課堂導(dǎo)入作為課堂教學(xué)活動(dòng)的首要環(huán)節(jié),是讓學(xué)生明確教學(xué)內(nèi)容、學(xué)習(xí)目的、學(xué)習(xí)方式以及產(chǎn)生學(xué)習(xí)期待、參與需要的一種教學(xué)行為。雖然它所占的時(shí)間不多,比重不大,但作用卻是不可低估的。一堂課如果導(dǎo)入得當(dāng),就能使學(xué)生產(chǎn)生強(qiáng)烈的求知欲和好奇心,從而更積極地主動(dòng)參加課堂教學(xué),提高課堂效率,為整堂課的成功做準(zhǔn)備,為整堂英語(yǔ)教學(xué)奠定良好的基礎(chǔ)。因此,課堂導(dǎo)入的好壞是一節(jié)課成敗的關(guān)鍵所在。然而在實(shí)際教學(xué)過(guò)程中,許多英語(yǔ)教師過(guò)于重視知識(shí)授受,而忽視了培養(yǎng)學(xué)生英語(yǔ)學(xué)習(xí)的興趣與激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。本研究將圍繞以下幾個(gè)問(wèn)題展開(kāi):（1）小學(xué)英語(yǔ)課堂導(dǎo)入的現(xiàn)狀是怎樣的?（2）在課堂導(dǎo)入環(huán)節(jié)中存在著哪些問(wèn)題?原因是什么?（3）應(yīng)該采取哪些措施來(lái)改進(jìn)小學(xué)英語(yǔ)課堂導(dǎo)入環(huán)節(jié)?此文在對(duì)小學(xué)英語(yǔ)課堂導(dǎo)入現(xiàn)狀和問(wèn)題分析的基礎(chǔ)上,認(rèn)為部分小學(xué)英語(yǔ)教師對(duì)課堂導(dǎo)入的認(rèn)識(shí)還不夠全面和具體,且沒(méi)有在教學(xué)過(guò)程中體現(xiàn)出學(xué)生的主體性作用,課堂導(dǎo)入存在著時(shí)間過(guò)短等問(wèn)題�；趯�(shí)際調(diào)查和數(shù)據(jù)分析,筆者針對(duì)小學(xué)英語(yǔ)教師提出相應(yīng)建議,從而進(jìn)一步完善教師的導(dǎo)入效果。課堂導(dǎo)入的方法多種多樣,小學(xué)英語(yǔ)教師應(yīng)不斷提高自己的教學(xué)技能,設(shè)計(jì)出精彩又趣味十足的課堂導(dǎo)入,最大... 

【文章來(lái)源】：中央民族大學(xué)北京市 211工程院校 985工程院校

【文章頁(yè)數(shù)】：80 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Introduction
    0.1 Background
        0.1.1 Requirements of the New Standards of English Curriculum
        0.1.2 Requirements of Effective Classroom Teaching
        0.1.3 Needs of Primary Students' English Learning and English Teacher'sProfessional Development
    0.2 Significance of the Research
    0.3 Literature Review
        0.3.1 Previous Research on Lead-in Abroad
        0.3.2 Previous Research on Lead-in at Home
        0.3.3 Brief Summary of the Previous Researches
    0.4 Definitions
    0.5 Theoretical Framework of the Present Study
        0.5.1 Krashen's Affective Filter Hypothesis
        0.5.2 Language Input Hypothesis
        0.5.3 Meaningful Learning Theory
Chapter One Research Design
    1.1 Research Participants
    1.2 Research Questions
    1.3 Research Methods
Chapter Two Findings and Analysis
    2.1 Results of Classroom Observation and the Analysis
        2.1.1 The Ways of Lead-in
        2.1.2 The Time of Lead-in
        2.1.3 The Role of Lead-in
        2.1.4 Students' Emotional Reactions
    2.2 Results of Interview and the Analysis
        2.2.1 The Result and Analysis of Teachers' Interview
        2.2.2 The Result and Analysis of Students' Interview
    2.3 Results of Questionnaires and the Analysis
        2.3.1 The Design of Questionnaires
        2.3.2 The Results and Analysis of Students' Questionnaires
        2.3.3 The Results and Analysis of Primary School English Teachers'Questionnaires
Chapter Three Suggestions
    3.1 Enrich the Theoretical Knowledge of Lead-in and Develop Student OrientedLead-in
    3.2 Set up the Consciousness of Lead-in and Try Various Ways of Lead-in
    3.3 Reasonably Control the Time Taken to Lead-in
    3.4 Improve the Language Expression of Lead-in
    3.5 Avoid the Differentiation of Lead-in between Normal Classes and OpenClasses
Conclusion
Bibliography
Appendix 1 Questionnaires for Students
Appendix 2 Questionnaires for Teachers
Appendix 3 Interview Outline for Teachers
Appendix 4 Interview Outline for Students
Appendix 5 Classroom Observation Table
Acknowledgements


【參考文獻(xiàn)】：
期刊論文
[1]課堂教學(xué)導(dǎo)入藝術(shù)探討[J]. 張森林.  發(fā)展. 2010(11)
[2]小學(xué)英語(yǔ)課堂教學(xué)導(dǎo)入藝術(shù)[J]. 傅小平.  湖南科技學(xué)院學(xué)報(bào). 2006(12)
[3]淺談?wù)n堂教學(xué)的導(dǎo)入藝術(shù)[J]. 邵細(xì)芳,歐陽(yáng)菁.  景德鎮(zhèn)高專(zhuān)學(xué)報(bào). 2002(03)
[4]論課堂導(dǎo)入及其設(shè)計(jì)[J]. 肖榮,黃宏新,車(chē)云霞.  天津市教科院學(xué)報(bào). 2001(02)

碩士論文
[1]小學(xué)英語(yǔ)教師課堂導(dǎo)入研究[D]. 谷艷敏.重慶師范大學(xué) 2016
[2]初中思想品德課堂導(dǎo)入現(xiàn)狀及應(yīng)對(duì)策略[D]. 王慧穎.華中師范大學(xué) 2014
[3]高中英語(yǔ)課堂教學(xué)的導(dǎo)入藝術(shù)探究[D]. 劉佳.華中師范大學(xué) 2004



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