邓立雪

[摘要]导入新课应起到导引学生“心向”，激发学习动机的作用，使学生尽快进入最佳学习状态。好的导入如同桥梁，联系着旧课和新课，预示着后面的高潮和结局。导入新课是整节课堂教学的准备工作，为师生即将进行的思维活动做好心理准备，为整节课的进行打好基础。

[关键词]初中英语 课堂教学 导入 方法

中图分类号：G42文献标识码：A文章编号：1671－7597（2009）0510148－01

一堂课的导入设计得好，能起到酝酿情绪、集中留意、渗透主题和带入情景的作用。运用良好的导入能激发学生的求知欲，在短时间内使所有的学生集中精力，进入对新课题的学习。下面根据我个人的教学经验，总结出以下几种导入方法。

一、情景创设导入法

目的是激发学生的学习兴趣，建立学习图式，为接下来的学习任务作内容和语言上的铺垫。比如：我在讲八年级上册英语Unit 9 when w as he born?的引入，我就借助多媒体设备展示相关的图片，邓亚萍图片：可以创设情景一：接着我就问：Who's that?Do you know?同学们一起回答：邓亚萍。接着我就问who likes playing ping pong best in our class?有的学生说：张金亮。我接着说：Please 张金亮。Come to the blackboard.

T:When was Deng Ya ping born?

S1:She was in 1973.

T:What does she do?

S1:She is a ping pong player.

接着又展示迈克尔乔丹图片：可以创设情景二：Who's that?Do you know?

同学们一起回答：迈克尔乔丹。接着我就问：who likes playing basketball best in our class? 同学们一起回答：大老黑。老黑就是我班的学生何市伟。因为他的皮肤跟印度人一样黑非常有特色。他也非常的喜欢打篮球。于是我说：Please come to the blackboard，何市伟。

T:When was Michael Jordenborn?

S2:He was in 1963.

T:What does she do?

S2:Heis a basketballplayer.

接着我又展示马蒂娜·辛吉斯图片；可以创设情景三：接着我就问：Who's that?Do you know?

If you know come to the blackboard,Please.

T:When was Martina Hingis born?

S3:She was in 1980.

T:What does she do?

S3:She is a tennis player.

通过展示学生们熟悉和喜爱的运动明星的图片，上课一开始就吸引了学生的注意力。较好地调 动了学生的学习积极性，唤起他们的学习兴趣，为整堂课的学习打下了良好的基础。

二、创设问题导入法

教师在讲课前可根据课文内容提炼出问题，激发起学生的好奇心和求知欲，启发他们理解上下文，鼓励学生独立思考。教师可以自己提炼课堂问题，可以将每课课后Wb里的问题让学生思考。提问是课堂上最常见的教学活动，是课堂教学必备的教学手段，它既是理解学习效果的手段，又是促使学生不断学习的手段。进而导入新课。这样可以促使学生积极思维，引发探索问题奥秘的爱好。例如：初三 Unit 3 Teenagers should be allowed to choose their own clothes.教师可以根据中学生必须遵守的规则这一问题提问：

Should students not be allowed to have part-time jobs?

Should sixteen-year-olds be allowed to drive?

Should sixteen-year-olds be allowed to get their ears pierced?

Should sixteen-year-olds be allowed to choose their own clothes?

What should teenagers be allowed to wear?

What do the teenagers think about the school unifoums?

How do the teenagers like to study?

What is the teenagers`idea about vacation?

学生会很有爱好地去寻找答案，这样就激发了学生学习的热情，这种通过常识设疑导入以疑促学的方式符合提出问题，分析问题，解决问题的熟悉规律，因此，教师在教学中可以根据教材内容适时运用。

三、归纳导入法

教师在知识解释中多采归纳的方法，即先分析后归纳的一种方法。例如：我在讲形容词和副词的比较级和最高级时叫学生从家里拿来尺子上台互相测量身高，并把句子写在黑板上。如：Li Ping is 1.60cm tall,Li Ying is 1.62cm tall .Chen Ying is 1.67cm tall .Wang Ce is the tallest.So Li Ying is taller than Li Ping but shorter than Chen Ying .Wang Ce is the tallest in the group and Li Ping is the shortest in the group.于是我让学生小组讨论，注意上面句子简单地归纳形容词或副词比较级以及最高级的形式 意义和功能。

四、Daily Report导入

课前两三分钟的Daily Report 是提高学生运用语言能力的有效途径。这种形式被教师们广泛利用，同学们对此也十分感兴趣。教师们党利用这个时间，与大家闲聊任何感兴趣的话题，分享学生英语的快乐，因而这种形式我们也可用来导入新课。

下面这组师生间的对话：

T:What time did you get up this morning ?

S:I got up at xix this morning .

T:What did he say?

S:He said he hael got up at six thix morning.

T:What do you usually do after school.

S:Iusually play basketball after school.

T:What did he say?

S:He said he usualy played basketball after school.

T:What will you do this weekend?

S:I will visit my cousins.

T:What did she say?

She said she would visither cousins this weekend 这段对话，看似随意聊天，便却在不经意间引出了新课内容。直接引语和间接引语。

五、趣味导入法

这是根据学生的年龄特征，采用儿歌、谜语、绘画、游戏等形式导入新课的方法，它能激发学生学习的爱好，调动学生学习的积极性，满足其好奇心和求知欲，使其思维活动抑制状转入活跃状态。

如教九年级Unit 5 It must belong to carla时，可以以猜谜语来导入：Our neighborhood used to be very quiet.Heweve these days ,strange thinge things are happing in our neighborhood outside our window. strangenoises and evenyone is unheppy .There are footsteps in the hallway in the late night .It might be neighbors.There is something trying to get in the window.It might be the wind .How do you think so?Do you guess what he is on earth?It must be teenagers having fun.

学生们积极思考问题回答：It might be a dog接下来就是我们今天要学的内容：Strange events in Bell Tower neighborhool.这种导入法，学生在一节课刚开始就被教师的趣味问题所吸引并积极去思考，也就抓住了学生的留意力。

综上所述，无论哪一种导入方法都应该遵循导入技能的整体性原则、启发性原则、趣味性原则及情感性原则。只有这样，导入才能使学生爱好纵生，留意力集中，老师入题自然，师生配合向新课过渡顺利。教师讲课生动活泼，就能引起学生的爱好。