A Study On Student Teachers’ Implementation Of The Activity-Based Approach In Senior High Schools English Reading Teaching

General Senior High School Curriculum Standards of English(2017 version,revised in2020)clearly proposed the Activity-Based Approach in developing students’ key competencies.It is an important way to improve the effectiveness and quality of English teaching.English reading teaching is the most important carrier to practice Activity-Based Approach.Student teachers as a group of soon-to-be-employed teachers,the implementation of the Activity-Based Approach in senior high school English reading class will affect the quality and effectiveness of teaching after employment.Therefore,it is necessary to conduct a study on the implementation of the Activity-Based Approach in senior high school English reading teaching among student teachers.At present,there are a number of theories and activity design research on the approach,with a total of 22 Activity-Based Approach related articles on Foreign language teaching in schools from 2018 to present,but there are few surveys on the implementation among student teachers.The study employed constructivism and activity theory as guiding frameworks to analyze the instructional designs of six student teachers.Classroom observations of the corresponding classes were conducted,with supplementary interviews.The classroom observation scale was referenced from Mei Deming and Wang Qiang’s(2018)interpretation of the The English Curriculum Standards for Senior High School(2017 version).The interview outline was referenced from Luo Shaoqian and Zhang Yumei’s(2018)Understanding and Practice of Key Competencies for Secondary School English Teachers.The study mainly explores the following three questions:(1)What are student teachers’ beliefs regarding the Activity-Based Approach to English reading teaching?(2)To what extent does student teachers’ instructional designs adhere to the requirements of the Activity-Based Approach?(3)What are the implementation characteristics of student teachers utilizing the Activity-Based Approach in senior high schools English reading classes?The study shows the following conclusions:(1)The student teachers effectively understand the Activity-Based Approach and design well learning activities that involve learning and understanding,applying and practicing and transferring and innovation activities.(2)Student teachers’ instructional designs align well with the requirements of the Activity-Based Approach to cultivate students’ key competencies in English subject.(3)The characteristics of designing and implementing the Activity-Based Approach by student teachers include the integration of language,culture,thinking,and learning abilities and in-depth analysis of discourse from multiple perspectives.In response to the lack of flexibility and creativity in transferring and innovation activities,as well as the neglect of the cultivation of thinking capacities and learning ability and discourse teaching that deviates from the thematic context in teaching practice,the study mainly proposes the following suggestions:(1)Student teachers should create transferring and innovation activities in various forms.(2)Student teacher need to combine English reading instructional designs with the cultivation of key competencies of English subject and pay attention to the cultivation of thinking capacities and learning ability.(3)Student teachers also need to create deep discourse analysis and teaching in the thematic context.