A Contrastive Study On Lead-In Of Reading Classes Between Novice And Proficient Teachers In Senior High School ——A Case Study Of No.2 High School Of Pingyao County

Lead-in is the first link in English reading teaching.Successful classroom lead-in shows the art of teaching,which can not only stimulate,awaken and inspire students’ intelligence and emotion,trigger students’ learning motivation,but also shorten the psychological distance between teachers and students in the classroom,so as to pave the way for smooth learning of new contents and carry out teaching activities.Therefore,based on the existing research,the author makes a comparative study on the lead-in of reading class between novice and proficient English teachers.Based on the Constructive learning theory,Krashen’s input hypothesis,affective filtering hypothesis and Swain’s language output hypothesis,this thesis conducted questionnaire and classroom observation with 220 students and 22 teachers in Pingyao NO.2 senior high School to answer the following questions:（1）What is the current situation of the lead-in（lead-in effects,lead-in functions,lead-in methods and lead-in duration）on English reading classes?（2）What are the similarities and differences between novice and proficient teachers on the lead-in implementation in English reading classes?This results show that: 1)The current situation of the lead-in in English reading classes is as follows: there is no significant difference between teachers and students in the cognition of lead-in effects and lead-in functions.In terms of lead-in methods,teachers and students approve the application of cultural background lead-in method,multimedia lead-in method and aphorisms lead-in method.And there are obvious differences between teachers and students on the cognition of lead-in duration.2)Firstly,there is no significant difference between novice and proficient teachers in reading classes in the diversity and content of lead-in resources in reading classes.However,in specific classroom practice,there are the following differences between novice and proficient teachers: In terms of the control of lead-in duration,proficient teachers is lower than novice teachers;in terms of diversity and integration of lead-in methods,proficient teachers are better than novice teachers;in terms of lead-in effects,proficient teachers are better than novice teachers.Finally,based on the findings of this thesis,the author puts forward some suggestions and opinions to teachers and school.