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摘要：导入语是课文教学的重要组成部分。好的导入语会起到事半功倍的效果。本文总结了一些在平时的教学中会适时适景地用到的导入语并加以归类，希望会对大家有帮助。
关键词：课堂教学 导入语 归类
写文章讲究“凤头豹尾”，好的导入语可以激发学生的兴趣，吸引住学生的注意力，为课文的学习作好准备，让他们带着强烈的求知欲望、孜孜以求的心理进入学习的情境中。有一位同行曾作过这么一个有趣的比喻：如果把教学比成一组画卷，课文的导入则是画卷的扉页；如果把教学比成一组乐章，课文的导入则是乐章的前奏。
一、插图导入法
每册课本前都有几页插图，这些插图也是教学的重要素材，活用这些素材可一举多得。欣赏插图，引导学生认识和领悟文学插图这一“特殊的艺术语言”，捕捉其所隐含的非常丰富的文学信息，从而创造性地阅读文学作品，提高学生的文学素养和鉴赏水平。（日照五莲一中赵忠兰外研版 A lesson in a Lab Module 5 in book 1）
T: Look at the picture. What’s this, you see? A rocket? How do you know about it? Are there any information about it?
S:
T: You know a lot. By the way, which rocket?
How many man-made rockets?
S: A rocket with man.He’s the hero of China and we’re proud of him.
T: picture-talking about clone. All these scientific devices letus speak out their names.
T: Do you know the answer？ Really?
S:
T: Do you agree with him?
Today, we’re going to listen to a tape.
以图片展示的形式，引导学生说出神舟六号，了解我国的高科技和世界的先进技术克隆，实验室需要的器材有哪些，领着学生步步准备着而后进入听力的状态。
二、影视剧导入法
课本里有为数不少的文学作品被拍成了影视剧。课堂上播放几分钟的影片剪辑，可让学生产生高昂的学习情绪，有助于他们更深刻地领悟作品中塑造的人物形象。讲授“Oliver Asks for More”时，我是这样导入的——
T:Do you know any novelist? Who are they? For example: LuXun？
S: answer
T: Yes, very good. I know all of you have known about them. You’ve read lots of novelists. Charles Dickens,the novelist of 19th in England. He wrote books for children.
He is a novelist. In the workhouse,there are many orphans who are starving. From these key words, we can guess the main idea of the text.
T：Is it interesting?
S: No.
T: Then have you seen the film? Go through the text, you may know more about it.Are you ready? Read the text please.
老師采用复述的方法简要介绍课文的内容，结合作者简介引出录像。剪辑恰到好处形象展示饥饿的场面。影视剧是一种有声有色有动感的综合性艺术。它把静态的文字动态化，把内在的情感外在化，并把这种情绪转移到听说读写的语文活动中去。
三、聊天导入法(山东省优质课 山师大附中 朱晓东 人教版)
T:Can you guess how many times I have been to Mount Tai?
S:
T: Not so much. So every experience is so amazing. I love TaiAn. This is my school. Is it beautiful?
S:
T: Ok, thank you. Just enjoy the picture.
T: This is new campus. You know our school has 2 campuses. All these buildings are new. Ok, this is my students.
T: How many students are there in your class?
S: 65
T： Are you science students?
So just enjoy the pictures.
T: Wow, they’re so happy? What are they talking about？
S：
T: Someone knows “aliens”?
S:
T: I can control it; find the two aliens; that is what we’ll learn about today. You’ll see amazing things.
教师语言亲切，婉转,师生互动，有问有答，增强熟悉感，找到聊天的共同点，也很自然地切入到文章。如果教师导之有意，导之有法，导之有度，寻找到课文内容与热点问题的对接点，便能水到渠成，收到良好的教学效果。
常言道：“良好的开端等于成功的一半”。好的导入语也是一节课成功的一半。一粒小小的石子投入平静的湖水，可让水面泛起涟漪，一艘巨轮经过汹涌的江面，可激起千层浪花。智慧的教学是凝重的，复杂的，是痛苦的智力劳动，但恰恰是培养学生能力的好平台。凤头灿烂夺目就取决于教师的艰辛脑力劳动。
关键词：课堂教学 导入语 归类
写文章讲究“凤头豹尾”，好的导入语可以激发学生的兴趣，吸引住学生的注意力，为课文的学习作好准备，让他们带着强烈的求知欲望、孜孜以求的心理进入学习的情境中。有一位同行曾作过这么一个有趣的比喻：如果把教学比成一组画卷，课文的导入则是画卷的扉页；如果把教学比成一组乐章，课文的导入则是乐章的前奏。
一、插图导入法
每册课本前都有几页插图，这些插图也是教学的重要素材，活用这些素材可一举多得。欣赏插图，引导学生认识和领悟文学插图这一“特殊的艺术语言”，捕捉其所隐含的非常丰富的文学信息，从而创造性地阅读文学作品，提高学生的文学素养和鉴赏水平。（日照五莲一中赵忠兰外研版 A lesson in a Lab Module 5 in book 1）
T: Look at the picture. What’s this, you see? A rocket? How do you know about it? Are there any information about it?
S:
T: You know a lot. By the way, which rocket?
How many man-made rockets?
S: A rocket with man.He’s the hero of China and we’re proud of him.
T: picture-talking about clone. All these scientific devices letus speak out their names.
T: Do you know the answer？ Really?
S:
T: Do you agree with him?
Today, we’re going to listen to a tape.
以图片展示的形式，引导学生说出神舟六号，了解我国的高科技和世界的先进技术克隆，实验室需要的器材有哪些，领着学生步步准备着而后进入听力的状态。
二、影视剧导入法
课本里有为数不少的文学作品被拍成了影视剧。课堂上播放几分钟的影片剪辑，可让学生产生高昂的学习情绪，有助于他们更深刻地领悟作品中塑造的人物形象。讲授“Oliver Asks for More”时，我是这样导入的——
T:Do you know any novelist? Who are they? For example: LuXun？
S: answer
T: Yes, very good. I know all of you have known about them. You’ve read lots of novelists. Charles Dickens,the novelist of 19th in England. He wrote books for children.
He is a novelist. In the workhouse,there are many orphans who are starving. From these key words, we can guess the main idea of the text.
T：Is it interesting?
S: No.
T: Then have you seen the film? Go through the text, you may know more about it.Are you ready? Read the text please.
老師采用复述的方法简要介绍课文的内容，结合作者简介引出录像。剪辑恰到好处形象展示饥饿的场面。影视剧是一种有声有色有动感的综合性艺术。它把静态的文字动态化，把内在的情感外在化，并把这种情绪转移到听说读写的语文活动中去。
三、聊天导入法(山东省优质课 山师大附中 朱晓东 人教版)
T:Can you guess how many times I have been to Mount Tai?
S:
T: Not so much. So every experience is so amazing. I love TaiAn. This is my school. Is it beautiful?
S:
T: Ok, thank you. Just enjoy the picture.
T: This is new campus. You know our school has 2 campuses. All these buildings are new. Ok, this is my students.
T: How many students are there in your class?
S: 65
T： Are you science students?
So just enjoy the pictures.
T: Wow, they’re so happy? What are they talking about？
S：
T: Someone knows “aliens”?
S:
T: I can control it; find the two aliens; that is what we’ll learn about today. You’ll see amazing things.
教师语言亲切，婉转,师生互动，有问有答，增强熟悉感，找到聊天的共同点，也很自然地切入到文章。如果教师导之有意，导之有法，导之有度，寻找到课文内容与热点问题的对接点，便能水到渠成，收到良好的教学效果。
常言道：“良好的开端等于成功的一半”。好的导入语也是一节课成功的一半。一粒小小的石子投入平静的湖水，可让水面泛起涟漪，一艘巨轮经过汹涌的江面，可激起千层浪花。智慧的教学是凝重的，复杂的，是痛苦的智力劳动，但恰恰是培养学生能力的好平台。凤头灿烂夺目就取决于教师的艰辛脑力劳动。