A Study On The Application Of "Activity-based English Learning Concept" To English Reading In Senior High School

Reading is one of the important ways of language acquisition.English reading is the important content of high school students’ English learning.New English Curriculum Standards of Senior High School(2017)puts forward a new concept,“Activity-based English Learning Concept”,and points out that there are three levels of English learning activities: learning and understanding activities,application and practice activities,and transformation and innovation activities.“Activity-based English Learning Concept” provides the new guidance for English teaching practice in Senior high schools.This study takes constructivism theory,Bloom’s taxonomy of educational objectives,and monitor theory as the theoretical guidance,and takes four English teachers and students of two classes in Tianshui No.1 Middle School as the research subjects.Through using the methods of classroom observation and interview,this paper aims to study the following three questions:(1)What is the current situation for the application of “Activity-based English Learning Concept” to high school English reading class?(2)What impact will the application of “Activity-based English Learning Concept”have on students’ understanding of the reading text?(3)How does the application of “Activity-based English Learning Concept” help students put what they have learned into the practice to make transformation and innovation?This study observes the English reading classes of four teachers and uses the classroom observation table to analyze and study reading teaching activities of four teachers.Under the guidance of “Activity-based English Learning Concept”,the author designs the teaching activities of English reading for the students being researched,and conducts an interview with some students on its effect.Meanwhile,through observing the reaction and performances of students in the reading classes,the author observes and analyzes students’ understanding towards the reading text.Finally,combining the teaching practice of English reading in two classes,the author analyzes and summarizes the strategies that can help students apply what they have learned into new situations in order to make transformation and innovation,under the guidance of “Activity-based English Learning Concept”.The results show that students have a deeper and deeper understanding of the reading text,and have a deep cognition towards the thematic meaning behind the text and the stylistic structure of the text,after carrying out the teaching activities of English reading under the guidance of “Activity-based English Learning Concept”.The teaching activities refer to learning and understanding activities,application and practice activities,and transformation and innovation activities.Meanwhile,in the teaching practice of English reading under the guidance of “Activity-based English Learning Concept”,the strategies,such as deepening discourse comprehension around the thematic meaning,transforming new contexts around the thematic meaning,assigning homework related to the thematic meaning,and respecting the central role of students,help students internalize what they have learned and make it possible for students to transfer and innovate what they have learned.