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

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

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OntheApplicationofClassroomLeadininSeniorHighSchool高中英语课堂导入应用

高中英语课堂导入应用研究

OntheApplicationofClassroomLead-ininSeniorHighSchool

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:

Classroomlead-inisoneofthemostwidelyemployedwaystobeginaclassundertheapplicationoftheNewCurriculumStandardsinseniorhighschool.Whetherthereisclassroomlead-inornotinaclassandthewayitisappliedwillbearadirectinfluenceontheeffectivenessofbothteachingandlearning.Thispapertalksaboutthebasictarget,primaryprinciplesandcommontypesoftheEnglishclassroomlead-ininseniorhighschool.Accordingtoaseriesofdiscussionandresearchaboutclassroomlead-in,thispaperregardstheverificationofpresentsituationofapplicationofclassroomlead-ininseniorhighschoolastargetanddevelopsexperimentalstudy,accordingtowhichthepaperfurtherdiscussestheexistingproblemsneededtobepaidattentionto.Themajorfindingsofthetestfullyprovethatclassroomlead-inisapplicableinseniorEnglishclassroom.Tostudytheapplicationoftheclassroomlead-inwill,ontheonehand,helpstudentsandteacherstobetterinteractwitheachother,improvestudents’enthusiasm,andenhancetheirabilityofthinkingbythemselvessoastoputQualityEducationintoeffect.Ontheotherhand,itcouldprovidetheoreticalguidanceinstudents’studyandteachers’teachings,enormouslyimprovetheefficiencyofclass,andthus,obtaineffectiveeducation.

Keywords:

classroomlead-in;NewCurriculumStandards;Englishteachinginseniorhighschool

CONTENTS

摘要………….............….............…………………………….......................i

Abstract………………………………….…………………………………..………ii

Introduction………………...…………….…………………………………………1

1LiteratureReview………………….………………………………………………21.1PreviousStudiesConductedatHomeandAbroad………………….…..........2

1.2TheoreticalBackgroundofClassroomLead-in……………………….……..2

1.2.1SocialConstructivism……………….………….……………………2

1.2.2Krashen’sInputandAffectiveFilterHypotheses…........……………….3

1.3TheMainPrinciplesoftheApplicationofClassroomLead-in………………4

2ResearchMethodology……………………………………………………………6

2.1Subjects…………………………….............………….........…………...........6

2.2Instrument…......…………………………............………..........………….........6

2.3DataCollection…….......…………............…………………........………..........6

2.4DataAnalysis……......…………............……………………...…………...........7

3ResultsandDiscussion……………….……………………………………………7

3.1GeneralSituationofAdoptionofClassroomLead-in…….………….........……7

3.1.1SituationofStudents’AttitudesTowardsEnglishLearning……………....7

3.1.2SomeProblemsExistinginPresentApplicationofClassroom………..8

3.2TheMainMethodsofClassroomLead-ininEnglishClass………………….9

3.2.1FreeCommunication…………….………………......…………………..9

3.2.2ReviewingtheOldmaterials…………….…….....………………….....10

3.2.3SetSuspenseorQuestions…………………………………….……....10

3.2.4BackgroundInformation……...………….……………………………11

3.3ImplicationsforEnglishTeachers…………….………………………......11

Conclusion…………………...........................…………………........................….....12

Bibliography…………...................................………………….................….............14

Appendix.............................................................…………………............……….....15

Acknowledgements…...........……….............……………………………...........17

Introduction

Classroomlead-inisakindofactivityinwhichtheteacherdirectsthestudentstomakesomementalandknowledge-concerningpreparationforthenewclass.Inordertoletthestudentslearnatabetterstate,teachersarerequiredtoadoptavarietyofwaystocreatelingualenvironmenttoprovokestudents’learninginterest.Suchfunctionsaspullingstudents’attentionbacktothelessonfromclass-break,reviewingthelessonlearnedbeforeandfurthermoreleadinginthenewandthetransitionofeachstepofthenewlessonteachingcouldbeaccomplishedthroughclassroomlead-in.Asthesayinggoes,“Agoodbeginningishalfthebattle”.Lead-in,whichaimstomotivatethestudentsandmakeslearningmoreeffective,playanimportantroleinEnglishteaching.

Textbookandteacherareusuallyregardedasthemostimportantelementsoftraditionalapproachinseniorhighschool.Mostofthepeopleconsidereducationasaprocesswhereteachersconstantlyconveyknowledgeandstudentsmechanicallytakeinit.Inordertoaccomplishthetargetrequiredbytheso-calledexam-orientededucation,teachersusuallypaymoreattentiontoimprovingtheacademicmarksthantotheoveralldevelopmentofthestudents.Asaresult,alargequantityofstudentslosetheirinterestinstudy，failingtofocustheirattentiononstudy.Someevenarenotwillingtoattendclasses,whichleadtoobviousdeclineintheirmarksandtheiroverallability.

WiththeimplementofQualityEducation,anincreasingattentionhasbeenpaidtointelligenceandpersonalitydevelopmentofindividuals.UrgedbyEnglishCurriculumStandards,Englishteachingemphasizesuchpointsasteachingaccordingtothepracticalconditionofdifferentkindsofstudents,andleadingstudentstoindependentlearningtoimproveclassefficiencyandthelike.

Presently,thereexistsacontradictionbetweenthetimedevotedtotheEnglishteachingandefficiencyoftheclass,whichurgestofindoutsolutiontotheproblem.EnglishclassisthechiefplacewhereChinesestudentsstudyEnglish,soclassefficiencyisofmuchimportance,whichdetermineswhetherstudentscanmaster,Englishlanguageindeed.Accordingly,lead-inskillsplayamostimportantparttoimprovestudents’interestinEnglishlearninginseniorhighschool.However,thestandardofevaluatingtheteachingqualityinsomeseniorhighschoolisonlythescores,whichgetsEnglishteacherstocarryouttheirworkinatraditionalway,payinglittleattentiontolead-ininclass.

Thispaperprovidesvaluableguidancefortheapplicationoftheclassroomlead-ininEnglishteachinginseniorhighschool.Ifclassroomlead-iniswelldesigned,itwillbenefitbothteachersandstudents.Ithasbeenpubliclyacceptedthatstudyinseniorhighschoolisheaviestandmostimportant,whichhasadirectinfluenceonthestudents’futurecareer.Asaresult,itisofvitalimportancetoimprovetheefficiencyofeducationbyoptimizingteachingstructure,inwhichclassroomlead-inplaysasanindispensableconstituent.

1LiteratureReview

1.1PreviousStudiesConductedatHomeandAbroad

Inthe1970sC.Turneyandsomeothertheoristsputforwardthatthefunctionsoflead-inistoattracttheattention,arousethemotivation,constructtheteachingaimsandmakesurethelearningtasks.Theyarguethatwhenintroducingthenewcontents,itisessentialtodrawstudents’attention.Alsothedesirefortheknowledgeisratheractiveandoncestartedwilldomuchgoodtotheefficiencyofteaching.Atthesametime,thescholarsandeducatorsathomealsoshowgreatinterestinthetopic,carryingouttheirindividualresearchesfromawiderangeofaspects.In1996,itisputforwardthatlead-inisaveryimportantlink,whichmayhappenatthebeginning,alsocanbethroughthewholeteaching（HuShuzhen,1997）.In1999,theprinciplesthatlead-inshouldfollowaswellassomestrategiesarepresented（YanChengli,2000）.In2000,anargumentappearsthatdifferentlead-incanleadtodifferentteachingfunctions（LiRumi,2005）.In2005,itisexpandedthatlead-incantrulyhaveaninfluenceonthequalityandefficiencyoftheteaching（FuJianming,2005）.Inaword,allthattheyhaveincommonisthattheyemphasizeandhighlighttheimportanceofclassroomlead-in.

1.2TheoreticalBackgroundofClassroomLead-in

1.2.1SocialConstructivism

Inthepastfewyears,anincreasingnumberofeducatorsandresearcheshavebeenattractedtoadifferentpsychologicaltheory,thatis,constructivism.ThesocialconstructivismhasjustbeenproposedbyWilliamandBurden（2000）fromapedagogicalperspective,whocombinedtheideasofbothVygotskyandFeuersteinandputforwardthattheteachersshouldnotseethestudentsasamechanicalobjectbutanorganicindividualthatactivelyconstructhis\herlearningbasedonpriorexperiences.Constructivismisnotacceptingwhatyouaretold,butyourpriorknowledgeaboutwhatyouaretaughtandyourperceptionsaboutit.Thenewideaisnotimposedonthelearner.Thelearnerisactivelyreconstructinghis\herpastandpresentexperiences.Students’activeinvolvementisemphasizedinconstructivism;theknowledgeisthenrootedintotheirmemory.Besides,itissocialconstructivists’ideathattheprocessofconstructingknowledgecouldarisefromsocialconversationalinteraction.Learnersdonottransferknowledgefromtheexternalworldintotheirmemories;rather,theycreateinterpretationsoftheworldbasedontheirinteractionsintheworld.Howsomeoneconstructstheworld,theirexistingmetaphors,isasleastaspowerfulafactorinfluencingwhatislearnedasanycharacteristicsofthatworld（Cunningham,1992:

36）.

TheoristssuchasVygostky（1978）arguefortheimportanceofcultureandcontextinformingunderstanding.Learningisnotapurelyinternalprocess,norisitapassiveshapingofbehaviour.Theyfavoraconceptoflearningasasocialconstruct,whichismediatedbylanguageviasocialdiscourse.

Onesocialconstructivistnotionisthatofauthenticor“si