| Classroom teaching is the main form of teaching, while “lead-in” is the first step whichshould not be underestimated and also plays a vital role in classroom teaching.“Lead-in” onlyoccupies three to five minutes; however, a wonderful one with a teacher’s meticulous designcould not only shift the students’ attention from the relaxing state to the class learning, makethem take part in the class initatively to construct their own knowledge systems, but also linkthe knowledge they have learnt with what they will learn, make them be clear about learninggoal to foreshadow the new contents, and help students acquire knowledge to get a goodresult. However, under the background of new era and new curriculum, around the researchworks on the “lead-in” were most about the experiences of teaching while a little empiricalresearch was found. The thesis, which is an empirical research, tries to study the “lead-in”step in junior new English lessons with the basic theory of constructivism.Employing documentary method, transcription of lead-in step in new English lessons,constrastive analysis of cases, the study mainly includes the respective record andtranscription of “lead-in” step in new lessons of eight classes from the eighth National EnglishTeaching Competition of Junior Schools and from Grade Three in NO.5middle school ofZhangzhou; and then the respective analysis with the instruction of constructivism; and acontrastive analysis of the two corpora. The thesis mainly discusses which kind of “lead-in”can better arouse students’ learning interest, and the significance of constructivism in“lead-in”. The findings are as follows:(1) Teachers apply the vivid lead-in with audiovisual are more easily to arouse students’interest than that with a topic which is only oral expression or with reading. Students also takea more active part in a lesson with a creative lead-in than that without one.(2) It is more helpful to cultivate students’ ability of self-study in the lead-in step withthe use of constructivism. |
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