1摘要本研究運(yùn)用調(diào)查法，通過分析海南省某初中三節(jié)不同類型的英語課的課堂導(dǎo)入環(huán)節(jié)，對導(dǎo)入環(huán)節(jié)中的問題、原因及對策進(jìn)行個案研究，研究問題為：目前初中英語課堂導(dǎo)入環(huán)節(jié)的問題，產(chǎn)生問題的原因和具體對策。研究識別出：導(dǎo)入環(huán)節(jié)時長不當(dāng)，導(dǎo)入環(huán)節(jié)與學(xué)生生活缺少關(guān)聯(lián)且難度高，導(dǎo)入環(huán)節(jié)中的師生互動較少等主要問題。通過探究歸納原因?yàn)椋航處煹睦碚撝R不夠完整，對導(dǎo)入認(rèn)知不全面，對導(dǎo)入環(huán)節(jié)的把控不夠靈活。針對以上問題，論文建議采取以下對策：（1）教師應(yīng)提升對課堂導(dǎo)入的重視程度，加強(qiáng)理論的學(xué)習(xí)，（2）教師應(yīng)基于學(xué)生學(xué)情和生活實(shí)際，創(chuàng)新導(dǎo)入方式，（3）教師應(yīng)圍繞學(xué)生的學(xué)習(xí)主體地位，增加師生互動并引導(dǎo)學(xué)習(xí)。關(guān)鍵詞：初中英語；課堂導(dǎo)入AbstractThisstudyusestheinvestigationmethod,throughtheanalysisoflead-inofthreedifferenttypesofEnglishlessonsinamiddleschool,totakeacasestudyoftheproblems,causesandcountermeasuresinlead-in,.Theresearchproblemsare:thecurrentproblemsoflead-ininmiddleschoolEnglishlessons,thecauseoftheproblemsandspecificcountermeasures.Theresearchidentifiedthemainproblemsas:theimproperdurationofthelead-in,thelackofcorrelationandhighdifficultybetweenthelead-inandstudents'life,thelittleinteractionbetweenteachersandstudentsinlead-in.Thestudysummarizesthereasonsasfollows:teachers'theoreticalknowledgeisnotcomplete,thecognitionofthelead-inisnotcomprehensive,andthecontrolofthelead-inisnotflexibleenough.Inviewoftheaboveproblems,thepapersuggeststhefollowingcountermeasures:(1)teachersshouldenhancetheimportanceofclassroomintroduction,strengthenthestudyoftheory,(2)teachersshouldinnovatethewayofintroductionbasedonstudents'learningsituationandlifereality,(3)teachersshouldfocusonthemainstatusofstudentsinlearning,increasetheinteractionbetweenteachersandstudentsandguidelearning.Keywords:juniorhighschoolEnglish;classroomintroduction、Introduction1.1ResearchBackgroundAsauniversallanguage,EnglishplaysanimportantroleinChina'seducationsystem.However,thetraditionalEnglishclassroomteachingoftenpaystoomuchattentiontothelearningofgrammarandvocabulary,butneglectsthecultivationofpracticallanguageapplicationability.Asthebeginningstageofaclass,thelead-intotheclassroomplaysanimportantroleinstimulatingstudents'learninginterestandguidingthemintothelearningstate.Therefore,thisstudyaimstoexploretheoptimizationmethodofEnglishclassroomintroduction,soastoimprovetheeffectofEnglishclassroomteachingandcultivatestudents'practicallanguageapplicationability.Inthe"CompulsoryEducationEnglishCurriculumStandards(2023edition)"(hereinafterreferredtoasthe"curriculumstandards"),itemphasizestheintegralityofteacher-orientedandunitteaching;Intermsofcurriculumobjectives,itisproposedtoguidestudentstoenjoylearningandbegoodatlearning,promotestudents'all-rounddevelopment,andencourageteacherstoorganizeandimplementdiversifiedteachingactivities.Asthebeginningofalesson,classlead-inplaysanimportantrole.Ifteacherscanmakereasonableuseofthelead-inatthebeginningoftheclasstostimulatestudents'learningmotivationandarousestudents'learninginterest,itwillalsohaveagoodguidingeffectonthedevelopmentofthesubsequentteachingcontent.Therefore,whendesigningteachingactivities,teachersshouldhavecorrectteachingconcepts,clearcurriculumobjectives,takestudentsasthemainbody,andrationallydesignclassroomteaching.However,intheactualteaching,teachersareofteneasytofallintoamisunderstanding,theclassroomlead-incannotachievetheactualeffect.1.2PurposeoftheResearchBecauseofthepressureoftestsandacademicresearch,manyteachersdon'tpayenoughattentiontotheintroduction.IntheactualEnglishclassroomteaching,teachersoftenformalizedorhastilyintroduced,andsometimesevenignoredinfavorofspendingmoretimeonitexplainingsometest-relatedcontentseriouslyreducesstudents'interestinlearningandinfluencetheeffectoflearning,sothatthebeginningoftheclasslesseffective.Thepurposeofthisstudyistoinvestigatethelead-inofEnglishteachinginajuniormiddleschoolinHainanProvince.Inaddition,theresearcherswantedtoknowthedifferentlead-instylesofteachersindifferenttypesofclassrooms.Finally,threeteacherswithdifferentteachingexperiencewereinterviewed.Thereasonofintroducingthestatusquoisfurtherdiscussed.Forteachers,itcanfirsthelptheyneedtounderstandthetheoryofimportedmodes;Secondly,itcanhelpteacherswillapplyrelevanttheoriestopracticetomeettheteachingrequirementsordinaryhighschoolEnglishcurriculumstandardstoattractstudentspayattentiontoandstimulatestudents'interestinlearningEnglish;Finally,ithelpsteacherscreateconnectionsbetweenoldandnewknowledgeforstudents.1.3SignificanceoftheResearchThisstudycanhelptounderstandthecurrentsituationofthelead-inofEnglishreadinginjuniorhighschoolclassroomsintermsofmethods,means,contentandthemes.Inordertoarousetheattentionofjuniorhighschoolteacherstothelead-inofEnglishreading,andalsotounderstandtheimpactofdifferentlead-inmethodsonstudents'classroomparticipation.Finally,thisstudyanalyzesthefactorsofpoorimplementationofEnglishclassroomintroduction,andprovidesabasisforteacherstoadjustthedesignofEnglishclassroomlead-inactivities.Asfarasteachersareconcerned,firstly,lead-incanhelpteacherstounderstandthebasicsituationofstudentsaccordingtothestudents’classroomresponses;secondly,lead-incanhelpstudentsbuildself-confidenceandstimulatetheirinterestandenthusiasminlearning;finally,lead-incanhelpteacherstoself-reflect.Forstudents,firstly,differentlead-inmodalitiescancreaterelaxedlearningenvironment;secondly,differentlead-inmodalitiescanpromotestudentstomobilizemultiplesensoryorgans,whichisconducivetoimprovingstudents’attentioninclass;finally,effectivelead-incanhelpstudentstoachieveahigherlevelwiththesameefforts.1.4StructureoftheResearchInthispart,theresearcherwillshowanoverallstructureoftheresearch,whichmainlyincludesfivechapters.Firstlytheintroductionconsistsoftheresearchbackground,theresearchpurpose,theresearchsignificanceandthestructureoftheresearch.Secondlytheliteraturereviewgivestherelevantconceptsbasedonthepreviousstudy,includingthedefinationoflead-in,theclassificationoflead-in,thesignificanceoflead-in,.Italsosatatesthepreviousresearchathomeandaboard.Thirdlytheresearchdesigncoverstheresearchquestions,researchsubject,researchinstrumentswhichcontainsclassobservation,andinterview,researchprocedure.Nextoneisresultsanddiscussion.Inthispart,theresearcherwilllistthequestionsstudiedinthepaperinturn,thenanalyzeandanswereachonefromtheoutsidetotheinside,fromthephenomenontotheessence,whichreferstotheclassroomobservationfromteachers’class,resultsanddiscussionsoftheinterviewfromteachers.Attheendofthispart,theresearcherwillprovidesomesuggestionsforteachers.Thefinalpartisconclusionandsuggestions.Theresearcherfirstelaboratesthemajorfindings,andthenextissuggestions,thelastisself-reflectionaboutthestudy’slimitation。LiteratureReview2.1ConceptofLead-in2.1.1DefinationofLead-inAsforlead-in,differentresearchershavegivendifferentdefinitions.Turney(1975)proposedclassroomlead-in.Hebuildsonthe"importedfunction",Anddeterminethatthelead-inisaclassroompartof“attractstudents’attention,arousestudents’learningmotivation,createaconnectionbetweenoldandnewknowledge,constructteachinggoals,andsetlearninggoals”.Willis(1996)definedthelead-inas“thepre-taskaccordingtothetask-basedteaching,whichcoversthreesteps,pre-task,while-taskandpost-tsk.”Thisdefinitionismainlybasedontheprimacyofimportinthewholeclassroomandtherelevancetothefrontandrearlinks.Thelead-in,whichcanpavethewayforthewholeclassroomteaching.Inhisresearch,itshowsaclearrelationshipbetweenlead-inandtheotherteachingtask,andacomprehensiveunderstandingoflead-in.Basedontheaboveview,IthinkTurney'sview：“thelead-inisaclassroomparttoattractstudents’attention,arousestudents’learningmotivation,createaconnectionbetweenoldandnewknowledge,constructteachinggoals,andsetlearninggoals”isexactandaccurate。Therefore,tofacilitatethestudy,wedefine:thelead-inis3-5minutesbeforethebeginningofthenewcontent,anditisabridgethatcanbuildconnectionbetweentheoldandnewknowledge,canstimulatestudents’curiosity,andhavefar-reachingsignificanceforthesubsequentdevelopmentoftheentireteaching.2.1.2ClassificaionofLead-inTheclassificationoflead-inathomeandabroadcanbesummarizedinthefollowingaspects:Firstly,thelead-inwaythatcanbefromlifeexperienceincludingactuallead-in,storylead-in,andoccasionaleventlead-in;secondly,intuitivelead-in,gamelead-inandmusiccanbeusedtostimulatestudents’interestorsonglead-in;finally,cleverlysettingtasksthroughproblemlead-in,backgroundknowledgelead-in,andconversationlead-incanbeapplied.”QiuLing(2013)summarizedfiveclassroomlead-inways:“Reviewlead-inway,experiencesharinglead-inway,currentaffairslead-inway,gamelead-inandquestionlead-inway.”TuYongmei(2017)dividedthelead-inintothefollowingseventypes:“Directthemeway,questionanddoubtlead-inway,humorousstorylead-inway,slideshowpicturelead-inway,musicandvideolead-inway,briefsummarythemelead-inandeditoranddirectorlead-in.”Bysummarizingtheabovecontent,wecansortoutseveralcommonwaysofclassroomintroduction:①Askquestions:Byaskingathought-provokingquestion,studentsareledtothinkanddiscuss,therebyintroducingthethemeoftheclass.②Showvideosorpictures:Byshowinglivelyandinterestingvideosorpicturestoarousestudents'interest,stimulatetheircuriosity,andthenintroducethecoursecontent.③Storyintroduction:Tellarelevantvividstoryorcasetoattractstudents'attentionandletthemfeeltheimportanceofthecoursecontentinthestoryplot.④Quotequotesorsayings:Byquotingrelevantfamouspeople'squotesorsayings,stimulatestudents'thinkingandempathy,andguidethemtoin-depthdiscussionofthecoursetheme.⑤Handmadeorgameactivities:Byallowingstudentstoparticipateinhandmadeorinterestinggameactivities,studentscanmobilizetheirenthusiasmandparticipation,andlaythefoundationforsubsequentlearning.2.1.3SignificanceofLead-inLead-insessionsareveryimportantinanyclasstogettheparticipants'attention,createagoodatmosphere,andpavethewayforwhatfollows.Inthe1970sC.Turneyetal.putforwardthefunctionsofintroduction:attractingattention,arousingmotivation,constructingteachingobjectives,clarifyinglearningtasksandestablishingconnections.C.Turneybelievesthatwhencarryingoutnewteachingactivities,thelead-inshouldbeusedtoattractstudentsandmakestudentstoactivelylearn;makestudentsclarifythelearninggoalofthislesson,generatemeaningfullearning,andarousetheoriginalexperiencetopavethewayfortheteachingofnewknowledge.Insydneymicroskills,C.Turney(Turney,1975)andothersproposedtheimportfunctionsas:attractingattention,arousingmotivation,constructingteachingobjectives,clarifyinglearningtasksandestablishingconnections.Theybelievethatitisimportanttoattractstudents'attentionatthebeginningofnewteachingcontent;curiosityisthemostrealisticandactivecomponentoflearningmotivation;leadstudentstogoodmentalpreparationandlearning.2.2PreviousResearchesofLead-inForhowtocorrectlyimplementtheclassroomintroduction,manyrelatedstudieshavealsobeencarriedoutathomeandabroad.2.2.1ResearchesabroadInthe1980s,RogerGowerandSteveWaitersdevelopedavarietyofteachingskillsintroducedintheclassroominvestigate,proposethesocializationofclassroomactivities,andintroducenewlessonsfromthetopicsfamiliarandinterestedininlife,studentscanfullyexploreandstudythefamiliartopics,soastosmoothlyenterthestudyofnewknowledge,establishanactiveclassroomatmosphere,andcarryoutefficientclassroomteaching.AmericaneducationalpsychologyRobert.E.Slavinbelievesthatthepurposeofimplementingclassroomlead-inistoenablestudentstoactivelyparticipateinteachingactivities.Therefore,teachersshouldgrasptheinterestofstudentsinthelead-in,sothatstudentsaremoreinterestedinthefollowinglearning.WillisTheclassisdesignatedasatask-basedclass,dividedintothreeparts:beforethetask,during,andafterthetask.Classroomlead-inbelongstothetask,mainlytocompletethetaskofthepreparationwork,tothewholeclassroomteachingimplementationofthepreparationandpreparation.Alltheaboveforeignscholarsemphasizethatatthebeginningofthenewteachingtask,teachersshouldadoptavarietyofwaystoattracttheattentionofstudents,cultivatestronginterestinlearning,establishtheconnectionbetweentheoldandnewknowledge,soastointroducethenewcourse.2.2.2ResearchesathomeInrecentyears,thedomesticresearchonclassroomlead-inhasbeendeepenedwiththedeepeningofcurriculumreform,whichhasattractedtheattentionofdomesticeducationalresearchersandteachingworkers,anddiscussedthedefinition,function,method,principles,andsignificanceandotheraspectsoftheintroduction.Forexample,TanZhenhuabelievesthatsuccessfulopeningcanimprovetheenthusiasmforlearningandclassroomteachingeffect.Hestressedthattheopeningcanlaytheteachingfoundationofthisclass,anddirectlyaffecttheenthusiasmofstudentstoparticipateinteachingactivities.Inhisbook,ProfessorWangBaodingandothersmakethefollowingdefinitions:Classroomlead-inreferstoawaythatteacherspurposefullyguidestudentsintothelearningsituation,whichistheleadinglinkofclassroomteaching.ProfessorZhuangWeixiangbelievesthatthequalityofclassroomlead-indirectlyaffectstheefficiencyofclassroomteaching,andbelievesthatclassroomlead-inshouldhavethefollowingcharacteristics:highlightingthetheme,novelcontent,simpleformandclosetolife.ZhuGuobingbelievesthattheclassroomlead-indesignshouldfollowtheprinciplesofstepbystep,imageandstructuredstructure,andmakesabrieflead-intothecharacteristicsandmethodsoftheclassroomlead-indesign.Atpresent,theresearchonjuniorhighschoolEnglishclassroomlead-inmainlyfocusesonthefollowingaspects:1.Thestudyoflead-inmethodsandmethods:Byobservingtheclassroomteachingpractice,theresearcherssummarizeandsummarizetheadvantagesanddisadvantagesofvariouslead-inmethodsandmethods,andputforwardsomeeffectiveteachingstrategies.Forexample,variousmethodssuchasgamificationimport,pictureimport,andquestionimporthavebeenwidelydiscussedandapplied.2.Researchoneffectiveinteractionbetweenteachersandstudents:Thispaperinvestigatesandanalyzestheinfluenceofdifferentlead-inmethodsonstudents'participationandinterest,andcompareswhethertheinteractionbetweenteachersandstudentsindifferentmethodsisactive,caneffectivelyservetheclass,andcaneffectivelygettothetopic.3.Theapplicationofmultimediatechnologyinthelead-inlink:Withthedevelopmentofscienceandtechnology,multimediatechnologyplaysanincreasinglyimportantroleinclassroomteaching.Teacherscanuseavarietyofdifferentmedia,images,videos,musicandotherformsofmediatointroduceclasstopics.Inshort,thecurrentresearchstatusofthelead-ininjuniormiddleschoolEnglishclassroommainlyinvolvesthewayandmethodofintroduction,theinteractionbetweenteachersandstudents,andtheapplicationofmultimediatechnology.Thesestudiesprovideusefulguidanceandreferenceforteacherstohelpthemdesignandimplementbetterlead-insandimproveteachingresults.Atpresent,therearefewresearchesonthissubjectinChina,andtheAngleofentryisdifferent.ResearchDesignResearchQuestionsThisstudytakes3juniorhighschoolEnglishteachersand120studentsinajuniorhighschoolinHainanastheresearchparticipantstoobserveandstudythelead-inactivitiesofjuniorhighschoolEnglishreadingclasses,aimingtoanalyzethecurrentsituationoflead-inpartsinjuniorhighschoolEnglishreadingclassesandtheeffectsoflead-inmethods,means,subjects,andprovidesuggestionsforthefirst-linejuniorhighschoolEnglishteachers.Theresearchquestionsareasfollows:(1)Whatarethecurrentproblemsofclassroomlead-ininEnglishlessonsinthemiddleschool?(2)Whatarethereasonsofcurrentproblemsoflead-ininEnglishlessonsinthemiddleschool?(3)Whatcanteachersdotoimprovethelead-inofEnglishlessons?3.2ResearchSubjectTheresearchsubjectsofthisstudycovertwoaspects:Oneaspectisthethreedifferentkindsofteachers,whoteachindifferentclassesandhavedifferentteachingexperience.TeacherA1,teacherA2andteacherA3,arenoviceteacherswhohaveworkedfor1year.ThetextbooksareneweditionpublishedbyForeignLanguageTeachingandResearchPressforeachclass.TheotheraspectisstudentsintheGradeEighttheyteach.Thesestudentsaredividedintodifferentclasses,Class1andClass2andClass3,accordingtheirscores,soeveryclassisroughlythesamelevel.What’smore,teachersandstudentshaveharmoniousrelationshipinclass,thewholeclasscanmoveonthenaturalconditions.3.3ResearchMethodsThisresearchmainlyusesthreemethods:Classobservationandinterviewtoconductthisresearch.Toobtainthecomprehensiveresults,thesemethodsareadoptedtoimplementtheexperiment.Thefollowingwillintroduceeachonerespectively.3.3.1ClassroomObservation(1)WhenteachingUnit1of"NSE,J2B,Animalsindanger"inlisteningandspeakingclass,ajuniorhighschoolEnglishteacherfirstshowedthestudentspicturesofanimalsrelatedtothislessonandguidedthemtoidentifydifferentanimalsinChinese.ThenshowtheEnglishwordscorrespondingtotheanimalonebyone,andleadthestudentstopracticepronunciation,learntoreadthewords,andthenintroducetheunittopic.Atthebeginningoftheintroduction,thestudentsrespondedslowlyandwerenotinterested,butwhentheteacherreadthewords,morestudentsconcentratedonreadingwithaloudpronunciation.(2)InthereadingclassofUnit2of"NSE,J2B,Animalsindanger",ajuniorhighschoolEnglishteacherfirstguidedthestudentstoidentifythepandapicturesonthepptinChinese.AfterthestudentsgaveaccurateanswersinEnglishwords,theteacheraskedifanystudentshadseenpandas.Afterthestudentsdenied,theteacherintroducedtheHainanTropicalWildlifeandBotanicalGardenandthetwopandasinthegardeninEnglish.Thestudentsshowedgreatinterest,andthentheteachershoweda15-secondpandavideo.Afterthevideo,theteacherusedpicturestoshowtheendangeredstatusofpandasandintroducedthethemeoftheunit.(3)AjuniorhighschoolEnglishteacherwasteachingUnit3&4of"NSE,J2B,Animalsindanger".Inthewritingclass,theteacherfirstledthestudentstosortoutthelogicalstructureofthearticlelearnedinthelastclasswithamindmap,reviewedthesentencepatternusageoftheinfinitiveverb,showedtheexamplesentenceandguidedthestudentstomakesentences.Thestudentsrespondedlateatfirst,buttheywereabletopayattentiontotheteacherwhenreviewingthesentencepatternsandwerealsoveryfocusedwhenmakingsentences.Inthedemonstrationsession,theteacherdidnotjudgewhetherthestudentswererightorwronginmakingasentence,butletthenextstudentinthelinejudgewhethertheprevioussentencewascorrect,andawardedonepointifitwascorrect,andcorrectedbytheteacherifitwaswrong.3.4ResearchProcessAtfirst,therearetwoaspectstoobserve.Ontheonehand,theresearcherobservedthreeteachersteachingindifferentgradesandunits;ontheotherhand,theresearcherpaidattentiontothewholeclassparticipation.Inaword,theresearchfocusedonthelead-inparttoidentifylead-inways;lead-intime;teachers’lead-inmodalitybyusingtheclassroomobservationtable;studentclassroomparticipation.TheobservationorderisfromGradeSeven,GradeEighttoGardeNine.Afterthat,theresearcherhasanoverallunderstandingofthecurrentlead-insituationinEnglish.Andthen,afterthemid-termexamfinished,threeteacherswithdifferentteachingexperienceofGradeEighthavefiguredoutstudents’scores,theresearchermadeadecisiontochooseninestudentsaccordingtotheirscoresfromthesethreeteacher’sclasses.Atthesametime,theseteacherswereinterviewed.Atlast,allthesematerialswerestored,whichmadesomepreparationsforthenextstep.Also,theresearcherhasfoundoutthecurrentsituationofthelead-ininEnglishclasses,andtheexistingproblemsinlead-inEnglishteaching.4.Resultanddiscussion4.1ResultandDiscussionTheobjectofthisstudyisthreedifferenttypesofEnglishclasses(listeningandspeaking,readingandwritingclasses)inthreeclassesinthesecondyearofajuniorhighschoolinHainanProvince.Thestudents'academicperformanceisinthemiddlestage,andthereisnobiggap.Amongthem,TeacherAisresponsibleforteachingModule6Unit1ofClass1,TeacherBteachesModule6unit2ofClass2,andTeacherCteachesModule6Unit3ofClass3.Inthisregard,thisstudyfirstextractedthelead-ininthreeclasses,thensummarizedthegeneralproblem,analyzesthepossibleimpactoftheproblemonstudentsandteachers,andfinallyputsforwardtargetedsolutions.4.1.1Thecurrentproblemsoflead-inFirstly,Asthebeginningofteaching,classroomlead-inonlytakes3-5minutesinthewholeteachingactivity,butitplaysavitalrole.Theimportanceofclassroomlead-inshouldnotbeunderestimated.Thequalityofthelead-incanfullyreflecttheteacher'sfullpreparationfortheclassornot.Thefocusofclassroomlead-inison"guide",butthefocusofclassroomteachingliesin"teachingimplementation"ratherthanclassroomintroduction.Therefore,wemustcontrolthedurationoftheclassroomlead-inreasonably.Ifteachersonlypayattentionto"guide"andignore"in",theteachingactivitiesofthelead-inwillaffecttheproportionoftheimplementationandtheachievementoftheclassroomteachingobjectives,andaffectthelearningeffectofstudents.Intheeducationalpractice,theauthorfoundthattheteacherswithdifferentteachingageandteachingexperienceshoweddifferentcharacteristicsincontrollingthelengthofclassroomintroduction.InEnglishclass,teacherswithalongteachingageandrichteachingexperiencearefamiliarwiththeteachingcontentandteachingproceduresofeachunitandeachclasshour.Theseteachersaremoreinclinedtocompleteandconsolidatetheteachingtask.Theybelievethatthelonglead-intimeinclasswillhaveanimpactonstudents'understandingofnewknowledge,whichisnotconducivetotheconstructionofstudents'individualknowledgegraph.Therefore,intheprocessofEnglishteaching,theexperiencedoldteachersareeasytoproducethephenomenonofthelead-intimeistooshort.Forexample,incase2,theteacherdesignedthreeleading-inlinks:(1)identifyingpandasandrecallingwords;Introducethelocalzooandthepandasinthezoo,playthevideo;(3)Ittakesabout7minutestointroducetheendangeredpanda.Fora40-minuteclass,thisparttakestoomuchtime,delaysthedurationandaffectsthesubsequentteachingprocess,andthevariousformsareeasytoblurthefocusandconfusetheteachers'mentality,affectingtheteachingrhythm.Thesecondquestionisthelackofrelevancetostudents.Beforetheeducationreform,fewteacherscouldrealizethevalueofclassroomintroduction,butwiththecontinuousdevelopmentofeducation,teachersbegintounderstandtheimportanceofclassroomlead-ininteaching.Andtrytouseappropriatemethodsforclassroomintroduction.Evenso,therearesometeachersdonothaveacomprehensiveunderstandingofthelead-in,andsimplyregardthislinkasreview.Thissinglelead-inmethodnotonlycannotplaytheroleofclassroomintroduction.Itwillalsoaffectstudents'understandingofthelead-in,anditisdifficulttomobilizestudents'learningenthusiasmisnotconducivetotheoverallteachingdevelopment.Juniorhighschoolstudentshaveformedtheirownlearningstyle,Englishlevelisalsohaveimproved.However,becauseofdifferentlearningexperiencesanddifferentgrowthenvironments,students'learningabilityisalsodifferent.Teachersshouldtakefullaccountofthistoensureallstudentscanaccepttheteacherinthelead-inofthecontent.However,therealityisnot,someteachersignorethedifferencesamongstudentsandchoosetointroducetheclassroomintotheclassroom.Formoststudents,thedifficultyishigh,whichdiscouragestheiractiveparticipationinlearningsex,insufficientinteractionbetweenteachersandstudents,notonlycannotplaythevalueoftheintroduction,butalsoaffecttheoverallteachingefficiencyisnotconducivetotheoveralldevelopmentofstudents.Thethirdquestionistheinsufficientinteractionbetweenteachersandstudents.classroomlead-inisnotaone-manshowforteachers.Inthisprocess,teachersshouldinteractwithstudents,guidethemtoparticipateinit,andgeneratecuriosityfortheknowledgediscussedlater.However,intheactuallead-inprocess,manyteachersignorethispoint,eithertohighlighttheroleofteacherstoomuch,throughthewayofexplainingknowledgetocompletetheclassroomintroduction,orcompletelyletgo,thelead-inofthelinktostudents,letthemanalyzeandexplore.Inthisway,notonlycannotnarrowtherelationshipbetweenteachersandstudents,butalsoleadtothelossoftheoriginalvalueoftheintroduction,whichisnotconducivetothefollow-upteachingofjuniorhighschoolEnglishclassroom.Moreover,suchanlead-indidnotrealizethetransferoflearningborntohavesubjectiveinitiative.Aconsiderablepartoftheclassroompresentsthelead-inof"teachertalk",mostofthestudentsonlyistopassivelyacceptandcooperatewiththeteacherteaching.,The