How to import a new course, there are eight common ways to import a new course

The eight common methods for introducing a new lesson are as follows:

1. Stimulate interest.

The interest stimulation method refers to the teacher's deliberate suspicion according to the needs of the course, which triggers the psychology of students to trace the source, so as to stimulate students' learning motivation.

2. Create a situational approach.

Simulating real situations and creating real language situations close to life is conducive to students' understanding and consolidation of what they have learned, shortening the process of entering and applying what they have learned in context, and mobilizing their interest.

3. Song introduction method.

English songs have beautiful melodies and cheerful rhythms, and the use of song introduction can stimulate students' interest and render the classroom atmosphere. Not only can students get the enjoyment of beauty, but also let children have wings of imagination, so as to develop their language thinking.

4. Audio-visual introduction method.

The distinctive feature of audio-visual introduction is that it has a strong image and flexibility, and can convey rich and vivid content through various means such as animation, sound, and text, so as to reduce the cognitive difficulty of students.

5. **Import method.

Real objects and drawings can not only attract students' attention, but also shorten the distance between teachers and students. In classroom teaching, showing objects and pictures and turning abstract into concrete can not only stimulate students' interest and curiosity, but also promote students' consciousness of learning language, which is conducive to cultivating students' ability to perceive things and understand problems directly in English. The introduction of objects and pictures is not only vivid and concrete, but also easy for students to accept.

6. Game import method.

"Play" is the nature of children, teachers according to the teaching content, carefully design a variety of games, mobilize existing knowledge and skills, stimulate students' internal learning motivation, play in middle school, learn to play, so that students unconsciously into the learning of new knowledge, teachers and students in a relaxed and active teaching atmosphere to help each other, together to complete the teaching task.

7. Riddle import method.

8. Review the old and learn the new introduction method.

Learning is gradual, and it is necessary to grasp the knowledge that has been learned as the premise to ensure the understanding and mastery of the higher-level knowledge related to it, because the same kind of knowledge needs to be paved with the original knowledge to a new level. Before starting a new lesson, teachers can use teaching activities such as reviewing, asking questions, and doing exercises to introduce the content of the previous lesson. These introduction methods make students feel that new knowledge is not unfamiliar, facilitate the integration of new knowledge into the original cognitive structure, reduce the difficulty of learning new knowledge, and easily guide students to participate in learning.

Methods of introducing new lessons: review introduction method, question method, multi-** introduction method, direct introduction method, story and fable introduction method.

1.Review and introduction method: by reviewing the knowledge points mentioned earlier and introducing new knowledge points, it is necessary to pay attention to the transition from old knowledge to new knowledge to be natural, and it is best to have a certain connection between the two; The old knowledge is best the knowledge points of the last few classes, and the best one in the previous class.

2. Questioning method: Combined with the key points of this lesson, the content that can most stimulate students' interest in learning in the new course is presented in the form of questions, so as to maximize students' learning initiative and curiosity. It should be noted that the questions raised must be closely related to the content of the new course, and the questions can naturally transition to the blind explanation of the new course content through the raising of questions; The questions must be able to create suspense and enable students to have a strong desire to learn and a motivation to learn independently.

3. Multi-import method: Introduce a new lesson through a paragraph and show a new lesson, which is also one of the ways that students prefer. To a certain extent, this method can eliminate students' fear of learning new knowledge and enhance students' initiative.

4. Direct introduction method: It refers to the characteristics of the textbook and directly reveals the learning objectives. At the beginning of the lesson, the teacher will introduce the teaching objectives and requirements of this lesson, the teaching content of each part, the teaching process, etc., so that students can understand the learning content or problems to be solved in this lesson, and attract students' attention.

This type of introduction is characterized by "short, frequent, and fast". Exposure to new lesson topics is quick, and it can play a role in organizing students to enter the learning role in a timely manner.

5. Stories and fables introduction method: The teacher selects interesting and inspiring stories or practical life examples that are related to the teaching content, and imperceptibly brings students' thinking into the main topic of the text in the process of description. It is not only conducive to the cultivation of students' thinking ability and deepening their understanding of the content of the text, but also easy to arouse students' interest, make students' attention immediately concentrate, stimulate the source of interest in learning, and thus make students naturally enter the role of learning new knowledge.

As the saying goes, "A good start is half the battle". A class has to get off to a good start as soon as the bell rings and teachers and students enter the classroom.

The artistic introduction of new lessons can stimulate students' interest in learning, quickly concentrate, clarify the purpose of learning, produce direct learning motivation, and quickly transfer students' emotions to the situation required for the teaching goal. A good teacher always makes the opening speech like a magnet for the students to gain their first deep perception.

Teacher Xu's lesson "Thinking of What Others Didn't Expect". The import part is really painstaking. I remember that when Shanshu Wang first took this text, Mr. Xu chose an ancient man to draw according to the poem "Horseshoe incense when stepping on flowers" to see who could draw the most ingenious story.

Because it is difficult for third-grade students to directly understand this ancient poem, the classroom atmosphere is a bit dull at the beginning of the class. Fortunately, Mr. Xu used infectious classroom language to arouse students to learn the content of the text in time, so that this classroom introduction method did not bring adverse effects. I think it's risky for teachers to teach open classes in this way, especially when teachers and students are not familiar with them.

When designing learning activities for the introduction of new lessons, teachers should take into account the learning level of most students in the class, and try to give most students a chance to succeed. Students hit a wall at the beginning, and it often takes more effort to get them into a state of active participation again.

Therefore, when Mr. Xu commented on the lesson after the class, when some teachers pointed out that there was a problem with the design of this beginning, I felt the same way. Later, due to various reasons, after continuous revision, Mr. Xu designed the beginning to let students guess their brain teasers first, hoping to relax the nervousness of students when so many teachers came to listen to the class, stimulate students' interest in learning, and help teachers to smoothly export the topic. Because I had never heard the trial teaching after such a design, I thought that this design should be much better than the original one, but according to the situation in the open class, the effect was not as good as I imagined.

First, although students are very interested in guessing brain teasers, guessing brain teasers is not an easy task, and many questions will only come to mind when they have seen the answers.

Clause. Second, if the students can't guess, it is more difficult for the teacher to guide. Because there's no way to guess a brain teaser.

And Mr. Xu encountered both of these situations in the classroom. When the students don't come up with the last brain teaser for a while, the students are disappointed, the teachers are very anxious, and the teachers don't feel very good.