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1、初中英语课堂教学导入环节有效性研究 -以嘉兴城南中学英语课堂导入教学设计为例 摘要本文致力于研究如何在初中英语课堂中展开有效的导入环节。本文认为导入在初中英语课堂中扮演着不可或缺的角色。有效的导入能帮助一堂英语课堂更好的进行，也能帮助学生提高学习兴趣。并且本文认为有效的导入过程离不开心理学的运用。因为只有掌握了学生的心理，教师才能更好地展开教学设计和教学活动。因此本文通过结合皮亚杰认知发展理论中的同化、顺应和平衡三过程，分析作者在城南中学实习时所记下的几个教学导入案例，并根据同化、顺应和平衡三个过程提出有效导入应遵循的原则和各原则对应的有效导入方法。关键词：导入；初中英语教学；同化；顺应；平衡
2、AbstractThis paper tries to figure out how to carry out effective lead-in in English class in junior middle school. As is known to us, lead-in plays a significant role in English class teaching. An effective lead-in can make an English class go on smoothly and it can also help the teacher arouse stu
3、dents interests of learning English. And the author believes that education is closely related with psychology. If a teacher wants to carry out his teaching design or activities successfully, he must make use of psychological theories. Therefore, this paper analyzes three teaching designs of lead-in
4、 from Chengnan Middle School, based on Piagets cognitive development processes- assimilation, accommodation and balance. And the author comes up with three principles for effective ways of lead-in by using the three processes. And there are also several effective ways of lead-in according to each pr
5、inciple.Key words: lead-in; English teaching in junior middle school; assimilation; accommodation; balanceContentsAbstractII1. Introduction11.1 The background of this research11.2 The research purpose and methods12. Literature review22.1 About lead-in22.1.1 Definitions of lead-in22.1.2 Researches on
6、 lead-in at home and abroad22.2 Theoretical framework32.2.1 Main factors affecting English classroom teaching32.2.2 Psychological basis42.3 Previous studies53. Case studies63.1 Basic information of Chengnan Middle School63.2 Analysis of some lead-in cases from Chengnan Middle School73.2.1 Case 173.2
7、.2 Case 283.2.3 Case 394. The principles for effective ways to design lead-in94.1 Assimilation104.2 Accommodation104.2.1 Intuitional instruction114.2.2 Situational communication114.3 Balance124.3.1 Discussion124.3.2 Review125. Conclusion12Bibliography14Acknowledgements15III1. IntroductionThis paper
8、mainly talks about the effectiveness of lead-in in English classroom teaching in junior middle school. Lead-in is being paid more and more attention nowadays. And many researchers did research on it from different areas such as pedagogy, linguistics and psychology. This paper tries to use part of ps
9、ychological theories to carry on research. The background of this research and the research purpose and methods are as following:1.1 The background of this researchEnglish Curriculum Standard(2011) points out that interest, motivation, confidence, will and spirit of cooperation are the main factors
10、influencing students studying progress and result. Teachers should constantly arouse and strengthen students interests of learning English. And according to junior middle school students characteristic, the best time to arouse students interests is at the beginning of a class, that is, lead-in plays
11、 an important role in arousing interest. And the reasonable design of classroom lead-in can stimulate the students participation in class activities, help them enter an easy study condition and improve teaching efficiency. (Zhou Mingxia, 2014: 83) But sometimes teachers dont pay much attention to le
12、ad-in as they care too much to the test, which may lead to the failure of a class.1.2 The research purpose and methodsThe main purpose of this paper is to discuss how to give out an effective lead-in in English class in junior middle school. And the paper is based on Piagets theories about childrens
13、 cognitive development- assimilation, accommodation and balance. That is, the author tries to figure out effective lead-in methods by using the principles of assimilation, accommodation and balance. And there are also several teaching designs of lead-in to support the ideas in this paper.All of the
14、teaching designs of lead-ins are from Chengnan Middle School. The author took them down while listening to the teachers classes as an intern in Chengnan Middle School. And there are also some other examples in this paper, and they all come from NSE books.And the author does the research by analyzing
15、 the teaching designs of lead-in, comparing different ideas from other writers and combining the examples with the theories.2. Literature review2.1 About lead-in2.1.1 Definitions of lead-inAs is known to us, there are five main steps in English classroom teaching- lead-in, presentation, practice, production and summary. Lead-in is the first step. And as its name goes, lead-in means before starting a new lesson, teachers should design some activities or some words to stimulate students interests and lead them into a new lesson naturally. And at the same time, it
