Research On The Current Situation And Countermeasures Of The Introduction Link Of English Classes In Rural Junior Middle School

The English Curriculum Standards for Compulsory Education(2022 Edition)states that the English curriculum in compulsory education should apply to all students,so teachers must guide students to enjoy learning and learn well.On the one hand,according to students’ cognitive characteristics,teachers should design language practice activities that involve multiple senses so that students can enjoy learning.On the other hand,they can arouse students’ interest in learning English through a variety of interesting teaching situations that involve perceiving,imitating and other activities.It is important that the teaching situation is related to the learning topic.As we all know,lead-in in class is the first step for students to learn English.A lively and animated beginning of class not only makes students feel the fun of learning English,but also can arouse students’ interests.A good beginning helps bring the concept of student-centeredness into play.It can catch students’ attention and make them participate in the lesson actively.In addition,a good lead-in can also help teachers accomplish the teaching task and improve the efficiency and quality of teaching.Based on Constructivist Learning Theory,the Affective Filter Hypothesis and Tactics of Advance Organizer,this paper investigated and analyzed the implementation of lead-in in English class in rural middle schools.First,the literature review about the researches domestic and abroad on lead-in and lead-in of English class in junior middle schools was conducted.Then,a questionnaire was designed to investigate the lead-in procedure of English teaching in 4 rural middle schools in Wuxi,Chongqing.210 grade 8 students and 48 English teachers from rural middle schools were selected.The statistical programs SPSS25.0 and Excel were used to analyze the status of lead-in in English teaching.Finally,5 English teachers were selected for interview to explore English teachers’ opinions on lead-in and the current situation of its implementation.The research findings are as follows:(1)The implementation of lead-in in English in rural middle schools is good overall.English teachers in rural middle schools have a comprehensive understanding of lead-in;there are few phenomena in which lead-in was absent;time control in lead-in is appropriate in English class.(2)There are still some problems in lead-in in English teaching in rural middle schools.Through the analysis and investigation,four problems in the process of lead-in in English teaching were found.First,the methods of lead-in lack innovation.Second,the practice of lead-in does not respect students’ consciousness and does not establish their subjectivity.Third,the assessment of lead-in lacks consistency.Finally,the lead-in lacks reflection.The root cause analysis revealed that the lack of English resources,teachers’ insufficient knowledge of lead-in,teachers’ traditional teaching approach,students’ weak base in English,the lack of learning situation and demanding analysis,the lack of good communication between teachers and students,and lack of reflection of teaching consciousness are the factors that have affected the segment of lead-in in English teaching.(3)In order to improve the effect of lead-in in English teaching in rural middle school,this study proposes relevant measures and suggestions at the three levels of students,teachers and schools.