| Classroom lead-in is the starting point for teaching and an integral part of the teaching process,directly affecting students’ learning status and the efficiency of classroom teaching.The implementation of the double reduction policy has raised educators’ concern about the effectiveness of English teaching in junior high schools.At the front-line of English teaching,there are still problems with the planning and implementation of English lessons in middle school English classroom lead-in,and the status of implementation is not satisfactory.Therefore,in order to improve classroom Lead-in,this study takes middle school English classroom Lead-in as the object of study and investigates middle school English classroom Lead-in based on constructivism learning theory,prior organizer theory,and input hypothesis theory.Based on classroom observations of 21 junior high school English regular classes at R Middle School in Shaanxi Province,the following problems were found in the classroom Lead-in: poor control of the lead-in time,inflexible lead-in methods,lack of student-centeredness in the lead-in process,lack of creativity in the lead-in materials,single means of lead-in,and lack of comprehensive lead-in functions.After combining the interviews and in-depth analysis,we found that the reasons for the problems were teachers’ insufficient theoretical knowledge of classroom Lead-in,backward awareness of classroom Lead-in,and lack of classroom Lead-in skills.In order to solve the above problems and provide a reference for optimizing the classroom Lead-in of regular classes.This study uses classroom observation and case study methods to conduct a comprehensive analysis of 24 junior high school English quality lessons.Based on the observation statistics and analysis of24 quality lessons from the 15 th and 16 th National Junior High School English Teachers’ Basic Teaching Skills Competition,it was found that: the overall lead-in time of the quality lessons was reasonable,but the length was not the only criterion,and the specific lead-in length depended on the overall teaching design;the lead-in methods of the quality lessons were flexible and varied,including the question lead-in method and the video lead-in method;the main body of the lead-in was teacher-student co-direction,reflecting the student-centered teaching concept;the lead-in materials were reasonable,and the materials inside and outside the textbook were used together;the lead-in means were flexible and varied,and the traditional means and the video lead-in methods were used together.The lead-in methods are flexible,combining traditional means and multimedia means,and the functions of lead-in are diversified.Based on the problems and causes of the classroom Lead-in of regular classes and the characteristics of the six dimensions of the classroom Lead-in of quality classes,this study proposes suggestions for optimizing the classroom Lead-in of regular classes: to predetermine a reasonable introduction length and focus on generativity;to innovate the lead-in method to guide students to actively participate in the classroom,thus encouraging their subjectivity and participation;to integrate various teaching resources and construct appropriate prior organizer materials;and to combine various lead-in methods to achieve complementary advantages. |
