A Case Study On Middle School English Teachers’ Cognition And Teaching Practice Of Activity-Based Learning Approach

English Curriculum Standards for Compulsory Education(2022 Edition)advocates the Activity-Based Learning Approach that points to the development of students’ key competencies in English.It is an important guarantee for the implementation of English subject’s curriculum goal,providing important guidance for teachers to explore effective teaching and learning methods.At present,there has been a lot of research on the interpretation of this theory and the design of activities in English class.However,little attention has been paid to in-depth observation of their practice in the classroom.The cognition and practice of this theory by English teachers will directly affect the effective implementation of classroom activities,and also have a significant impact on the new round of curriculum reform.Therefore,it is particularly significant to investigate the implementation of Activity-Based Learning Approach in actual teaching.Based on this,the author took three English teachers as research participants,through interviews and classroom observations to investigate their cognition of this theory and their teaching practice in the classroom.To sum up,this study focuses on three questions: 1)How do middle school English teachers perceive the connotation of “Activity-Based Learning Approach”? 2)How do they practice “Activity-Based Learning Approach” in the classroom? 3)Is there any contradiction between cognition and practice? If so,in what way?What are the influencing factors behind it?The research results show that: 1)English teachers highly approve of this theory,and agree that the purpose of designing learning activities is to develop students’ core literacy.They also consciously practice it in class,taking activity as the basic organizational form of class and text analysis as the basis of teaching.2)In the process of implementation,the teachers neglect the sorting,internalization,and externalization of thematic knowledge in three-level learning activities.The teachers generally attach importance to learning and understanding activities but always ignore applied and practice activities as well as transfer and innovation activities.3)The contents of the activities reflect certain relevance and practicability,but they are insufficient in the comprehensive teaching of language skills and learning strategies.In the process of interaction between teachers and students,the teachers tend to ignore the initiative of students,and the interaction between them is relatively simple,lacking more diversified ways of communication.In this study,there is indeed some inconsistency between cognition and teaching practice.Compared with the description of the order and types of activities in Activity-Based Learning Approach,the activities presented in real classroom practice are more complex and diverse.The author discusses the factors that affect the case teachers’ practice of Activity-Based Learning Approach in class and also puts forward some suggestions on foreign language teacher education,school teaching management system,and teaching design under the background of English curriculum reform to better promote the practice of Activity-Based Learning Approach.