An Investigation And Study Of Lead-in In English Reading Class In Senior High School

Reading is an indispensable part of language learning.New Curriculum Standards of English for Senior High School(2018)emphasizes developing students' ability in listening,speaking,reading,viewing,and writing.As one of the five skills in English learning,reading ability plays an important role in developing the other four skills.With the publication of New Curriculum Standards of English for Senior High School(2018),lead-in applied in English reading class has aroused great concern.An effective lead-in can greatly improve the teaching effect and an interesting lead-in applied in English reading class can arouse students' interest in learning English.Although lead-in lasts for a short time,it plays an important role in English reading class.As English teaching in senior high schools emphasizes the importance of developing students' language ability,cultural awareness,thinking competence,and learning ability,teachers should stimulate students' learning motivation and interest by designing all kinds of classroom activities.Lead-in which is based on the experience and interest of students is regarded as one of the important classroom activities.Therefore,it is necessary to make a study on the application of lead-in in English reading teaching.Based on Piaget's Constructivism Learning Theory,Ausubel's Advance Organizers,and Vygotsky's Theory of Zone of Proximal Development,this paper is intended to explore the following three questions:(1)What is the current situation of lead-in in English reading class in senior high schools?(2)What factors can affect teachers' selection of lead-in methods for English reading class?(3)What are effective lead-in activities in English reading teaching in senior high schools?The author mainly adopted the methods of questionnaire,interview and classroom observation.The author tried to find out the current situation of lead-in in English reading class by classroom observation and questionnaire and the factors that influence the teachers' selection of lead-in methods for English reading class by interview.The findings showed that the principles and functions of lead-in have been well recognized by teachers;however,in the actual classroom teaching,many teachers tended to be self-centered when designing lead-in methods and neglected the effective and reasonable allocation of lead-in time.This paper provides some useful suggestions for teachers in the application of lead-in methods to English reading teaching in senior high schools.