A Case Study Of English Reading-based Imitative Writing Teaching In Senior High School Based On The Approach Of Activity-based English Learning

The English Curriculum Standards for General Senior High School(2017)puts forward the teaching concept of the approach of activity-based English learning(abbreviated as“AAEL”),and advocates teachers to re-examine the rationality and effectiveness of teaching design from the perspective of learning activities,integrate teaching contents,and optimize teaching methods.Besides,the traditional English writing teaching overemphasizes the input of language knowledge and the cultivation of writing skills for students,and there is a phenomenon of teaching writing in a superficial and fragmented way,neglecting the correlation between reading and writing,which is not conducive to the cultivation of students’ key competencies and the realization of the fundamental goal of moral education and disciplinary education in English.In view of the shortcomings of traditional teaching and the development needs of today’s teaching practice,how to integrate the activity-based view of English learning with writing teaching to meet students’ writing needs is a topic worth studying.Based on this,this study takes two high school English teachers in H High School,Haikou as the case study subjects under the guidance of Activity Theory and Bloom’s Taxonomy of Educational Objectives,and focuses on the core content of “how the reading-based imitative writing teaching based on the approach of activity-based English learning is carried out in practice”.The following three questions are explored by using classroom observation,questionnaire on students,analysis of students’ writing texts,and interview on teachers.1.How do the target teachers implement the reading-based imitative writing teaching based on the approach of activity-based English learning?2.How effective is the implementation of the target teachers’ reading-based imitative writing teaching?3.What are the problems of the target teachers’ reading-based imitative writing teaching? What are the causes of these problems?The results of the study show that: first,both teachers consciously implement post-reading imitation teaching based on the approach of activity-based English learning,but they pay less attention to the transferring and creating activities and neglect to guide students to explore the values behind the discourse,and although the teaching is carried out under the framework of the the approach of activity-based English learning,the teachers’ actual teaching objectives are only to improve students’ English writing skills;second,both English teachers’ teaching has a positive impact on students’ writing,but T1’s(Teacher 1)teaching implementation is significantly more effective than T2’s(Teacher 2);third,both T1 and T2 have problems in their teaching,such as paying low attention to transferring and creating activities and the traditional teaching concepts still exist in teaching.In addition,the actual implementation of T2 falls far short of the teacher’s expectation,and the classroom teaching in T2 emphasizes text analysis rather than writing.In addition,the analysis of students’ writing texts shows that students in T2’s class lack the awareness of using the writing techniques in the reading materials.The reasons for the problems may be due to the teachers’ lack of thorough understanding of the concept of approach of activity-based English learning,the students’ varying English proficiency,and the teachers’ biased focuses on the evaluation of the students’ writing.Through the above discussion,the researcher proposes suggestions for teachers to teach reading-based imitative writing teaching based on the activity-based English learning approach,in order to provide reference for creating a better reading-based imitative writing teaching based on the activity-based English learning approach,and to improve the quality of English writing teaching for front-line English teachers.