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“Prior knowledge refers to all information about the problem available inaddition to the training data” (Wikipedia). Activating prior knowledge is the mostcommon way of learning new knowledge. It can happen in every stage of the teachingclass, and teachers use a variety of methods to activate students’ prior knowledgewhich can help them to learn the new knowledge that connected with the prior one.The meaning of the word “activate” is to make use of a series of energy, knowledgethat already existed. And in this research, it means taking advantage of the priorknowledge that has existed in students’ brain, and the word “pattern” means theregular way in which something happens or is done, and in this paper it refers to theregular ways in which the prior knowledge is activated. So we can make a conclusionthat the pattern of activating prior knowledge means the regular ways in which theprior knowledge stays in students’ brain is activated.
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2.2 Theoretical Propositions Concerning the Activating of Prior Knowledge
Theory is the foundation that guides practice, and practice is the way that teststhe theory. Without the supporting of theory, practice may make mistakes. In brief,you only do but don’t know why it does if we do the research without theory. And wecan well design and make full use of the patterns if we can fully understand the theoryabout it. In order to make the research more reliable and effective, the author tried tooffer some theoretical propositions concerning the pattern of activating priorknowledge. In the late of 1970’s and the early of 1980’s ,the American linguist Krashen putforward the famous theories about second language acquisition --- "the fivehypotheses" which contains the input hypothesis, acquisition /learning hypothesis, themonitor hypothesis, the natural order hypothesis, and the affective filter hypothesis.And the affective filter hypothesis was added later on the basis of the restatement ofthe previous three hypotheses.
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Chapter III Methodology.....26
3.1 Subjects .....26
3.2 Instruments......27
3.2.1 Classroom Observations.... 27
3.2.2 Questionnaires....... 29
3.2.3 Interviews........ 30
3.3 Data Collection .....30
3.3.1 The data collection of classroom observation. ...... 30
3.3.2 The data collection of questionnaire ......... 30
3.3.3 The data collection of interview.... 31
Chapter IV Results and Data Analysis.........32
4.1 The Analysis of Classroom Observations .......32
4.2 The Analysis of Questionnaires ....37
4.3 The Analysis of Interviews .....50
Chapter V Conclusion .....52
5.1 Major Findings......52
5.2 Implications.....54
5.3 Limitation........55

Chapter IV Results and Data Analysis

4.1 The Analysis of Classroom Observations
The specific information of classroom observation is as follows: the classesobserved are 23 in total, from QiHang1 to class 20. The 23 classes include arts classesand science classes, and the most excellent experimental classes, the top classes andthe normal classes are all observed by the author. The students in different classeswith various atmospheres are not identical in knowledge structure and cognitive level.The observed teachers cover the excellent, experienced teache本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。