A Comparative Study Of Learning Activities In Senior High School English Observation And Normal Reading Class

The Senior Middle School English Curriculum Standards(2017 edition)puts forward the view of activity-based language learning approach,which aims to improve English classroom teaching and to improve the effiency of classroom learning and classroom teaching effect.By these activities,teachers can promote the development of students’ core literacy.High school English teachers’ understanding and practice of this view is the key to the smooth transformation of classroom learning activities and the improvement of classroom learning efficiency.It is also an important factor for the real application of the view into teaching.In recent years,there has been no shortage of studies on learning activities of exemplary lessons and normal lessons,but there is a lack of comparative studies on the two kinds of learning activities in reading class.Therefore,this research is guided by the constructivism and the input and output theory.In this research,12 English normal reading lessons of Senior 2 of No.1 High school in Juancheng county and 12 English exemplary reading lessons of the 11 th National High School English Exemplary Class in 2018 are selected as research object.This research uses the questionnaire and classroom observation method and takes the learning activities set by the teachers in the reading class as the perspective of observation.This paper aims to study high school English teachers’ cognition and practice of “the view of activity-based language learning approach",the types of classroom learning activities in exemplary reading lessons and normal reading lessons,and students’ participation in various types of learning activities set by teachers in exemplary reading lessons and normal reading lessons,and the data was analyzed with SPSS26.0.At the same time,the types of learning activities and students’ class participation in the two lessons were compared.In addition,a semi-structured interview was conducted with 6 of the 12 teachers to further explore the understanding of the view of activity-based language learning approach by high school English teachers,the implementation of the view in normal English reading lessons in high school,and the support needed to implement the view.The results show that high school English teachers do not fully understand the connotation of the view of activity-based language learning approach,but they all have a high degree of recognition for the implementation of the view.In normal reading lessons,high school English teachers pay attention to organizing learning and understanding activities to guide students to learn the surface meaning of texts as well as the vocabulary and grammar knowledge in texts.However,they ignore the deeper analysis of the meaning of texts,that is,they ignore the development of application practice,transfer and innovation activities.At the same time,students’ participation degree(number of participants and participation attitude)in normal reading lessons is not high.On the contrary,exemplary lessons,as a demonstration course,have a more reasonable setting of classroom learning activities and hierarchical nature.Therefore,students are also more engaged in class.It is found that teachers should first improve their professional ability and discipline quality,and also need to get the support from schools and education experts so that they can implement the view of activity-based language learning approach.Due to the limitation of time and conditions,there are still some shortcomings in this study.For example,the number of research subjects is small,and it lacks universality.The author was unable to obtain the contact information of the observation class teachers,so they could not be interviewed.Nevertheless,this research has basically achieved the purpose of the research,and the results of the research have produced practical enlightenment for teachers and normal lesson teaching.For teachers,they can encourage themselves to learn,internalize and apply relevant theoretical knowledge,so as to improve the teaching status of normal reading lessons and truly promote the development of students’ core literacy.