初中英語教學導入環節的實踐與思考

王書卷

摘 要 通過對課例的研究，認為在初中英語課堂教學的導入環節中要做到以下五個方面：從學生生活經驗導入，引發學生的“興奮點”； 以一條貫穿始終的主線導入，找準切入口；從學生興趣愛好來導入，力求貼近學生生活；以貼近學生生活的內容導入，緊密聯系課堂教學；以協商教學內容的形式來導入；重視學生自主權。

關鍵詞 初中英語教學 導入環節 實踐

中圖分類號：G633.4文獻標識碼：A

Practice and Thinking of Import Links of

Middle School English Teaching

——Take Hangzhou West Lake District High Class Competitions as an example

WANG Shujuan

(Hangzhou No.15 Middle School Education Group, Hangzhou, Zhejiang 310013)

Abstract By studying the case, thinks that teaching English in junior high school into session should do the following five areas: from the student life experience, causing the students 'excitement'; to a main line that runs through the import, identify the cut entrance; to import from student interests and hobbies, staying close to student life; to import the contents of student life close, close contact with classroom teaching; to negotiate the form of teaching content to import; emphasis on student autonomy.

Key words middle school English teaching; import links; practice

作為課堂教學的第一個環節，導入的設計和操作直接影響課堂教學的效果。在杭州市西湖區優質課評比的過程中，有的教師絞盡腦汁設計的教學導入有的效果好，有的效果不好，本文選擇一些成功導入課例，做一些研究。

1 從學生生活經驗導入，引發學生的“興奮點”

學生對自己身邊的人、事、物總有一種親切感，因而他們愿談、樂談，所以能夠激活學生學習興趣的活動首先必須有明確的目標；這樣的導入才能激發學生認知的興趣、求知的欲望和表達的沖動，課堂教學活動的展開也才能順利進行。

一位教師在Go for it!教材八年級Unit 9 When was he born? 第一課時的導入課這節課導入時采用以下的導入方式：

片段一，教師為了導入句型：When was he /she born?和學生有以下的對話：

T:How old are you ?S 1:Im 14 years old . T:When were you born? S 1:(With the teachers help) I was born in 1995.T:How old is he?Ss:He is 14 years old.T:When was he born?（point to S1）S2: (With the teachers help)He was born in 1995.

片段二，為了鞏固新句型，接下來老師又用同樣的方法快速地問了兩個同學的情況。接下來老師用PPT 給學生看了所在學校的照片。

Teacher :I graduated from Gongyi Middle School, too. I love her. Do you love her?Ss: Yes.We love her.T:How old is she?Ss:She is 14 years old.T:When was she born?Ss:She was born in 1995.

在這個環節，這位教師恰到好處的用到了以下三點。在片段一中，鋪墊先從學生自身的情況入手，符合學生的認知規律，讓學生談談自己的年齡和出生日期，再讓學生相互談論一下年齡和出生日期，這樣學生就有話好說并且也會說?？梢娝谠O計導入時，充分顧及了教材的類型和特點，同時也顧及到了學生的年齡和心理。兼顧了教材與學生兩個方面，找準了切入點，導出了重點、導出了情趣；在片段二中，這位教師用I graduated from Gongyi Middle School, too. I love her. Do you love her? 再次，有針對性地激發起了學生的學習熱情，可使他們以強烈的好奇心和旺盛的求知欲，進入到教師為之精心營造的特定的學習情景中來；二個片段中這位教師都合理地開發利用了身邊的教育資源。

2 以一條貫穿始終的主線導入，找準切入口

課堂導入設計時，教師要充分深入鉆研教學新課標的理念，教材，查閱背景資料，力求在教材內容，結構、特點和學生的認知能力、認知特點、認知水平等層面找到一個最佳的結合點，展開一個既能體現教材要求又能適合學生輕松表達的話題，有效導入課堂。

以Go for it !教材八年級Unit 8 How was your school?第一課時為例，其導入方式：First lets chant.Clap clap clap our hands. I say go ,you say go.Go go go ,went went went.Do do do,did did did.Have have have,had had had.And so on. Second ,Lets play a game. I told the students we would play a guessing game. They could ask with :“Did you go to the park?/… ? in order to lead in more activities.Later I showed them some key phrases. see an old friend, go to the clothes store ,buy a new coat, eat some ice cream,take photoes,buy a souvenir. Third,Lets guess.I sak:Where was it? Was it a /an… ?在這個過程中始終緊扣這條主線，帶領學生一步步地進入到老師精心設置的教學情景中，有簡到難，符合學生的認知規律。

3 從學生興趣愛好導入，力求貼近學生生活

還是以Go for it !教材八年級Unit 8 How was your school?第一課時為例，另一種導入方式。

在新課的一開始，首先在屏幕上呈現給學生一個《開心農場》的畫面。I said this was my happy farm.Do you have a happy farm? Yes,I have. Now please guess what there were on my farm. Then students guessed:Were there any dogs on the farm? Were there any pandas on the farm ? Were there any vegetables on the farm?After it ,I said what there were on your happy farm.And I asked some students one by one .Were there any sharks/seals/octopuses/sea stars,etc on your farm?In this way, presented the new words and taught them.

學生不知不覺在這個過程中學習了新句型和新單詞，同時也在愉悅的氣氛中使用了新知識，真正體現了讓學生在 “用中學”“樂中學”。

4 以貼近學生生活的內容導入，緊密聯系課堂教學

課堂設計要因時因情而動，要多層面、多角度地去思考。話題的選擇不能超出學生已有的背景知識，既要貼近學生的實際生活，又要與課堂教學緊密聯系。

以 Go for it !教材八年級Unit 9 When was he born?為例，其導入方式：

At the beginning of the class,I showeded my picture on the scream.Then I introduced myself : I am 38 years old.I was born in 1971.And tought the new word -- born. Next I asked students to introduce themselves and their best friends just like me. My name is … Im 14 years old. I was born in 1995.And my best friend is John. He is 15 years old.He was born in 1994. etc.

該話題與學生實際生活密切相關，能夠激發學生積極參與到課堂活動中來，人人都有話好說。而且此話題與教學內容——談論年齡和出生緊密聯系。

5 以協商教學內容的形式導入，重視學生自主權

課堂導入時，如果學生真正投入到活動之中，學習效果最好。對于那些精力旺盛的中學生來說，取得這種效果的最佳途徑就是給他們一些表達自己個性和觀點的機會。這就要求教師在課堂上敢于放手，因此要做好準備和學生協商教學內容，允許學生選擇一些學習內容是很有促進作用的。在學習 Go for it !教材九年級Unit 10 Section B 3a其導入方式：

上課了，欣賞一首優美的歌曲《We wish your Christmas》，學生陶醉在了期中。After it ,I asked:We all like this song. It is a song about Christmas. When is Christmas Day?December 25th. What other festivals do you know except Christmas Day? Then there were most students took an active part in this activity and they could say many festivals around the world.Later we chose April Fools Day to talk about .When is April Fools Day? April 1st.What do you often do on that day?Fool others or may be fooled by others……

在這個導入中老師始終和學生處于平等的地位，欣賞了歌曲后就和學生協商教學內容，給他們一些選擇，鼓勵他們暢所欲言，主動參與。

總之，要上好英語課的導入環節，越來越多的人逐漸認識到，沒有課程資源的廣泛支持，再美好的設想也很難變成學生的實際教育成果。如何有效的使用課程資源？作為參入課程改革的廣大英語教師來說，不但要具有扎實的語言基本功，還要具有高度的責任感和敬業精神。認真學習新課標、準確把握英語教學的新理念、深入研究教材和教法、講究教學藝術、懂得教育學、心理學、美學等都是一個教師上好導入課必備的個人素質。

參考文獻

[1] 全日制義務教育普通初級中學《英語課程標準》（實驗稿）[S], 2003.

[2] 傅道春.新課程中課堂行為的變化[M].北京:首都師范大學出版社,2002.