基于学习动机理论的高中英语课堂导入教学策略_英语论文.doc

中文摘要：课堂导入是高中英语课堂教学过程中的一个重要环节，是影响整体课堂教学效果的关键。而当前高中英语课堂导入教学普遍效果不佳，这影响了学生的语言学习效果。研究表明，学习动机是直接推动学生学习的内部动因, 是激励和指引学生进行学习的一种需要。一般而言，学习动机越强的人，越容易对学习产生兴趣,越能积极主动地参与到学习活动过程中去,从而提高学习效果。根据学习动机理论，课堂导入教学应强调激发学生的学习动机。本文通过对高中英语导入教学现状进行问卷调查，发现高中英语导入教学中普遍存在模式固定，缺乏活力、耗时过长，拖沓冗长、导入内容与学生生活脱节、导入内容过难或过于简单等问题，并根据调查结果探讨分析了造成这些问题的原因。在此基础上，根据学习动机理论，提出了改善高中英语课堂导入教学的策略，包括运用灵活多样的教学方法、合理安排课堂导入时间、导入内容接近学生生活、导入内容难度适中等，以引起教师对英语课堂导入教学方法的重视，根据学习动机理论设计自己的课堂导入教学，以克服英语课堂导入教学中存在的问题，改善自己的课堂导入教学方法，从而达到提高高中英语课堂教学整体效果的目的。

关键词：学习动机理论；课堂导入教学；现状；教学策略

TABLE OF CONTENTS

中文摘要

ABSTRACT

Chapter One Introduction-1

Chapter Two Learning Motivation-and Its Significance in Educational Practices-3

2.1 General ideas of learning motivation-3

2.1.1 Definition and classifications of learning motivation-3

2.2 Foreign language learning motivation-4

2.2.1 Definition and significance-4

2.3 Analysis of English teaching from the perspective of learning motivation-5

2.4 Analysis of English classroom lead-in teaching from the perspective of learning motivation-5

2.4.1 Lead-in teaching should follow the student-centered principle-6

2.4.2 The content of lead-in teaching should link up the old and new knowledge.-7

2.4.3 Lead-in teaching should be targeted-7

2.4.4 Lead-in teaching should be interesting and original-7

2.4.5 Lead-in teaching should be well—timed-8

Chapter Three Current Situation of English Classroom Lead-in Teaching in High School-9

3.1 A survey about lead-in teaching in high school-9

3.2 Causes leading to inefficiency of lead-in teaching in high school-10

3.2.1 Teaching in an fixed and boring way-10

3.2.2 Spending too much time on lead-in section-11

3.2.3 Designing lead-in content without considering students’ life experience-11

3.2.4  Ignoring students’ background knowledge-12

Chapter Four The Strategies of Effective Lead-in in High School English Classroom Teaching-13

4.1 Adopting flexible and diverse teaching methods-13

4.2 Spending suitable time on lead-in section-13

4.3 Designing lead-in content relevant to students’ lives-14

4.4 Designing lead-in content based on students’ background-14

Chapter 5 Conclusion-16

REFERENCE-17

ACKNOWLEDGEMENTS-18