A Comparative Study Of Lead-in Teaching In English Reading Between Novice And Proficient Teachers

Leading-in is the beginning of a class;As the beginning of a class,leading-in is an indispensable part of classroom teaching.A wonderful introduction cannot only activate the atmosphere of the whole class and attract students' attention,but also helps to stimulate students' curiosity,which makes them actively participate in class activities and teachers' teaching quality also gets improved.In recent years,more and more attention has been paid to the introduction part of English classes,and a rising number of related researches have been conducted.The existing studies at home and abroad have mainly explored the functions,methods,and purposes of the lead-in,and have achieved great results.The research on the comparison between the two types of teachers at home and abroad has also gradually increased.In the current domestic related topical literature,the content of the research mainly covers the teaching strategies of teachers,teacher professional knowledge,teacher discourse,and teachers' teaching behavior.What is more,there has been a trend of refinement about the research content in recent years.For example,the content of research is changing from classroom discourse to questioning in the classroom,and now teachers' questioning in the classroom.However,there are few comparative studies on the introduction of reading classes for beginner and proficient teachers.Therefore,in order to find out the advantages and disadvantages of the two types of teachers in the reading lead-in teaching,this paper compared the similarities and differences between the two types of teachers by analyzing the introduction of their English reading class.The findings are conductive to the professional development of novice teachers because they offer opportunities for teachers to learn from each other and help to improve the efficiency of classroom teaching.This study aims to explore the similarities and differences in the introduction of reading classroom teaching between high school English beginner and proficient teachers.Specifically:1)What is the status of high school proficient English teachers teaching in thereading class? What features do the proficient teachers have in common?2)What is the status of high school beginner English teachers teaching in the reading class? What are the common features among beginner teachers?3)What are the similarities and differences between high school beginner English teachers and proficient English teachers teaching in the reading classroom?This article focuses on six high school English teachers and 180 students in a middle school in Luzhou.Questionnaires,interviews,and classroom observations were used to collect data to analyze the differences and similarities between new-type teachers and proficient-type teachers in the teaching process of reading classes.The results of the study show that: 1)There are no differences between the two types of teachers in terms of frequency of introduction,diversity of lead-in methods,diversity of lead-in resources,and appropriateness of lead-in content,which are consistent with the basic principles and requirements of lead-in;2)The introduction of the length of time,the main body of the lead-in and the introduction of the source of the proficient teachers is obviously better than the novice teachers;3)In the interest of leading-in content,novice teachers are more excellent than proficient teachers;4)There are also differences between the two types of teachers in the use of different leading-in methods.Based on the findings of this study,the author put forward his own suggestions from the aspect of the novice teachers,skilled teachers and schools,hoping that it is helpful for improve English teachers' teaching skills and promote the professional development of English teachers.