A Study On Senior High School Teachers’ Beliefs And Behaviors In English Reading Lead-in Teaching

Lead-in is the opening of a class;it is an indispensable part in the classroom.Efficient lead-in plays an important role in stimulating students’ learning interests and developing students’ thinking skills.A good lead-in can make the classroom relaxed,and it can attract students’ attention and interests,so that students can have curiosity and thirsty for the course,cooperate with teachers actively,so as to improve the teaching efficiency.In recent years,the study on teaching lead-in has received more and more attention.At present,domestic and foreign research have explored the methods,the purpose,the function and the methods of teaching lead-in with different materials by using empirical research methods,and have achieved significant results.Domestic and foreign research on teachers’ beliefs and behaviors have also received much attention.Scholars have adopted empirical research methods to explore teaching beliefs,teaching behaviors and the correlation between them.In the exsiting researches,some scholars have done their research on English course with teachers’ beliefs and behaviours of teaching grammer or reading in senior high school.But,there has been no research on teachers’ beliefs and behaviors in English reading lead-in teaching.Therefore,it is expexted to explore the teachers’ beliefs and behaviors in English reading lead-in teaching in senior high school significant so as to improve teaching.By researching teachers’ beliefs and behaviors in English reading lead-in teaching in senior high schools,this paper is indicated to explore the following questions: What are the teachers’ beliefs in reading lead-in teaching in senior high school? Are there any consistency or differences between them? What are the teachers’ behaviors in reading lead-in teaching in senior high school? Are there any consistency or differences between them? What’s the real correlation between the teachers’ beliefs and behaviors in reading lead-in teaching in senior high school? What influences their beliefs and behaviours?This paper researched six English teachers and more than two hundred students in Grade Two of a senior high school in Wanzhou,Chongqing.The data were collected by means of the questionnaires,interviews and classroom observation.SPSS19.0 software was used to analyze the teachers’ English reading lead-in teaching beliefs and behaviors as well as the correlation between them.The research findings are summarized as follows:1.The teachers’ beliefs in reading lead-in teaching:(1)The teachers have superior awareness of beliefs in reading lead-in teaching;(2)They are highly aware of the need for lead-in in reading class,and most of them use it in almost every reading class;(3)When teachers select the contents of lead-in,they say they will ask the needs of students and the content of the reading materials;(4)Frequently,pictures and topics are used as resources;(5)In the aspect of the subject,teachers think that students should be the center of the class,teachers should play the role of instructors;(6)They believe that by using lead-in teaching,a good classroom atmosphere can be active;(7)And,through the evaluation,teachers can improve their teaching constantly.Teachers with different genders,different teaching ages,different professional titles and different qualifications hold different beliefs.2.The teachers’ behaviors in reading lead-in teaching:(1)Teachers use lead-in teaching in almost every reading class,and it is a very high frequency;(2)Picture lead-in methods,multimedia lead-in methods and topic lead-in methods are the most commonly used methods;(3)Through lead-in teaching,a good classroom atmosphere can be active,however,not every class can achieve the effect of teachers’ imagination.Teachers with different genders,different teaching ages,different professional titles and different qualifications have different teaching behaviors.3.The correlation between the teachers’ beliefs and their behaviors in reading lead-in teaching: The teachers’ s beliefs in reading lead-in teaching affect their behaviors to a certain extent.The teacher’s own factors and external factors such as the school,students,teaching materials and so on make the teachers’ beliefs and behaviors are not always consistent.There’s still a certain gap between the teachers’ beliefs and their behaviors in reading lead-in teaching.In view of the above research findings,the author puts forward some suggestions from the aspect of the school,teachers,students and teaching materials,hoping that this research can make some implication for future research in this topic.