A Study Of Senior High School English Reading Instructional Teaching Design Based On The Theory Of Learning Activity

In recent years,China has attached great importance to value education,emphasizing the full utilization of value education resources integrated in various subject courses to achieve the goal of Subject-Based Education.However,sufficient attention has not been paid to value education in high school English teaching,because of the examination-oriented education.Therefore,based on the English Curriculum Standards for Ordinary High Schools and the theory of learning activity and socio-culture,this study tries a new Senior High School English instructional teaching design from the perspective of value education in order to verify whether the teaching design can improve students’ subject knowledge and ability,and promote the value education.This study selects 104 first-year students from a Level 2 standard senior high school in YY City,Fujian Province as the research subjects.The research findings are as follows:(1)Activity-learning-based English instructional teaching design can enhance students’ subject knowledge and ability.The 104 students are randomly chosen from two classes with similar English proficiency levels for the experiment.The experimental class implements activity learning model,while the contrast class the PWP model.After a two-month teaching experiment,the results show that the experimental class(average scores ranged from 7.15 to7.28)scored significantly higher than the control class(between 6.25 and 6.59).The paired sample T-test reveals that the average paired difference in the experimental group is between-1.13 and-1.28,with a significance of 0.00,indicating a significant difference in reading achievements.However,the improvement in the control group is not significant.Furthermore,the classroom observations results also indicate that the activity learning model is more conductive to students’ cultivation of core literacy at different levels knowledge understanding,application practice,and innovation transfer.(2)Activity-learning-based English instructional teaching design can promote the value education.Pre-test results of the experiments indicate that the experimental group and the control group scored similarly in understanding the connotation of values,essentially at the same level.However,both the post-test and t-test results show that the experimental group scores higher in understanding the connotation of values in the five test materials than the control group.In addition,the data from the survey also shows that the average score of the experimental group’s understanding of values is 3.78-4.32 and the application score is 4.13-4.55,which are significantly higher than the control group’s 3.50-4.35 and 3.50-4.25.Its independent sample T-test result also shows significant differences between the experimental group and the control group,indicating that the activity learning model has a sound advantage in value education than the PWP teaching model.(3)Subject-based knowledge education and value education are mutually reinforcing,rather than independent from each other.In the teaching process,subject knowledge can provide a practical foundation for value education and strengthen language learning.Meanwhile,moral education can provide value guidance for subject knowledge education,sublimate students’ language learning,and better promote the achievements of students’ core literacy.