基于英语学习活动观的初中英语阅读课例分析——以外研版八年级《英语》上册Module 6 Unit 2为例

An Analysis of a Junior High School English Reading Lesson Case Based on the English Learning Activity-Based Approach—A Case Study of Module 6 Unit 2 in English (Grade 8, Volume 1) of the Foreign Language Teaching and Research Press Version

摘要: 随着《义务教育英语课程标准(2022年版)》的深入推行，以“学思结合、用创为本”为核心理念的英语学习活动观，已成为推动英语课堂教学转型的重要框架。该理念强调在理解性输入的基础上，通过实践应用与开放迁移，促进学生语言能力、文化意识、思维品质和学习能力等核心素养的协同发展。然而当前初中英语阅读教学仍普遍面临内容处理碎片化、教学活动模式化以及思维参与浅层化等问题，亟待探索以素养为导向、具有可操作性的教学改进路径。在此背景下，本研究选取一节获评“全国优秀示范课例”的初中英语阅读课作为分析对象，重点从英语学习活动观所划分的学习理解、应用实践与迁移创新三个层级，系统审视其教学架构与实施逻辑。研究发现，该课例通过贯穿始终的主题意义探究和具有内在关联的递进式活动链，在一定程度上回应了阅读教学容易出现的知识割裂与思维表层化问题。在教学实践中，该课例的设计在培养学生的批判性思维、文化感知与生态责任意识方面展现出积极潜力，为核心素养在阅读课堂中的落实提供了具有参考价值的实践案例。同时，本研究亦针对该课例在活动层次衔接的流畅性与迁移创新任务的认知挑战度方面提出优化建议，以期为中学英语阅读教学的设计与反思提供借鉴。

Abstract: With the implementation of the Compulsory Education English Curriculum Standards (2022 Edition), the English Learning Activity-based Approach, centered on “integrating learning with thinking and applying creating as the foundation”, has become a pivotal framework for instructional reform. This approach emphasizes the integrated development of students’ core competencies—namely, language competence, cultural awareness, thinking quality and learning ability—through structured engagement in comprehension, application, and transfer tasks. However, prevalent issues in current junior high school English reading instruction, such as fragmented content delivery, formulaic teaching patterns, and superficial cognitive engagement, highlight the need for exploring effective, competency-oriented teaching pathways. Accordingly, this study examines a nationally recognized exemplary junior high English reading lesson through the lens of the three core levels of the English Learning Activity-based Approach: learning and understanding, applying and practicing, and transferring and creating. Analysis reveals that the lesson effectively addresses issues of fragmentation and shallow thinking by adopting a thematic approach and structured activity sequences. The design demonstrates the potential to foster students’ critical thinking skills, cultural awareness, and ecological consciousness, offering a replicable model for implementing core competencies in reading instruction. Furthermore, the study proposes refinements regarding the cohesion between instructional phases and the cognitive depth of transfer tasks, providing insights for enhancing practical reading teaching methodologies.