Chapter I Introduction
1.1 Background Information
The Curriculum Standards of English for Senior High School published in 2017put forward the new course targets which added the new learning strategies andcultural consciousness in addition to the language knowledge, language skills andemotional attitude. The learning strategies includes: cognitive strategy,communicative strategy, and resource strategy. The so-called resource strategy refersto inspiring the prior English knowledge and then promoting new knowledge learningand construction. According to the new target, the new curriculum standard also putup with the new teaching pattern which mainly includes: Most classroom activities should take the learners as the center, and respectindividual differences, and not carried out with the teacher as the main body.Most of time in the English class, the teaching should be an interactive processbetween the teachers and students, between students and students rather than theprocess that the students just need to listen to the explanations from teachers. The language teaching is not the direct infusion. Teachers should not tell thestudents knowledge straightly, but guide students to find new knowledge by activatingtheir prior knowledge.Language learning is not the conditions of mechanical memory. On thecontrary, students can learn and do some concrete things by using their Englishlanguage knowledge under the direction of teachers.
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1.2 Significance of Research
There are many scholars at home and abroad have more or less discussed theimportance of the prior knowledge to the new knowledge, and the new curriculumstandard has also discussed the importance of prior knowledge in all respects. But onthe one side, the researches about how to stimulate students' prior knowledge are veryfew, and most of them are just staying at the theoretical level. Even if there are thepractical explorations and they have just proceeded to the first step of a class---the“lead-in” part. There are few specifically activating patterns in the whole classroomteaching. And on the other side, though the teachers are aware of the importance ofprior knowledge in the actual foreign language teaching classes, and they haveexplored different activating patterns according to the teaching contents or students'cognitive level in the actual teaching process. It is not clear that how effective itwould be, what kind of ways should the teacher mainly adopt to stimulate students'prior knowledge in the process, in which stages should the activating patterns mainlyused. What about the effect and how do the students regard these methods? All ofthese require a detailed investigation and research, and this paper is based on theabove problems. This paper studied through instruments such as the actual classroomobservation, the questionnaires from teachers and students and the interview ofteachers. Due to them the author has collected the first-hand materials and the authoraimed at finding out the problems in the activating process through the data analysis.What is more, the author hoped to offer some constructive suggestions for teachersand students, so as to improve the teaching level and quality.
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Chapter II Literature review
2.1 Studies on the Patterns of Activating Prior Knowledge，英语论文范文，英语论文
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