21、 and some other theorists put forward that the functions of lead-in is to attract the attention, arouse the motivation, construct the teaching aims and make sure the learning tasks. They argue that when introducing the new contents, it is essential to draw students attention. Also the desire for the

22、 knowledge is rather active and once started will do much good to the efficiency of teaching. At the same time, the scholars and educators at home also show great interest in the topic, carrying out their individual researches from a wide range of aspects. In 1996, it is put forward that lead-in is

23、a very important link, which may happen at the beginning, also can be through the whole teaching (Hu Shuzhen, 1997). In 1999, the principles that lead-in should follow as well as some strategies are presented (Yan Chengli, 2000). In 2000, an argument appears that different lead-in can lead to differ

24、ent teaching functions (Li Rumi, 2005). In 2005, it is expanded that lead-in can truly have an influence on the quality and efficiency of the teaching (Fu Jianming, 2005). In a word, all that they have in common is that they emphasize and highlight the importance of classroom lead-in.1.2 Theoretical

25、 Background of Classroom Lead-in1.2.1 Social Constructivism In the past few years, an increasing number of educators and researches have been attracted to a different psychological theory, that is, constructivism. The social constructivism has just been proposed by William and Burden (2000) from a p

26、edagogical perspective, who combined the ideas of both Vygotsky and Feuerstein and put forward that the teachers should not see the students as a mechanical object but an organic individual that actively construct hisher learning based on prior experiences. Constructivism is not accepting what you a

27、re told, but your prior knowledge about what you are taught and your perceptions about it. The new idea is not imposed on the learner. The learner is actively reconstructing hisher past and present experiences. Students active involvement is emphasized in constructivism; the knowledge is then rooted

28、 into their memory. Besides, it is social constructivists idea that the process of constructing knowledge could arise from social conversational interaction. Learners do not transfer knowledge from the external world into their memories; rather, they create interpretations of the world based on thei

29、r interactions in the world. How someone constructs the world, their existing metaphors, is as least as powerful a factor influencing what is learned as any characteristics of that world (Cunningham, 1992: 36). Theorists such as Vygostky (1978) argue for the importance of culture and context in forming understanding. Learning is not a purely internal process, nor is it a passive shaping of behaviour. They favor a concept of learning as a social construct, which is mediated by language via social discourse. One social constructivist notion is that of authentic or “si