On Lead-in In Junior Chinese Teaching

As a good saying goes,“Well begun is half done.” A good beginning,like the first movement of a song or the first chapter of a novel,not only activates students but also stimulates their eagerness of knowledge.It narrows the distance between the teacher and students,lays a solid foundation for the whole class,brings good emotional experience to students and smooths the whole teaching activities.In recent years,an increasing number of teachers and education experts have been dedicated to researches on how to optimize classroom teaching.Lead-in is the first part of teaching.Although it only takes a few minutes,accounting for little in the whole teaching procedures,it plays a vital role in motivating students in learning Chinese and achieving the best results of teaching.First,this paper rests on relevant theories in pedagogy and psychology,summarizes the functions of lead-in and principles lead-in should follow and makes a list of methods of lead-in commonly used in Chinese teaching.Second,problems existing in current lead-in part in teaching are concluded and reasons resulting in those problems are analyzed based on video watching,classroom observation,teachers' interview and students' questionnaires.With The Study on Lead-in in Junior Chinese Teaching as the title,this paper consists of four parts to elaborate the study:The first part is introduction.The reason why we must study the Lead-in is because through interpreting the new edition of Compulsory Education Curriculum Standards.In addition,the phenomenon of tutoring is prevalent in the society,and various tutoring institutions emerge one after another,and requirements for junior Chinese teaching on the new curriculum reform,this part puts forward the necessity of the study by combining the problems existing in the current Chinese teaching.After referring to and reviewing relevant literature,this part also studies the current situation of lead-in abroad and at home,classifies them and review and comment on relevant studies.Besides,the concept of lead-in is defined in this part and research methodology and data collection are also presented.The second part elaborates the theoretical basis of lead-in.Contact motivation theory,interest theory,instructional theory and communication theory,four functions of lead-in are concluded,which are attracting students' attention,motivating students' interests,clarifying learning objectives and making classroom atmosphere harmonious.Besides,lead-in follows five principles: purposeful,simple,interesting,novel and flexible.The third part introduces the existing problems of lead-in and analyzes the reasons.By analyzing plenty of cases and relevant information of lead-in through watching videos and observing classroom,teachers' interview and students' questionnaire,several problems existing in lead-in part are identified.First,little effort is made in lead-in design;second,contents of lead-in are meaningless,lacking pertinence and directionality;third,lead-in part lasts relatively long,lack of succinct;fourth,forms of lead-in are single,with little flexibility;fifth,atmosphere of lead-in is dull.Then the causes of the problems are analyzed,mainly because of the misunderstanding of teachers' educational concept,the insufficient understanding of the importance of lead-in in the teaching process,the formative formula of teachers' thinking,the inadequate mastery of the teaching skills by the teachers,teachers' failure in the overall grasp of the teaching materials and the unclear purpose of lead-in teachers want to achieve,and so on.The fourth part gives suggestions on strategies to optimize the lead-in in junior Chinese teaching for teachers' reference.Based on the third part,this one puts forward new educational philosophy.Teachers should learn and renew their theoretical knowledge of education and teaching,design targeted lead-in close to the teaching objectives and tasks and make full use of a variety of teaching tools,especially the multimedia to carry out lead-in.Besides,they ought to improve professional skills,absorb excellent teaching experience,especially to enhance the ability to design different lead-in.They also need to cultivate the ability of teaching reflection,objectively evaluate teaching activities,carefully analyze and study the teaching materials,achieve being familiar with teaching contents.Combining the methods of lead-in in previous studies,the author's own internship experience with the functions and principles of lead-in,six methods of lead-in are summarized.They are lead-in method by direct lead-in method,lead-in method by reviewing,situational lead-in method,cases lead-in method,multimedia lead-in method,reading method of infection lead-in.In addition,they are to be analyzed based on detailed teaching cases.for teachers' reference.