An Investigation On The Application Of The Activity-based Approach To English Learning In Reading Teaching Of Senior High School

As an important teaching concept in the “New Curriculum Standards(2017 Edition,2020Revision)”,the activity-based approach to English learning is to enhance students’ comprehensive learning ability and implement the goal of discipline education.High school English teachers’ cognition and application of the activity-based approach to English learning affects all aspects of teaching and even affects the progress of English curriculum reform in the new era.At present,most studies on the activity-based approach to English learning focus on instructional design and classroom activity design,and there are few investigations on the application of this concept in actual teaching.Therefore,it is of the great significance for the development of English subject,the improvement of teachers’ teaching and the cultivation of students’ core literacy to know about high school English teachers’ cognition of the activity-based approach to English learning and the degree of application in reading teaching.Based on the core literacy proposed by the new curriculum standard,this study takes Bloom’s educational objectives and Constructivism as the theoretical basis,takes 40 English teachers and 120 senior one students in Tongliao No.5 High School as the research subjects,and adopts questionnaire survey,classroom observation and interview method to investigate the current high school English teachers’ cognition of the activity-based approach to English learning and the degree of application in English reading teaching by investigating students’ participation in the current English reading activities and observing teachers’ performance in reading teaching.Finally,to know about the difficulties encountered by teachers in the application process,the help what they need,and put forward suggestions.The research questions are as follows:(1)How well do current high school English teachers understand “the activity-based approach to English learning” under the core literacy?(2)To what extent do senior high school English teachers apply “the activity-based approach to English learning” in reading teaching?(3)How can high school English teachers be helped to apply “the activity-based approach to English learning” better in reading teaching?Through research and analysis,the results are as follows.Firstly,English teachers have a high awareness of the connotation of learning and understanding,application and practice activities,could put them into practical application.But they do not have a full understanding of the connotation of transfer and innovation activities beyond discourse.Secondly,through the students’ participation in the reading activities and classroom observation,in the actual teaching process,the activities designed by teachers in reading teaching reflect the activity-based approach to English learning to a certain extent,but they are not well integrated with the textbook texts and lack of activities related to transfer and innovation.Thirdly,teachers have some difficulties in practicing the activity-based approach to English learning in reading teaching,which requires targeted guidance from experts,strong support from schools and continuous improvement of teachers’ own literacy to help teachers change their teaching concept,better apply the concept in reading teaching in the future,and improve students’ English core literacy.