A Study On English Reading Teaching In Senior High School Based On The View Of Activity-based English Learning

In order to adapt to the development of the times,English Curriculum Standards for General Senior High School（2017 edition）points out that the development of students’ subject core competencies is the specific goal of the English curriculum.Meanwhile,the view of activity-based English learning is proposed.It refers to that under the guidance of thematic meaning,students learn English by completing a series of activities integrating language,culture and thinking.In such a process,students’ language ability,cultural awareness,learning ability and thinking quality can be developed.The view of activity-based English learning provides a strong guarantee for the implementation of in-depth teaching and curriculum objectives.In addition,it also supplies an operable way to improve English teaching.Critical thinking is a significant part of the thinking quality of the core competencies,so cultivating students’ critical thinking is one of the important goals of high school English curriculum.At present,some high school reading teaching still focuses on language knowledge,but ignores the cultivation of students’ critical thinking.Therefore,the study is to implement English reading based on the view of activity-based English Learning in senior high school and explore the effect on students’ critical thinking.The research questions are as follows.Firstly,what influence does English reading teaching based on the view of the activity-based English learning have on students’ reading score? Secondly,what influence does English reading teaching based on the view of the activity-based English learning have on students’ critical thinking disposition? The researcher selected two parallel classes in Class 10 of a senior high school in K city as research subjects and carried out a fourteen-week teaching experiment.The activity-based reading teaching was implemented in the experimental class,while the traditional reading teaching was conducted in the control class.Before and after the experiment,reading tests and questionnaires about critical thinking disposition were completed in both classes,all data of which was analyzed with the aid of SPSS 23.0.After the experiment,six students from the experimental class were interviewed in order to know about their attitude and suggestions on the reading teaching.Through the analysis of experimental data,some findings are as follows.Firstly,the reading teaching based on the view of the activity-based English learning can greatly improve students’ reading score.Secondly,the reading teaching is conducive to students’ critical thinking disposition.The enlightenment of this research for teaching is as follows.Firstly,teachers should study reading texts and analyze the content carefully.Secondly,teachers are encouraged to make full use of reading teaching activities to cultivate students’ thinking quality.Thirdly,teachers are supposed to design three kinds of reading activities flexibly according to students’ real condition.Fourthly,teachers should pay attention to classroom assessment to promote teaching and learning.There are also some limitations in the study,such as insufficient sample,limited experimental time,insufficient interview questions and interviewees.All these can be improved in the future research.