A Survey On The Influence Of Classroom Introduction Methods On Students' Participation In High School English Reading Classe

Lead-in is the initial part of a lesson,although it only takes 3-5minutes,its contribution to the whole class can’t be underestimated.A well-designed lead-in can promote students’ follow-up learning,thus improving teachers’ teaching efficiency.Specifically,effective lead-in can stimulate students’ interest in new content,mobilize relevant knowledge in students’ minds,create a good learning atmosphere,prepare students to enter the learning of new courses,and improve students’ participation in the classroom,thereby improving students’ learning effect and teachers’ teaching effect.Therefore,it is important to explore ways to increase students’ learning participation and improve teachers’ teaching efficiency from the perspective of lead-in.Taking W Middle School as an example,this study investigates the impact of lead-in methods on students’ participation in high school English reading class through questionnaire,classroom observations and interviews,so as to understand the current situation of English teachers’ lead-in,the impact of different lead-in methods on students’ participation,and how teachers should design lead-in to improve students’ participation.At the same time,according to the research results,combined with the theory of meaningful learning,a specific lead-in teaching scheme is designed,and teaching practice and reflection are carried out to improve the teaching scheme,hoping to provide reference for high school English reading teaching.It is found that current English teachers still have the following deficiencies in lead-in: Firstly,some teachers do not have a deep understanding of lead-in,do not fully understand the relationship between lead-in and students’ participation,lack of student-centered teaching awareness;Secondly,teachers ignore students’ interest and the fun of lead-in methods when choosing ways to import lessons,do not pay enough attention to the post-class reflection of lead-in;Thirdly,their control of lead-in time is not reasonable enough,and the feedback method in the lead-in process is relatively single.These deficiencies prevent the effectiveness of lead-in,which does not successfully engage students in reading classes.At the same time,this study also found that there are obvious differences in student participation under different leadin methods,the most commonly used lead-in methods by teachers are review and multimedia,game is the least commonly used method by teachers,while under more interesting lead-in methods such as game,students’ participation is higher,and under direct lead-in and review,students’ participation is reduced.Therefore,to increase student engagement from the lead-in of English reading class,teachers should do the following:First,strengthen the understanding of lead-in and improve the ability to apply theoretical knowledge.Second,fully understand the needs of students and improve the student-centered teaching awareness;Third,carefully design lead-in content and pay attention to the enlightenment of lead-in;Fourth,reasonably choose the lead-in method and pay attention to cultivating students’ core literacy.