| Leading-in in English teaching is one of important chains in classroom teaching. To improve leading-in skills will directly increase the efficiency of English teaching. It has been a great concern for teaching theory and practice to evaluate objectively the efficiency of English teaching. The after-class-assessment commonly used before has following shortcomings: subjectivity, evaluation bias and un-enough feedback. The aim of this study was to present an objective and accurate method to evaluate leading-in teaching.This thesis consisted of five parts: Part One was about the background. Part Two was literature review, which discussed the common used teaching theory on Microteaching concept and teaching evaluation. The study design was presented in Part Three. The research goal was discussed in detail. Research parameters for teachers covered three skills: leading-in, questioning, and situational set-up. Students' learning parameters in teacher's leading-in process included time, breadth, cognitive level, pattern, and outcome of their participation process. The video-record of several English classes was adopted for analysis of above parameters in the process of leading-in activities. Observation and feedback, questionnaire and interview were also used as research methods. Part Four presented the results and conclusions. There were significant differences of the teacher's classroom introductory skills and the students'learning parameters before and after quantitative video evaluation. It was concluded that the use of teaching video feedback evaluation could increase the effectiveness of the English leading-in teaching. Several case analyses of classroom teaching were also presented in this part. Some teaching advice and limits in this study were discussed in Part Five. |
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