An Investigation On Application Of The Classroom Lead-in To English Teaching In Art Junior High School

English classroom lead-in is the first and very necessary part of classroom teaching.Although it does not last long,it plays an important role in helping to achieve English teaching objectives,complete teaching tasks and improve the quality of English teaching.Effective classroom lead-in can activate the English classroom atmosphere,attract students’ attention,stimulate students’ interest and motivation in learning English,and enable students to enter the state of English learning quickly.In addition,classroom lead-in can also highlight the key and difficult points of English teaching and connect new and old knowledge.In art junior high schools,most English teachers are aware of the importance of classroom lead-in and try to use novel classroom lead-in methods,but there are still many problems.For example,the model of English classroom lead-in are fixed and monotonous,failing to pay close attention to art junior high school students’ English learning needs,the English classroom lead-in designed by teachers is inconsistent with art junior high school students’ acceptance ability.The time of English classroom lead-in is more arbitrary and cannot be strictly controlled.This kind of English classroom lead-in method cannot stimulate students’ interest in learning English and improve teachers’ English classroom teaching effect.In order to maximize the role of English classroom lead-in,this study takes constructivism,meaningful learning theory,input hypothesis and affective filter hypothesis as the theoretical basis,considering the learning current situation of art junior high school students,this study put forward the following three questions:（1）What are the English classroom Lead-in methods commonly used by teachers in art junior high school?（2）What are the differences between teachers’ and students’ views on English classroom lead-in methods in art junior high school?（3）What are the major problems in the implementation of English classroom lead-in methods in art junior high school?The author randomly selected teachers and students from three art schools in Linfen city,Shanxi Province as the research objects,30 English classes are observed,55 teachers and 156 students are selected randomly from three art schools for questionnaire investigation,and conducts face-to-face interviews with 6 teachers and 15 students.After sorting out the data,SPSS 26.0 software was used for quantitative and qualitative analysis.Finally,it was concluded that:（1）the English classroom lead-in methods commonly used by art junior middle school teachers are multimedia lead-in method,questions and answer lead-in method and daily topic lead-in method.（2）There are significant differences between teachers and students of art junior high school in the design,function,effect and preference of English classroom lead-in.（3）The major problem in the implementation of art junior high school English classroom lead-in is the single method of classroom lead-in.English teachers cannot consider the views of students when designing classroom lead-in,and students are not interested in English learning and are in a passive learning state.According to the research results,the author puts forward the following suggestions.Art junior high schools should organize English teachers to carry out special classroom lead-in activities and create experience sharing sessions for English teachers about classroom lead-in.English teachers in art junior high schools should design various types of classroom lead-in and strictly control the time of classroom lead-in based on teaching contents,teaching objectives and students’ learning needs.Teachers should read more books related to English classroom lead-in and master the theoretical knowledge of classroom lead-in.Teachers should design English classroom lead-in from the perspective of students so that students can truly participate in classroom teaching.Art junior high school students should actively express their feelings,cooperate with English teachers and master the initiative of the English class.