中学英语教学导课现状及对策研究.doc

分类号：分类号： H H 单位代码：单位代码： 104104 密密 级：级： 一般一般 学学 号号: : 10402080440241040208044024 本科毕业论文（设计）本科毕业论文（设计） 题题 目：目： 中学英语教学导课中学英语教学导课 现状及对策研究现状及对策研究 专专 业：业： 英英 语语 姓姓 名：名： 寇翠霞寇翠霞 指导教师：指导教师： 徐常利徐常利 职职 称：称： 讲师讲师 答辩日期：答辩日期： 20122012 年年 6 6 月月 ANALYSIS ON THE CURRENT SITUATIION AND STRATEGY ON LEAD-IN IN ENGLISH TEACHING IN JUNIOR MIDDLE SCHOOL BY KOU CUIXIA A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF ARTS TO THE SCHOOL OF FOREIGN LANGUAGES YANAN UNIVERSITY JUNE 2012 Acknowledgements I want to show my great thanks to all those who give me help to complete this thesis. Firstly, I am gratefully obliged to the help of my supervisor, Ms. Xu, who has offered me much valuable advice and guidance in the process of the paper writing. Without her patient instruction, intuitive criticism and expert guidance, the completion of this thesis would not have been possible. Secondly, I want to show my gratitude to all my college teachers who have expanded my sight and enriched my knowledge during the four years of my study. Thirdly, I want to show my great thanks to my beloved parents who have supported me 24 years and sacrificed a lot for my growth and even my future. Fourthly, I want to express my gratitude to my dear friends who give me advice and comfort me when I trap into the difficulties. Abstract Lead-in is the most basic procedures in the English teaching in Junior High School. Although it takes a short time and occupies a tiny part, compared with the whole class, it is of great importance in the English teaching. A well-designed lead-in is able to stimulate the students learning interest and motivation for English as soon as possible. Moreover, it can push them to learn English actively. As a result, teachers can achieve the teaching aims easily. Although many educators have devoted themselves to the lead-in, there still have some problems. Many teachers neglect the importance of the lead-in and teach their students with monotonous methods, which makes the students lack of the interests in learning English. What is worse, some teachers omit the lead-in and come into point directly. In order to find the reason why these problems happen, the author checks many materials and organize investigations to some teachers. According to the materials and investigations, the author finds out the problems and reasons of the problems as well as the solutions. Key words: lead-in; English teaching in Junior Middle School; problems 摘摘 要要 导课是中学英语课堂教学的一个最基本的环节。虽然它所占时间不多，比 重也不是很大，但是它在中学英语课堂教学中起着不可估量的作用。优秀的导 课能够迅速激发学生学习英语的积极性，使之主动参与学习，从而促进教学目 标的顺利实现。 虽然有很多教育家在探索导课的教学方式，然而，迄今为止，导课依然存 在很多问题。许多老师忽视导课的重要性，用一成不变的导课方式教授学生， 使得很多学生丧失了学习英语的兴趣。更有甚者，一些老师选择了越过导课这 一环节，直接进入正题。为了找出产生这些问题真正原因，笔者查阅了大量的 资料，并对一些老师进行了调查，根据这些资料和调查，笔者整理了目前导课 存在的问题及原因，进而给出了解决问题的相关方法。 关关 键键 词词：导课；中学英语教学；问题 1 Introduction As is well known to everybody, lead-in is the most basic step in the process of English teaching in Junior Middle School. Although it only takes 3 to 5 minutes and contains a few words, it is likely to determine whether the class succeeds or not. It tests the teachers ability that how they stimulate the students interest in learning the new class and how they transfer the students mood and attention with a natural way when the students still set themselves into the games or the previous knowledge. Many scholars have devoted themselves into researching the importance of the lead-in. Shen Longming (2003:76) held the view that if the teacher wanted to have a middle-quality class, he should provide students with a wonderful beginning. Hu Chundong (1991:32) also pointed out if a class had a good beginning and could grasp the students attention, and then the class was able to continue fluently. British educator Russell gave a further explanation that all disciplinary nature should be started from the mental enlightenment, the teaching language should be the fuse, shock wave, and have a tantalizing mind, thinking of the effect of excited people. (The educator Russell, 1993: 91-92, cited in Gu Pan, 2011: 1) Since lead-in at class is so important and the teacher plays a major role, all of them should pay more attention to the procedure of designing the lead-in. Nowadays, the majority of teachers have realized the importance of the lead-in and do some lead- in in their class. However, some teachers still dont notice the importance of the lead- in. they hardly pay any attention to lead-in when they make lesson planning. Besides, the methods they use are too monotonous to provoke the students learning interest. It 2 is very boring when you continue saying something for three times, let alone they listen to it every day. Even worse some teachers dont have a lead-in procedure on account of the concept that time is money, they want to teach students more information about language points, grammar rules and tests. They stress what they do will benefit the students. A high score is able to let their students enter the outstanding Senior High Schools or colleges. The purpose of this paper is to find the defect of lead-in in English teaching and its countermeasure. The basic concepts of the lead-in as well as current situations of lead-in in English class would first be presented. The reasons why we caught in this whirlpool would be second presented. The countermeasures would be finally presented. 3 1. The basic concepts of lead-in In this part, the author main introduce the definition, the functions and its principles on of lead-in. 1.1 The definition of classroom lead-in Lead-in is an activity or a series of activities that a teacher does at the beginning of the lesson, which, though does not take long in a lesson, can fulfill a wide ranges of purposes. (Wang, 2010:58-59) Classroom lead-in is an important and necessary part in English teaching class. In this part, teachers attempt to use a variety of medias to create learning environment to stimulate students interest in learning, encourage students to think, help students enter the class, and to provoke students desire to explore. Therefore, lead-in forms a good psychological dynamics in students mind by focusing their attention on the class. As a result, they can take the initiative to learn new knowledge. 1.2 The functions of lead-in At present how to make students acquire more knowledge in English teaching becomes a major concern for both teachers and parents. Lead-in, as the first step, is worth mentioning, for it plays a crucial role in connecting the old knowledge with the new knowledge. Luckily, most teachers have realized the importance of lead-in and paid their attention to it. However, some teachers still neglect the effect of the lead-in, especially some middle-aged teachers. In their classes they choose to omit the lead-in, for they believe it is of no help for their students to gain a high score. The aims of their teaching and the aims of the students learning are to pass some important exams 4 and have a further education and then make more money. For other teachers, they begin their lead-in with immutable patternscheck the words they learned last class and explain some new words or sometimes select some students to recite the arranged material. It can not be criticized that these kinds of lead-in methods teachers used are wrong. However, if teachers use these methods to lead-in everyday, how can they raise students study spirits and interests? If students havent got into a good study state originally, the rest of the class can not receive a perfect effect. So in order to have an efficient lead-in in English teaching, the English teachers should understand the multi-functions and principles of lead-in in English teaching. Multi-function means that a lead-in can fulfill many teaching aims. The multi-function can be as following. 1.2.1 To arouse the students interest and provoke their learning motivation It has been listed that teachers should provoke the students learning interest in English study in the new course criteria. Many psychologists also emphasize that interest is the best teacher. Interest will encourage learners to seek knowledge actively. A well-designed lead-in can make students have a strong desire to learn what the teacher is going to teach. They will completely engross themselves in listening to the teachers. With interest, their learning motivation comes into being. Learning motivation refers to an individuals psychological process, which is conducted, provoked and maintained by learning goals (Zhou et al, 2011:89). Motivation is the power that promotes the students to study well. For example, if they are eager to communicate with the English speaking man, first they will pay attention to the 5 pronunciations of their teachers and then they will do their best to recite the words, phrases and sentences. In the end they will practice speaking with their friends and teachers. Their memory on this part will be strengthened deeper and deeper. Therefore, if a class is full of motivation, it will not only make the students focus on this class but also arose the students learning motivation and change the passive study into active study gradually. Thus the ability of the students to control the English will be more and more fluently and finally with the increased interest and growing knowledge, the students will make a great process in English studying. 1.2.2 To lay a foundation for what is going to be taught Firstly, when a class begins, a majority of students still involve themselves in the games they have played after class. Hence they cant concentrate their attention on what their teachers are going to teach immediately. At this time if teachers have a good preparation for lead-in, they will catch the students eyes and inspire the students to continue to listen. Thus the students can catch up with the teachers explanation, which makes the teachers feel more relaxed and encourage them to give students more knowledge. Secondly, a good preparation for lead-in can better convey the teaching aims. If the students can clearly know what their teachers expect them to do in advance, the students will regard it as the key point and with this recognition they will attempt to understand the key points and then digest them. Thirdly, a good preparation for lead-in can help the teachers create a more comfortable study atmosphere. Both the teachers and the students enjoy themselves at this moment. The harmonious relationship between the teachers and the students makes the teaching 6 efficiency higher. 1.2.3 To urge the students to review and preview According to Krashens input hypothesis, the contents that the students will learn should be the existing knowledge “i” coupled with the new knowledge “1”. So activating the old knowledge is the presupposition to obtain the new knowledge. If the teachers always connect the old knowledge with the new knowledge during their lead- in, the students will seek the relevant knowledge and conclude the language points once more, and then remember them. Certainly the memory on the old knowledge will be strengthened. For preview, if teachers request some students to answer some simple questions about the new text, the students will look at the new text at least once. A simple preview is finished and the students have a vague sketch about the new text. If the students have known some information that their teachers will teach, the difficulty of the students learning the new knowledge will be reduced a lot. 1.3 The principles of lead-in Everything has its rules. The procedures of the English teaching also have its principles. The following are some principles of lead-in. 1.3.1 To Serve the teaching aims Just as the author presented in the previous chapter, a good lead-in can provoke the students learning interest, create a comfortable learning atmosphere and inspire the students to learn what they are going to be taught. With the cooperation of the students, the teachers will find that the teaching is not as boring as before. Even the teaching quality has a big development. So there is no doubt that the teaching aims 7 should be existed in the teachers mind when they begin their presenting. For most teachers, the lead-in that they design should be based on the teaching aims and syllabus. The syllabus is the first main part of the level of the design and other parts are the usage of the syllabus in the system by the teachers and the students as they interact with the instructional materials. Design of lead-in mainly deals with how the students are expected to learn and with how the teachers are expected to teach. In all, lead-in serves the teaching aims. 1.3.2 To match the students learning style and needs Students are the main part of the study, and their show and behavior have a crucial effect on a class. It requests that the teachers should take the students learning style and needs into consideration when they plan a lead-in. Whether matching the students learning style extremely influences the success of lead-in of English teaching. If they want the students to become the master of the study, they must stand from the students point of view and study with them. Through this way they can make progress with the students and share their happiness (Liu, 2001:156). Many teachers also admit that their class is easier to continue when their lead-in caters for the students learning style. Matching the students learning style can make sure that the students get engaged in the study and have enough confidence to receive the following tasks and activities. The students are willing to have a more positive attitude to the rest of the class. Their minds will be very active and smart on this class and the efficiency of the class is of course very high. So the teachers should pay attention to understanding the students needs and combine the students needs with 8 their lead-in. The students needs are the basis of a lead-in class. Only the teachers do this, their lead-in will be successful. 1.3.3 To provoke the students interests Interests are the roots of the new knowledge. If the students have interests in learning English, their attention will be focused and their mind will be active. Thus they can acquire new knowledge without big difficulties. If the students are interested in learning English, they will show a special feeling in learning English. Hence they are quite willing to learn. An educator ever said: if people lost their appetite and ate the food reluctantly, their stomach would feel terrible even worse they would vomit. Otherwise, if they were happy to eat the food, they would digest it fluently. This argument is also suitable for English study. Successful teaching never forces the students to learn but provoke the students learning enthusiasm. So excellent teachers always attempt to provoke the students interest, induce the students thirst for knowledge and give the students a driving force to understand the world and pursue the truth. Strong learning desire makes the students learn with great eagerness and produce a large learning enthusiasm. To make students interest in learning, the lead-in should be full of fun and have artistic charming. In other words, it should be filled with attraction as well as humor. The best is to create suspense and fascination. In a big certain sense the charm depends on the teachers lively language and other feelings. 2. The current situation of lead-in in English teaching in Junior Middle School 9 From September to October, 2011, the author was very lucky to practice teaching in Wubu Junior Middle School. Although it was only a short month, she learned a lot about English teaching in Junior Middle School, which would benefit all her life. However, the author also found some problems that existed in English teaching in Junior Middle School, especially in the period of lead-in. Now the author will state the recognitions of English teachers about lead-in. It is studied that many teachers have realized the importance of lead-in and begin to design their lead-in painstakingly. But some teachers still have not reached an agreement that lead-in is necessary to the whole class and should not be omitted. Those teachers can not see the great significance that a well-designed lead-in can bring. In their opinion, lead-in is just a form. Some teachers come into point as soon as they enter the class, with the recognition that lead-in is a waste of time. Their temptation may be great to structure all learning experiences to prepare students to pass literary tests and predetermined national standards (Lemlech, 1994:14). They have not realized that every step in the class is interlocking and a well-designed lead- in is a good review to the old knowledge. What they want is just explain the knowledge that can raise their students score. They spend much time in guiding their students to remember words and grammars. Sometimes they occupy the lead-in time to force their students to do some test papers or translate some sentences. The author also observed the students emotion at this time. Most of them gain the answers from the reference book. After they finish it, they talk to the students that are next to them the things all of them are interested. The atmosphere of the class is terrible. However, 10 the teachers are busy with checking the students answers and do not care about the classroom order. This lead-in do really harm to their students. What is worse, the methods teachers are used to teaching constrains the students study interest and enthusiasm. There are many methods used in classr