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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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
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