OntheApplicationofClassroomLeadinInSeniorHighSchool高中英语课堂导入应用研究

1、高中英语课堂导入应用研究摘要：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

2、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on the application of classroom lead-in in senior high school abstract: classroom lead-in is one of the most widely employed ways to begin a class under the application of the new curriculum standards in senior high school. whether there is classroom lead-in

3、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 lead-in in senior high school. according to a series of discussion and re

4、search 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 discusses the existing problems needed to be paid attention to. the major

5、 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 other, improve students enthusiasm, and enhance their ability of thinki

6、ng 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 effective education.keywords: classroom lead-in; new curriculum standards; engl

7、ish 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 1.2.2 krashens input and affective filter hypotheses.3 1.3 the main princi

8、ples 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 situation of students attitudes towards english learning.7 3.1.2 some pro

9、blems 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 information.11 3.3 implications for english teachers.11conclusion.12bi

10、bliography.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 the students learn at a better state, teachers are required to adopt a

11、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 the new and the transition of each step of the new lesson teaching cou

12、ld 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. textbook and teacher are usually regarded as the most important element

13、s 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 the so-called exam-oriented education, teachers usually pay more attentio

14、n 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 attend classes, which lead to obvious decline in their marks and their ove

15、rall 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 as teaching according to the practical condition of different kinds of

16、 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 find out solution to the problem. english class is the chief place whe

17、re 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 interest in english learning in senior high school. however, the standard of

18、 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 guidance for the application of the classroom lead-in in english teaching

19、 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 influence on the students future career. as a result, it is of vital importance

20、 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 and some other theorists put forward that the functions of lead-in is

21、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 knowledge is rather active and once started will do much good to the e

22、fficiency 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 a very important link, which may happen at the beginning, also can be t

23、hrough 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 different teaching functions (li rumi, 2005). in 2005, it is expanded that le

24、ad-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 background of classroom lead-in1.2.1 social constructivism in the past

25、 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 pedagogical perspective, who combined the ideas of both vygotsky and feu

26、erstein 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 are told, but your prior knowledge about what you are taught and your pe

27、rceptions 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 into their memory. besides, it is social constructivists idea that the

28、 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 their interactions in the world. how someone constructs the world, their ex

29、isting 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

30、 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 “situated learning”, where the student takes part in activities which are directly relevant to the app

31、lication of learning and which take place within a culture similar to the applied setting (collins, 1989). as a facilitator who coaches, mediates, prompts and helps students develop, the teachers should take account the students cognitive characteristics, design the classroom tasks and activities th

32、at are close to the students actual life, create a nice study atmosphere so that the students are engaged in the classroom actively not passively.1.2.2 krashens input and affective filter hypothesesin the 1970s, krashen, a famous linguist in usa, put forward a famous theory: language acquisition, wh

33、ich is one of the most powerful theories in the world. this theory is mainly formed by 5 hypotheses, of which krashen point out that “input hypotheses” was the core of the theory. the input hypotheses answers the question of how a language acquirer develops competence over time. it states “inputting

34、 term” which was contacted by acquisitions was neither more difficult nor too simple. specifically speaking, a language acquirer who is at “level i” must receive comprehensible input that is at “level i+1”. “we acquire, in other words, only when we understand language that contains structure that is

35、 little beyond where we are now.” this understanding is possible due to using the context of the language we are hearing or reading and our knowledge of the world.the affective filter is an impediment to learning or acquisition caused by negative emotional responses to ones environment, which is a f

36、ield of interest in educational psychology. according to the affective filter hypothesis, certain emotions, such as anxiety, self-doubt and mere boredom interfere with the process of acquiring a second language. they function as a filter between the speaker and listener that reduces the amount of la

37、nguage input the listener is able to understand. these negative emotions prevent efficient processing of language input (krashen, 2003). the hypothesis further states that the blockage can be reduced by speaking interest, providing low anxiety environment and by bolstering the students self- esteem.

38、 1.3 the main principles of the application of classroom lead-inmost of former researches were centered on the main principles guiding application of classroom lead-in, which could be concluded as follows.1) easy to understandsince the main purpose of the adoption of the classroom lead-in is to lead

39、 students to a better state so that they can absorb knowledge more effectively and efficiently, the teachers are supposed to employ some inspiring words and use words which are familiar to the students so that they can induct from the learned knowledge to the main theme and aim of the study themselv

40、es. 2) keeping up with the updating informationas a tiny part of the teaching process, classroom lead-in can indicate the teachers professional ability, which requires english teachers improve the teaching quality in a variety of ways. in order to gain fresh insight into what have learned through re

41、viewing of the old material, teachers are required to have a comparatively good command of the teaching material, the system and the content and fully understand the students current grasp standard of the knowledge; in setting the question, it requires the teacher to have the vast knowledge and a cr

42、eative mind; the free talk, the morning report demands the teacher have a strong control of the class and the ability to deal with abruptly occurring events. the teachers must be good at english production. he or she can use the story to lead the students into class naturally; furthermore the multim

43、edia teaching requires the teacher to advance themselves to operate the educational modernization equipment, and skilled grasps of the multimedia modernized teaching aids such as computer, internet and so on. at the same time, the teachers should pay attention to the new information coming up with t

44、he rapid development of the society. in a word, english teachers should keep up with the modern development requests and improve their own quality accordingly. only in this way, can entirely new, effective and fascinating classroom lead-in be designed to serve better the following teaching process.3

45、) appropriate for the characteristics of the studentsthe design of the lead-in is supposed to vary according to the characteristics of the age and psychological state of the students. consequently, the teachers should choose different kinds of way to apply classroom lead-in according to the features

46、 of the teaching materials. since the main purpose of adopting the classroom lead-in is to mobilize the enthusiasm of the students, make out the theme of the teaching, make necessary preparation for the new lesson, lack of specificity will definitely affect the effectiveness of the classroom lead-in

47、.4) interesting enough to attract students attentionas the old saying goes, “interest is the best teacher”. possessing great interest in the subject, students will naturally regard study as a kind of enjoyment and be eager to delve into it. from a psychological point of view, interest is generated i

48、n the process of the understanding of substances. the lead-in method should be diverse, often offer students the feeling of freshness. therefore the teacher should change lead-in method frequently; at the same time, according to actual utilization, the teacher could unify several ways of classroom l

49、ead-in according to the content of the material. in order to stimulate the students study enthusiasm and seeking knowledge desire, they should provoke students interests, according to their age and psychological characteristics, choosing the best way and the material that interest them.5) relevant t

50、o the subjectrelevance means there must be a natural link between the known and unknowns, which is accurate and easy to be accepted. the materials chosen for lead-ins should be related with the main aims of the lesson. that is to say, lead-in, whose goal is to lead the students into the new lesson a

51、nd provide the students an active atmosphere in the purpose to make the students place themselves unconsciously into it, must serve for the main body of the class. however design of the lead-in should not be too gaudily, too complicated and the time should not last too long (generally no more than 5

52、 minutes). and also we must pay attention to the style consistent with the classroom overall design. in order to serve well the classroom main body, competition must be prohibited, which will easily lead to an out-of-control of the class, avoiding the enormous contrast as beginning with heating and

53、ending with coldness.2 research methodologyin order to find out the present situation of adoption of the classroom lead-in, this paper carries out a series of research on the english teaching situations in senior high school.2.1 subjectsa total number of 100 students in heze number 1 senior high sch

54、ool were selected in random to participate in the questionnaire survey of the study for part 1 (see appendix). the author also collected materials showing the situation of present adoption of classroom lead-in from 20 english teachers selected from heze number 1 senior high school for part 2 (see ap

55、pendix). 2.2 instrumentthe instrument of the present study is a questionnaire that includes two parts. the first part explored their present attitudes toward english learning and classroom lead-in. while the second part mainly dealt with the main types of the classroom lead-in employed in the practi

56、cal english teaching, including their opinions about the adoption. these two parts could best cooperate with each other since the investigation of students present attitudes toward english can best exemplify the necessity of the classroom lead-in and the second part can help a lot in finding the solution to present problems existing in the adoption of classroom lead-in in return.2.3 data collectionbefore the practical implementation of the research, th