A language analysis and visualization method for classroom lead-ins

As a critical component to activate students' cognition and bridge old and new knowledge, effective classroom lead-ins can help students quickly adjust learning focus, stimulate learning motivation, and create a positive learning atmosphere, so that directly influencing their learning outcomes. Taking secondary school information technology courses as an example, this paper first summarizes four common classroom lead-in methods:review -based, activity -based, scenario -based, and suspense-based lead-ins. Then, it proposes five quantitative analysis indicators for classroom lead-in instructional language, using textual coding and multidimensional statistics to explore its structural characteristics and effectiveness, and to analyze the structural features and dynamic changes of instructional language across different lead-in methods. Finally, an empirical analysis of 104 class-hour instructional videos in information technology from platforms such as Learning Power is conducted to compare and analyze the characteristics and mechanisms of different classroom lead-in methods.