初中英语课堂教学导入环节有效性研究VIP免费

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IAbstractThispapertriestofigureouthowtocarryouteffectivelead-ininEnglishclassinjuniormiddleschool.Asisknowntous,lead-inplaysasignificantroleinEnglishclassteaching.Aneffectivelead-incanmakeanEnglishclassgoonsmoothlyanditcanalsohelptheteacherarousestudents’interestsoflearningEnglish.Andtheauthorbelievesthateducationiscloselyrelatedwithpsychology.Ifateacherwantstocarryouthisteachingdesignoractivitiessuccessfully,hemustmakeuseofpsychologicaltheories.Therefore,thispaperanalyzesthreeteachingdesignsoflead-infromChengnanMiddleSchool,basedonPiaget’scognitivedevelopmentprocesses---assimilation,accommodationandbalance.Andtheauthorcomesupwiththreeprinciplesforeffectivewaysoflead-inbyusingthethreeprocesses.Andtherearealsoseveraleffectivewaysoflead-inaccordingtoeachprinciple.Keywords:lead-in;Englishteachinginjuniormiddleschool;assimilation;accommodation;balanceIIContentsAbstract........................................................................................................................II1.Introduction............................................................................................................11.1Thebackgroundofthisresearch......................................................................11.2Theresearchpurposeandmethods..................................................................12.Literaturereview....................................................................................................22.1Aboutlead-in....................................................................................................22.1.1Definitionsoflead-in...............................................................................22.1.2Researchesonlead-inathomeandabroad..............................................22.2Theoreticalframework.....................................................................................32.2.1MainfactorsaffectingEnglishclassroomteaching.................................32.2.2Psychologicalbasis..................................................................................42.3Previousstudies................................................................................................53.Casestudies.............................................................................................................63.1BasicinformationofChengnanMiddleSchool...............................................63.2Analysisofsomelead-incasesfromChengnanMiddleSchool......................73.2.1Case1.......................................................................................................73.2.2Case2.......................................................................................................83.2.3Case3................................................