导入在初中英语课堂教学中的应用.doc

A Study on the Application of Lead-in Techniquesin Junior Middle School English Teaching导入在初中英语课堂教学中的应用研究 英语教材分析与设计课程论文 Contents1. Introduction12. Literature Review22.1 Studies on Lead-in22.2 Researches on Lead-in at Home and Abroad43. Theoretical Foundation of Classroom Lead-in73.1 Krashens Input and Affective Filter Hypothesis73.2 Jean Piagets Constructivism Learning Theory83.3 Howard Gardners Theory of Multiple Intelligences93.4 Ausubels Advance Organizer104. Present Situation of Lead-in in English Teaching in Junior Middle Schools114.1 Common Lead-in Methods114.2 Problems with Current Lead-in Techniques125. Implications for Lead-in in English Classroom Teaching145.1 Stimulating students interest145.2 Utilizing life experiences flexibly145.3 Promoting students creative thinking145.4 Exerting students subjectivity156. Conclusion15Bibliography17A Study on the Application of Lead-in Techniquesin Junior Middle School English TeachingAbstract: Lead-in, which is the first and most basic teaching procedure in English classroom teaching, plays an important part in accomplishing tasks, achieving teaching objectives, and improving teaching quality. Although it does not last long, it has a great influence on teaching effects. Therefore, when the teacher introduces new contents, he/she should employ various methods to attract students attention, provoke their interest and initiate their motivation in learning English. Nowadays, most English teachers in junior middle schools have realized the importance of lead-in and are trying to employ lead-in techniques in English classroom teaching. However, there exist many problems when they adopt lead-in techniques into real use. This paper attempts to know about the current situation of lead-in at junior middle schools, find out the main problems and solve them by employing effective measures. Whats more, this paper aims to help the teacher strengthen the importance of lead-in and adopt effective lead-in techniques, so as to improve the teaching efficiency.Key Words: lead-in; English classroom teaching; junior middle school; effective teaching; motivation 导入技能在初中英语课堂中的应用研究摘要：导入作为英语课堂教学的第一步，是最基本的教学环节，它对于完成教学任务，实现教学目标，提高教学质量起着十分重要的作用。尽管在整堂课中，它所占据的时间不长，但它对提高课堂效率的作用不可低估。因此，教师在导入新内容时，要想办法运用多种手段来激发学生的学习兴趣，调动学生的学习主动性和积极性。现今，大多数初中英语教师已经意识到导入环节在课堂教学中的重要性，并且尝试使用多种导入技能，但在实际导入过程中仍存在许多问题。本论文旨在了解现今初中英语课堂教学导入环节实施的具体情况，查明导入环节中存在的主要问题，从而采取有效的应对措施来提高教学效果。关键词：课堂导入；英语课堂教学；初中；有效教学；动机IA Study on the Application of Lead-in Techniquesin Junior Middle School English Teaching1. Introduction Lead-in, the first and most basic procedure of the classroom teaching, is regarded by scholars as one of the most important part in classroom activities. Just as an old saying goes, “Well begun is half done”. A good lead-in, as the first step of the new class, has the same effects. Not only can a good lead-in establish the base of classroom teaching and build the bridge of communication, it can also serves as a tool to initiate students thinking and arouse their attention on the new lesson. Besides, lead-in can cultivate students learning motivation and acted as an effective means for the students to get a clear idea of the study goals for the lesson. The core standard of lead-in is to regard the students as the center of class teaching. The fundamental starting point of development education with students learning as the priority is to cultivate qualified talents with an all-round development. The embodiment of this teaching idea lies in the fact that the exertion and development of the students personality should be respected and that emphasis must be placed on the communication between students and teachers.However, in real classroom teaching, the majority of English teachers in junior middle schools are busy in explaining language points, due to the pressure of exam-oriented education. They ignore the design of lead-in and only use one or two means to lead in new learning materials. Therefore, the effect of lead-in is weakened and the classroom efficiency is unsatisfactory. In order to make teachers pay much more attention to lead-in in real classroom teaching, based on the current situation of lead-in in junior middle school English teaching, this paper aims find out the existent problems and finally solve them by combining theories and practice. 2. Literature ReviewAs one of the most important parts of classroom teaching, lead-in has always been the core of research. This part mainly discusses the studies on lead-in in English classroom teaching. It consists of two sections; the first section is about the definition and function of lead-in, and the second section is about researches on lead-in at home and abroad.2.1 Studies on Lead-in2.1.1 The Definition of Lead-inAccording to the definition of Oxford Advanced Learners Dictionary of Current English, the meaning of lead-in is “an opening, introductory, etc”. From the perspective of education, “lead” means “leading or guiding the way” and refers to that the teacher stimulates students interest in learning by using different teaching methods. “In” means “to enter the gate of study” and requires the teacher to build a bridge between the old knowledge and the new knowledge. Therefore, lead-in in English classroom is that the teacher guides the students to enter the gate of English study. We often regard lead-in as a prologue in the beginning of classroom teaching. Its a teaching activity that takes about 35 minutes before introducing new knowledge, which aims to create a supportive learning situation, to draw students attention, to stimulate students interest and to help students get prepared for the subsequent learning.2.1.2 The Function of Lead-in Suhomulinski mentioned in his famous book One Hundred Tips for Teachers (1980)：“If the teacher rushes to his instruction and totally forgets to awaken students spirit to learn, then this kind of instruction can only generate a brain work that is full of tiredness”. From his perspective, we can clearly understand the importance of lead-in in classroom teaching. A lesson begins with an effective start may get students concentrated on learning throughout the whole class. There is no doubt that lead-in is a vital prelude of teaching, as well as the first impression of a lesson, which can not only play a crucial role in classroom teaching, but also is helpful for the teachers to accomplish their teaching objectives and achieve the effectiveness of teaching.Hu Shuzhen et al (1996), Wang Baoda, Yuan Changhuan (2002), Jin Dongchang (2001) and many other educators have described the function of lead-in in English teaching. Therefore, based on their research, we can summarize the function of lead-in as follows:The first function is arousing students interest and attracting their attention.It is stated clearly in the National English Curriculum for junior middle schools that classroom teaching should arouse students interest and attract their attention in English learning at the first place. It is well-known that interest is the best teacher. From this point of view, we can see the significance of interest in English teaching classroom. Interest is the foundation for English teaching and learning. Students attention could be attracted when their interest and curiosity are provoked. Under that circumstance, they are more delighted and enthusiastic for learning.The second function is building a bridge between old and new knowledge.Lead-in in classroom should help students establish links between old and new knowledge, extract information associated with the new knowledge from old knowledge, and provide sufficient background knowledge when students learn new knowledge, so that students can connect old and new knowledge together naturally. In one place, it helps students master new knowledge and consolidate the old knowledge, so that students knowledge system is better organized. In another place, it can help students better remember what they have learned and teach students how to learn efficiently.The third function is conveying teaching objectives.Classroom teaching is an interactive process, which includes teachers teaching and students learning. Before teaching, teachers should clearly understand their own teaching objectives of this lesson, which can highlight the purpose of teaching. Meanwhile, students also need to have definite objectives at the beginning of a lesson, so that they can get the key points clearly and do something with purposes in the following tasks. Nowadays, student-centered classroom is advocated; students are no longer passive recipients but classroom leaders who acquire knowledge actively. That is to say, having aroused students interest and attracted their attention through lead-in, teachers should state teaching objectives clearly so that students can devote themselves to the class and it also makes contribution to the improvement of the teaching quality.In summery, lead-in is an inseparable part in whole classroom teaching. It can arouse students interest and attract their attention; it can build a bridge between old and new knowledge; and it can convey teaching objectives. It plays a very important role of classroom teaching and cannot be ignored.2.2 Researches on Lead-in at Home and Abroad Since the 1970s, many Western scholars have recognized the important role of lead-in in classroom teaching. From different theoretical standpoints, they have conducted a lot of researches on lead-in. Similarly, many domestic scholars and educators have also presented their views about lead-in, and written articles about it concerning different aspects.2.2.1 Studies on Lead-in AbroadIn the 1970s, Turney and C.Etal (1975) presented a view that it is very important to attract students attention and improve their curiosity at the beginning of a lesson. In their view, lead-in plays an important role in helping students set learning goals so as to achieve a good learning state and concentrate their attention on new lessons. Moreover, they put forward the function of lead-in in their book Sydeney Micro Skills as“gaining attention, arousing motivation, establishing teaching goals, clearing learning tasks and making links”. He also put forward that attracting students attention is crucial when we introduce a new lesson. Through lead-in, students have an access to a good learning state and establish connection between old and new knowledge so that teachers can introduce the new lesson smoothly. In the 1980s, with the development of various teaching theories, more and more scholars began to focus on the role of lead-in in classroom teaching and make a lot of research, and finally have achieved certain results. Different scholars have proposed different views on lead-in techniques. James M.Cooper (1992) held the opinion that the ultimate goal of lead-in is to trigger students interest to learn and activate their desire to participate in classroom activities. Willie (1996) divided the task-based classroom teaching into three parts, namely pre-task, in-task, and after-task. According to his division, lead-in belongs to pre-task. In this part, the teacher uses about 35 minutes to design tasks as the beginning of the class. Its role is to prepare for the whole classroom. Richard I. Arend (1998) proposed that lead-in is the first step of a class. It plays an important role in stimulating students interest and desire to learn, and its very important in the entire classroom activities. He believes that teachers can regard lead-in as a tool to help students to establish a link between the old and new knowledge. American educational psychologist Robert E. Slavin (2004) pointed out that in the design of lead-in activities, the teacher should spare no efforts to provoke students interest, attract their attention, arouse their curiosity, create a pleasant atmosphere to learn, and guide students into a good learning state. In short, Western scholars are concerned about the importance of lead-in activities. They stress that in order to completely perform the function of lead-in, a great variety of lead-in methods must be employed.2.2.2 Studies on Lead-in at Home When Western scholars study the art of classroom teaching, many domestic scholars also pay much attention to lead-in techniques from several aspects and have accomplisged correspondent research.Hu Shuzhen (1996) stated that lead-in can also be called lecture-starting. She regarded lead-in as an important part of classroom teaching, which can be used by the teacher at the beginning of a lesson while sometimes it may be throughout the whole classroom teaching as well. At the same time, she also put forward the functions, types and basic requirements of lead-in. Yancheng Li (1999) studied the optimizing art of lead-in in language teaching. He proposed some principles which need to be followed when introducing new lessons. Besides, he described some methods of lead-in in classroom teaching as well. Li Rumi (2000) regarded lead-in part as a teaching art in classroom teaching. According to his statement, lead-in art is supposed to function as a first hammer to knock in the students mind, to attract them as tightly as a magnet. In addition, he believes that different lead-in techniques will have different teaching functions and achieve different purposes. Wang Baoda (2001) stated in his book Import Skills and End Technology that lead-in is a way that teachers consciously use to guide students into a learning atmosphere which is good for students to acquire new knowledge at the beginning of a lesson. As the starting part of classroom teaching, it aims to create a learning atmosphere, to inspire students, to stimulate their interest, and guide them to learn new knowledge. Fujian Ming (2005) also mentioned in his book Teaching Theory and Teaching Skill that excellent lead-in can not only attract the attention of students, but also inspire their motivation to learn. Through establishing a good learning environment, teaching quality and efficiency can be highly improved. In this book, he also describes some common lead-in principles and methods.Generally speaking, all of these theories mentioned above share a common point. That is all of them stress the great importance of lead-in in classroom teaching and they also put forward some principals for designing lead-in activities. 2.2.3 Comments on previous research Through all the studies abroad and at home, it is clear that all the scholars who are interested in lead-in agree on the importance of lead-in and have put forward several principals and methods based on their own teaching experiences and observations. However, there still exist some aspects that need to be strengthened in the further studies. The first is that most researches are conducted from experiences which lack theoretical basis. In other words, if lead-in actually has influence on classroom teaching, it should be presented in real tests and proved by certain linguistic or psychological theories. Furthermore, the vast majority of former researchers put forward some of lead-in methods, but effective lead-in methods used in junior middle schools are not mentioned. Especially now in Hubei, a new edition of student English textbook are used widely, it is the time to do some research on classroom lead-in to benefit todays English teachers and students in junior middle schools.3. Theoretical Foundation of Classroom Lead-in3.1 Krashens Input and Affective Filter HypothesisIn the 1970s, Krashen, a well-known American linguist, put forward Five Hypotheses, i.e., the Monitor Hypothesis, the Acquisition-Learning Hypothesis, the Input Hypothesis, the Natural Order Hypothesis, and the Affective Filter Hypothesis, which have great influence on academic fields. Among his five hypotheses, the Input and Affective Filter Hypothesis are widely known and well accepted theories of second language acquisition. The Input Hypothesis was first published in 1977 by Krashen who tried to explain how the learner acquires a second language. That is to say, this hypothesis is Krashens explanation of how second language acquisition takes place. Therefore, the Input Hypothesis is concerned with “language acquisition” instead of “language learning”. According to this hypothesis, the learner learns a second language through the natural order. Specifically speaking, a language learner who is at “stage i” has to receive comprehensible input that belongs to “stage i+1”. Krashens Input Hypothesis has a great influence on language education. It is impossible that all of the learners are at the same level of linguistic competence at the same time. Krashen states that natural communicative input is the key to designing a syllabus, ensuring that each learner will receive some “i + 1” input that is appropriate for his current stage of linguistic competence. The Affective Filter hypothesis shows Krashens view that a number of affective factors play a crucial role in second language, which cannot be ignored. These affective factors include: motivation, self-confidence and anxiety. Krashen states that learners with high motivation, self-confidence, and a low level of anxiety perform better in second language acquisition. While learners with low motivation, self-doubt, and a higher level of anxiety, the affective filter rises up and forms a mental block to impede language acquisition so that learners cannot perform well in second language acquisition. Krashens theory implicated two inspirations to lead-in in classroom teaching. Firstly, teaching objectives must be expressed in an understandable way so that students can acquir