A Case Study On The English Instructional Activities Design In Senior High School Based On The Perspective Of Activity-based English Learning

The Ordinary High School English Curriculum Standards(2017 Edition)proposes the Perspective of Activity-based English Learning that points to English Subject Key Competencies.It clarifies that activities are the basic form of English learning and the main channel for learners to develop multiple thinking,cultivate cultural awareness,and form learning ability.The design of English learning activities should be aimed at promoting the development of students’ key competencies.Through learning & comprehension,application & practice,and transference &innovation activities that integrate language,thinking and culture,students’ understandings of the subject’s meaning should be deepened,their abilities to analyze problems,solve problems,and creatively express personal opinions,emotions and attitudes are developed.Based on the Perspective of Activity-based English Learning,this research employs analysis of instructional activities design,classroom observation,and interview to explore the design of the instructional activities of five grade one English teachers in a provincial key high school within three months.The following two research questions are mainly discussed:1.What are the characteristics of the English instructional activities design of these teachers in senior high school?2.What effects does the Perspective of Activity-based English Learning have on teachers’ design of instructional activities?The study found some common characteristics of the five teachers in the design of English instructional activities.First,instructional activities design in senior high school English classrooms mainly focuses on the transfer of language knowledge and the training of language skills.The cultivation of cultural awareness and thinking quality is not enough.Second,the three types of instructional activities based on the Perspective of Activity-based English Learning can be generally implemented.However,the forms of designed activities of transference & innovation are not rich enough.The difference is that experienced teachers have deeper understandings of the Perspective of Activity-based English Learning and can achieve better teaching results and higher students participation through these activities,which is inseparable from their long-term practice and reflection.As for the effects of the Perspective of Activity-based English Learning has on the instructional activities designs,all the five teachers believe that the new Curriculum Standards has guiding significance for the cultivation of students’ English Subject Key Competencies and consciously apply the Perspective of Activity-based English Learning in instructional activities designs.However,teachers believe that employing the concept into instructional activities designs has raised a great challenge for them and put forward higher demands for their professional abilities because of the backwash effect of the college entrance examination,the heavy tasks of teaching and the limited class hours.Based on the above conclusions,the study suggests English teachers in senior high school actively learn about and deepen their understandings of the Perspective ofActivity-based English Learning,and focus on the balanced cultivation of the four aspects of English Subject Key Competencies in designing and implementing instructional activities.In the meantime,the designed activities should be as rich as possible,especially the transference & innovation activities so as to cultivate students’ higher-level thinking ability.Moreover,teachers should create situations,design activities that are close to students’ real life,and strengthen experience exchange and teaching reflection.