Research On Teaching Design Of Senior High School English Reading Based On Learning Activity View

Reading teaching is an important input approach to high school English learning,and is also one of the classes that teachers focus on.However,traditional reading teaching often highlights the explanation of basic knowledge and problem-solving skills,and is only limited to the language level,which is not conducive to improving the comprehensive development of students’ core literacy.English Curriculum Standards for Senior High Schools(2017 Edition)revised in 2020(here after referred to as "New Curriculum Standards")encourage teachers to design English teaching activities based on text from the perspective of English learning activities,integrate curriculum content,optimize teaching methods,and promote the development of students’ disciplinary literacy.Therefore,the reading instructional design based on the view of English learning activities will re-examine the rationality and effectiveness of classroom instructional design to help students acquire knowledge,exercise skills and improve their literacy in learning.Supported by Bloom’s taxonomy of educational objectives and Dewey’s theories of "learning by doing" and the input and output hypothesis,this study conducted a survey on high school English reading classrooms,analyzed the practice of the concept of English learning activities in teaching,and explored the design of reading teaching from the perspective of the concept of English learning activities.In this paper,50 English teachers from four senior high schools in Harbin were given questionnaires,and the following questions were mainly covered by the methods of observation and in-depth interview in combination with the teaching practice:(1)In the current English reading teaching in senior high schools,how do the tested teachers understand and apply the concept of learning activity?(2)From the perspective of learning activities,what problems exist in the teaching design of high school English reading course?(3)How to design high school English reading teaching based on the view of learning activities?The findings are as follows: First,the tested high school English teachers as a whole have a certain awareness of activity concept of English learning,but there is still a lot of room for improvement.Some teachers’ educational concept is backward and teaching concept is not updated in time.Second,the concept of English learning activities is slightly reflected in the design of reading teaching activities,but the activity design in the transfer and innovation stage and practice stage is relatively insufficient.Third,there are still some practical difficulties for high school English teachers to practice the activity view of English learning.It is necessary to integrate multiple resources inside and outside the school,and promote the effective implementation of the activity view of English learning with the joint efforts of experts,scholars,schools,education departments and teachers.However,this study still has some shortcomings.For example,the sample size is not large enough and the research scope is only limited to four high schools in Harbin.Whether the research conclusions are universal needs to be further examined.In addition,the effectiveness of instructional design also needs to be verified and improved in long-term teaching practice,which also points out the direction for future research.