论文部分内容阅读
优秀的导语不仅能震摄学生的心灵，而且能激起学生思维的涟漪。可以说，一堂好课的开头，是整节课精华的浓缩，是定向的航标，是战斗前的埋伏，是交响乐中的前奏曲。
一、情感导入
情感导入，主要以情感为手段，巧妙地组织教学内容，充分调动情感因素，发挥情感的激励功能，引发学生强烈的学习动机。
例如，教学牛津8 Anit 3 Reading“Around the world in a day”一课时，先与学生一起复习外国的一些地名。如the White House in America,the Eiffel Tow-er in France,the Golden Gate Bridge in London等。然后问学生Have you ever traveled to these places?学生都摇头“No”。接着问Would you like to visit these places?学生异口同声回答“Yes”。此时，学生心里充满了好奇。于是，顺理成章地导入新课：Today I will take you to travel around the world and you’ll visit these intere sting places in a day. Now Let’s go to the world park in Beijing.这样，整节课学生如同经历了一次旅游。从而，引发了学生的情感体验，产生了强烈的学习动机。
二、插图导入
教师要通过对插图的描述、师生的互动，逐步引入话题，让学生适度了解话题内容。从而，引导学生潜心阅读课文，捕捉新鲜的语言信息。
如，初中英语第三册第八单元Lesson29笔者利用插图，曾作以下导入：
T：Who is he?
S：He is Father Christmas.
T：In which fes tival is there Father Christmas?
S：Christmas Day.
T：Can you say something about Father Christmas?
S：ok. On Christmas Eve, when the children go to sleep,he will come and give presents to them.
T：Yes, he gives presents to children. But have you thought about that? Where does he come from? What presents does be give to children? Has anyone seen him? Is there Father Christmas in the world ? Do you want to know that ? Let’s go through the text together. Then we know all about that.
三、问题导入
问题导入，是一种“激疑”艺术，在教学某一节内容伊始，为了说明新知的作用，激起学习的情趣，可以通过问题情境，诱发学生急于解惑的心态，引起强烈的学习动因。
如，笔者曾在讲授初中英语第二册第三单元Lesson 11 课时，设计了以下问题：
——When you talk about the universe, what do you mean?
——Can you say something about the moon?
——Why the stars are smaller than the moon?
——Why can’t animals and plants live there?
——Which has the man traveled to, the moon or the sun?
——Does Earth go round the sun or the sun goes
——How do people send and receive messages?
设疑要选择教学内容的关键所在，并非要处处设疑。在激疑的过程中，要收放自如，开合有度，才能体现教学的目的性，加强教学的针对性，凸现教学的梯度性。
又如，在讲授The T iger and the monkey 的阅读课时，设计如下问题：
Which do you like better,the tiger or monkey?
Who was clever,the tiger or the monkey?
Was there another tiger in the forest?
Why did the monkey laugh at last?
以问题导入，既为学生感知文本起到穿针引线的作用，又为学生攻克难点埋下了伏线。
四、语点导入
如，初中英语第三册第八单元Lesson 31，有两个语点是“SO+倒装结构”和“Neither/Nor+倒装结构”。笔者在上复习课时曾经这样导入：
（1）：T：Where were you last weekend?
S(A)：I was at home.
T：What about you?
S(B) ：I was at home,too.
T：A was at home.So was B.
(2) ：T：Do you like singing?
S(A) ：Yes,I do.
T：What about you?
S(B) ：Yes,I do.
T：A likes singing. So does B.
(3) ：T：Have you ever been to Beijing?
S：No, never.
T：Neither/Ner have I.
这样导入，不仅复习了“SO+倒装结构”这个语点知识，而且水到渠成地引出“Neither/Nor+倒装结构”的语点知识。从而，学生温故而知新，使枯燥的复习课变得生机盎然。
当然，英语课堂教学中的导入方法还不止以上这些。总之，选择哪一种方法导入新课，要因文而异，因地制宜，相时而动。导课不是作秀，而是师生间的默契，是知识点的引爆，是情感点的触发，是思维点的链接。
责任编辑 王波
一、情感导入
情感导入，主要以情感为手段，巧妙地组织教学内容，充分调动情感因素，发挥情感的激励功能，引发学生强烈的学习动机。
例如，教学牛津8 Anit 3 Reading“Around the world in a day”一课时，先与学生一起复习外国的一些地名。如the White House in America,the Eiffel Tow-er in France,the Golden Gate Bridge in London等。然后问学生Have you ever traveled to these places?学生都摇头“No”。接着问Would you like to visit these places?学生异口同声回答“Yes”。此时，学生心里充满了好奇。于是，顺理成章地导入新课：Today I will take you to travel around the world and you’ll visit these intere sting places in a day. Now Let’s go to the world park in Beijing.这样，整节课学生如同经历了一次旅游。从而，引发了学生的情感体验，产生了强烈的学习动机。
二、插图导入
教师要通过对插图的描述、师生的互动，逐步引入话题，让学生适度了解话题内容。从而，引导学生潜心阅读课文，捕捉新鲜的语言信息。
如，初中英语第三册第八单元Lesson29笔者利用插图，曾作以下导入：
T：Who is he?
S：He is Father Christmas.
T：In which fes tival is there Father Christmas?
S：Christmas Day.
T：Can you say something about Father Christmas?
S：ok. On Christmas Eve, when the children go to sleep,he will come and give presents to them.
T：Yes, he gives presents to children. But have you thought about that? Where does he come from? What presents does be give to children? Has anyone seen him? Is there Father Christmas in the world ? Do you want to know that ? Let’s go through the text together. Then we know all about that.
三、问题导入
问题导入，是一种“激疑”艺术，在教学某一节内容伊始，为了说明新知的作用，激起学习的情趣，可以通过问题情境，诱发学生急于解惑的心态，引起强烈的学习动因。
如，笔者曾在讲授初中英语第二册第三单元Lesson 11 课时，设计了以下问题：
——When you talk about the universe, what do you mean?
——Can you say something about the moon?
——Why the stars are smaller than the moon?
——Why can’t animals and plants live there?
——Which has the man traveled to, the moon or the sun?
——Does Earth go round the sun or the sun goes
——How do people send and receive messages?
设疑要选择教学内容的关键所在，并非要处处设疑。在激疑的过程中，要收放自如，开合有度，才能体现教学的目的性，加强教学的针对性，凸现教学的梯度性。
又如，在讲授The T iger and the monkey 的阅读课时，设计如下问题：
Which do you like better,the tiger or monkey?
Who was clever,the tiger or the monkey?
Was there another tiger in the forest?
Why did the monkey laugh at last?
以问题导入，既为学生感知文本起到穿针引线的作用，又为学生攻克难点埋下了伏线。
四、语点导入
如，初中英语第三册第八单元Lesson 31，有两个语点是“SO+倒装结构”和“Neither/Nor+倒装结构”。笔者在上复习课时曾经这样导入：
（1）：T：Where were you last weekend?
S(A)：I was at home.
T：What about you?
S(B) ：I was at home,too.
T：A was at home.So was B.
(2) ：T：Do you like singing?
S(A) ：Yes,I do.
T：What about you?
S(B) ：Yes,I do.
T：A likes singing. So does B.
(3) ：T：Have you ever been to Beijing?
S：No, never.
T：Neither/Ner have I.
这样导入，不仅复习了“SO+倒装结构”这个语点知识，而且水到渠成地引出“Neither/Nor+倒装结构”的语点知识。从而，学生温故而知新，使枯燥的复习课变得生机盎然。
当然，英语课堂教学中的导入方法还不止以上这些。总之，选择哪一种方法导入新课，要因文而异，因地制宜，相时而动。导课不是作秀，而是师生间的默契，是知识点的引爆，是情感点的触发，是思维点的链接。
责任编辑 王波