文本驱动法在高中英语阅读课教学中的应用

Application of Text-Driven Approach in High School English Reading Instruction

摘要: 情感参与通过对学习者多维呈现的帮助，对学习者的语言习得进程有一定的促进作用。文本驱动法是一种强调学习者对所学文本的个人反应、学习者发现和学习者表达意见想法的材料开发框架，包括教学材料筛选、心理准备就绪、多维反应参与、有意义输出四个阶段，由于其强调学生情感参与的特点，在文学类文本的教学中具有相当的潜力。本文以欧亨利的短篇小说《二十年后》作为改编教学材料的教学案例为例，体现文本驱动法在高中英语阅读课教学中的应用，建议教师因文制宜，强调学生情感参与，联系学生生活实际，激发学生学习动能，指向学生思维的创造性发展。

Abstract: Affective engagement facilitates learners’ second language acquisition by providing learners with multidimensional interactive experiences. The Text-Driven Approach (TDA) is an instructional materials development framework that emphasizes learners’ personal responses to texts, encouraging discovery-based learning and the expression of individual perspectives. This approach consists of four key phases: material selection, psychological readiness activation, multidimensional response engagement, and meaningful output production. Given its focus on affective involvement, TDA demonstrates significant potential in the teaching of literary texts. This study applies TDA in high school English reading instruction, using O. Henry’s short story After Twenty Years as an adapted teaching case. Findings suggest that educators should tailor materials to text characteristics, prioritize affective engagement, connect content to students’ lived experiences, stimulate learning motivation, and foster the creative development of critical thinking.