课堂导入研究Word格式文档下载.docx
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课堂导入研究Word格式文档下载.docx
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董丽萍
专业:
英语语言文学
学号:
20102066
指导教师姓名:
朱新华
论文提交时间:
2014年3月
论文答辩时间:
学位授予时间:
北方民族大学教务处制
AnalysisandInvestigationoftheCurrentSituationofLead-ininPrimarySchoolEnglishClass
ACaseinTongzhouBranchofBeijingPrimarySchool
By
DongLingping
Submittedto
TheSchoolofForeignLanguageandLiterature
BeifangUniversityofNationalities
InpartialFulfillmentof
TheRequirementsfor
TheBachelorDegreeofArtsinEnglish
UndertheSupervisionofZhuXinhua
March2014
Acknowledgments(致谢)
Onthecompletionofthispaper,IwouldliketoexpressmysincerethankstoalltheteachersfromSchoolofForeignLanguagesandCulturesofBeifangUniversityforNationalitiesfromwhoseIhavebeenbenefited.
MydeepestgratitudegoesfirstandforemosttoProfessorZhuxinhua,mysupervisor,forherpatientguidanceandconstantencouragementduringthewriting
ofthispaperaswellasinthecourseofmyundergraduatestudies.Shehastakenherprecioustimeofffromhertightschedule,readingmymanuscriptcarefullyandofferingmeenthusiasticencouragement,valuablesuggestionsandenlighteninginstructions,whichcontributetothecompletionofmypaper.
Second,Iwouldliketoexpressmythankstomyparentsfortheirbelovedcareandemotionalsupportallthroughtheseyears.What’smore,Iwishtoexpressmysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis.
Ialsoowemythankstoalltheauthorsandscholarswhohavedevotedthemselvestotheresearchofinterests’cultivationofEnglishlearningforclasslead-in.withouttheircontribution,thispaperisnotofsufficientqualitytobecomplete.
Lastbutnotleast,IwouldliketoshowmygreatestappreciationtothestudentsandEnglishteachersinTongzhouBranchofBeijingPrimarySchool.Thankthemforhelpingmemakethequestionnaires.
摘要
课堂导入是课堂教学的首要的环节,虽然课堂导入的所占的时间还不到一堂课的十分之一,但是直接决定了一堂课的教学效果。
对于小学生来说尤为重要,因为小学生的学习的动机主要是来自于自身的兴趣,好的课堂导入能够有效的吸引学生的注意力,提高学生的学习兴趣,从而促进教学的展开。
反之会让学生的学习活动毫无准备,困难重重。
基于此,本文对小学生英语课堂的导入进行研究。
文章以北京小学通州校区为例,通过小规模问卷调查分别从老师和学生的角度了解了目前英语课堂的导入情况。
问卷1针对该校英语教师,问卷2针对该校一年级到六年级学生。
通过分析问卷数据,作者得出结论:
1)导入确实对课堂教学具有很大的积极作用;
2)小学生对课堂导入没有一个明确的概念,甚至不知道哪个环节是课堂导入,大大降低了导入所要达到的效果;
3)教师在设计课堂导入时依然受传统教学观念的影响,存在很多问题;
4)导入固然重要,但绝不是每节课都需要设计导入环节,而应根据教学内容和实际情况做出选择,不能为了导入而导入;
5)迫使教师忽视甚至不做课堂导入的原因是应试教育的压力。
关键词:
小学英语,课堂导入,课堂教学
Abstract
Lead-inisthefirststepinteaching.Althoughthereisatimelimitforlead-inineveryclass,itdirectlydeterminestheteachingeffectoftheclass,especiallyimportantforprimaryschoolstudentsfortheelementarystudentslearningmotivationmainlycomesfromtheirowninterests.Asuccessfullead-incaneffectivelyimprovethestudents’interestinlearning,makesthestudyeasierandrelaxing,andpromotestheteaching.Onthecontrary,aclasswithimproperlead-inwilldisablethestudentsfromlearningandmakeitgreatdifficultforthem.Therefore,lead-inplaysanimportantroleinaclass.
Basedonthis,thispapermakesastudyoflead-ininPrimarySchoolandacaseinTongzhouBranchofBeijingPrimarySchool.Asmallscalesurveywasconductedrespectivelytheteachersandthestudentstocollectinformationaboutthesituationsofclasslead-ininthePrimarySchool.QuestionnaireⅠisdirectedattheEnglishteachersinthisschool,andquestionnaireⅡisdirectedatthestudentsfromgradeonetogradesixinthisschool.Throughtheanalysisofthequestionnairedata,theauthordrawsthefollowingconclusion:
1)thelead-inreallyhasasignificantandpositiveeffectonclassroomteaching;
2)thestudentsdonothaveaclearconceptoflead-inanddonotevenknowwhichlinkisthelead-in,whichgreatlyreduceeffectsthelead-inaim;
3)teachersarestillinfluencedbytraditionalteachingideasinthedesignofclassroomteaching;
4)thoughlead-inplaysanimportantroleinclassroomteaching,it’sunnecessarytodesignthelead-inprocessineveryclass.Teachersshoulddecidetouselead-inornot,accordingtotheteachingcontentandtheactualsituation,ratherthantolead-inforlead-in;
5)thereasonwhytheteachersignorethelead-inprocessisthepressureoftheexam-orientededucation.
Keywords:
primaryschoolEnglish;
classroomlead-in,classroomteaching
Contents
Acknowledgements.............................................................................................................
摘要...........................................................................................................................................
Abstract..................................................................................................................................
ListofTables…………………………………………………………………………........iv
Ⅰ.Introduction.....................................................................................................................1
Ⅱ.Literaturereview.........................................................................................................3
2.1Theoreticalbackgroundofclassroomlead-in……………………………………..3
2.2Studiesathomeandabroad………………………………………………………..4
2.3Thepurposesofthisstudy………..……………………………………………….6
Ⅲ.Researchmethodology…………………………….............................................8
3.1Subjects..............................................................................................8
3.2Datecollection.............................................................................................8
3.3Instrument…………………………………………………………………………8
3.4Dateanalysis…………………………………………………………………………9
Ⅳ.Findingsanddiscussions………………………………………………..…..
4.1Findingsanddiscussionsofteachers’andstudents’viewonlead-in……......10
4.2Theimplementationandeffectsofclassroomlead-in………….........................13
4.3Themainlead-inmethodsintheprimaryschoolEnglishclass…………….14
4.4Someproblemsexistingintheclasslead-in……………………………………17
4.5Limitations…………………………………………………………………….20
Ⅴ.Conclusion…………………………………………………………………22
Ⅵ.Implication...............................................................................24
Bibliography
Appendices
Listoftables(调查问卷目录)
Table1Theteachers’viewonclassroomlead-in……………………………………...9
Table2Thestudents’viewonclassroomlead-in……………………………………...9
Table3Discussionontheimplementationandeffectsofclassroomlead-infromteachers’angle..……………………………………………………………11
Table4Discussionontheimplementationandeffectsofclassroomlead-infromstudents’angle…………………………………………………………….12
Table5Thelead-inmethodsteachersusecommonly………………………………..13
Table6Thelead–inmethodsstudentsprefer………………………………………13
Table7Howteachersdesigntheclassroomlead-in…………………………………15
Table8Thereasonswhysometeachersdon’thavealead-ininclass………………17
Ⅰ.Introduction
Lead-inistheintroductionofanewcourse.“Lead”meansguide,“in”meansgointothelearning.Itisthefloorboardofallteachingactivitiesfor3-5minutesbeforetheclassstart.“Itaimstoawakenstudentfrommentallyandphysicallyfortheupcomingteachingactivities”(Leeson,2005:
248).Asthefirststepoftheclassroomteaching,lead-indoesnotexistinisolation,butisassociatedwithotherteachingpartscloselyandcomplementedwitheachother.Thelead-inwilldirectlyaffectthesuccessofthenextinstructionpart.Inaddition,lead-inalsohasa“directional”function.Asuccessfullead-in,toagreatextent,meansasuccessfullesson.Onthecontrary,nolead-inorlead-inunreasonablywillmakelearningmoredifficult.“Theobjectiveoflead-inistoimportissue,inspirestudents,stimulateinterests,statethepurpose,andalsocreateastudyatmosphereorsituations”(Wang,2001:
2).Asanoldsayinggoes:
“well-begunishalf-done.”Ifateacherisgoodatdesigningwonderfullead-in,heorshecanattractstudents’attentionanddeveloptheirinterestinEnglishlearningatthebeginningofalesson,andasaresult,studentswillenjoytheclassandlearneverywellinthewholeclass.Ma(1996)statedthatateacher’slead-inisjustlikeamagnet,histeachingshouldtriggerhisstudents’interestatthebeginningofanewlesson.“Students’interestinlearningactivitiesdependsonateacher’ssuperteachingart.Ateachershouldtrytoattractstudentsfromtheverybeginningofeveryclass.”Liu(2004)wroteinhisbooktheArtofArousingStudents’Interest.
Everybeginningishard.“Goodintroductioninspiresthefirstsourceofstudents’learningmotivation”(SueHomeLinsky,1957).Therelationshipoflead-inandclassisjustliketherelationshipbetweenpreludeanddrama.Lead-inofanewcoursedesignisoneofthemostbasicandimportantsections,andalsoabasicskillofteachers.Althoughlead-ininaclassisjustatinypart,itdeterminesthesuccessorfailureofthisclass.AwonderfulEnglishclassnaturallyneedstohavewonderfullead-in.Theingeniousclassroominductscanattracttheattentionofstudentsandmakestudents’thirstforknowledge.Aprefectlead-inenablesstudentstoachievesubtlechangesindifferentrolesbetweenthelastclassandthenewclass.Furthermore,lead-inprocesscanhelpstudentsunderstandlearningobjectivesandareconsciouslytargetedtoregulatetheirownbehaviorsoastoeffectivelycompletetheclassroomlearningtasks.Asanimportantpartofclassroomteaching,lead-inshouldbeemphasized.However,undertheinvisiblestressofteachingtasksandentranceexaminations,manyprimaryschoolteachersbelievethatinsteadofwastingtimeinthelead-in,usingtimetofocusongrammarandvocabularywo
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- 关 键 词:
- 课堂 导入 研究