基于学习活动观的初中英语视听课教学实践研究——以8AU4视听课为例

A Practical Study on Audio-Visual Teaching in Junior High School English Based on the Concept of Learning Activities—Taking the Audio-Visual Lesson of Unit 4 in Grade 8 Volume 1 as an Example

摘要: 作为《义务教育英语课程标准(2022年版)》所倡导的关键教学理念，英语学习活动观着重强调以学生为主体，借助主题语境下的系列化活动，推动语言知识的内化吸收与实际运用。语言教学领域的任务型语言教学(TBLT)、交际语言教学(CLT)为其提供了重要理论根基，而学习活动观在继承二者核心优势的基础上实现了深化发展。本文以沪教2024版初中英语八年级上册Unit 4视听课Cities Then and Now为教学案例，聚焦“如何助力不同水平学生在迁移创新活动中实现思维提升”核心问题，从教学目标的精准定位、真实教学情境的搭建、三阶教学活动的设计三个维度，深入探究学习活动观在初中英语听说课堂中的实际应用路径。实践结果显示，通过设计并实施学习理解、应用实践、迁移创新这三类层层递进的教学活动，并在迁移创新环节融入科学的支架设计，不仅能够有效提高学生的英语听说综合能力，还能促进学生语言能力、文化意识、思维品质以及学习能力等核心素养的协同发展，为初中英语视听教学的改革提供切实可行的实践参考依据。

Abstract: As a key pedagogical concept advocated by the “Compulsory Education English Curriculum Standards (2022 Edition)”, the Learning Activity Perspective in English education emphasizes student-centered learning through thematic, contextualized activities that facilitate the internalization and practical application of language knowledge. Task-Based Language Teaching (TBLT) and Communicative Language Teaching (CLT) from the language education field provide crucial theoretical foundations for this approach, while the Learning Activity Perspective builds upon their core strengths to achieve deeper development. Using the audiovisual lesson “Cities Then and Now” from Unit 4 of the 2024 Shanghai Education Edition Junior High English Grade 8 Volume 1 as a teaching case study, this paper focuses on the core question of “how to enhance cognitive development in students of different proficiency levels through transfer and innovation activities”. Through three dimensions—precise teaching objective positioning, authentic teaching scenario construction, and three-stage instructional activity design—the study explores practical implementation pathways of the Learning Activity Perspective in junior high English listening and speaking classrooms. Practical results demonstrate that designing and implementing three progressive teaching activities (learning comprehension, application practice, and transfer innovation) with scientifically designed scaffolding in the transfer innovation phase not only effectively improves students’ comprehensive English listening and speaking abilities, but also promotes the coordinated development of core competencies, including language proficiency, cultural awareness, thinking quality, and learning capabilities. This provides actionable, practical references for reforming junior high English audiovisual teaching practices.