基于英语学习活动观的高中英语阅读课例分析——以人教版必修二Unit 1为例

An Analysis of a Senior High School English Reading Lesson Case Based on the English Learning Activity-Based Approach—A Case Study of Book 2, Unit 1 in English of PEP

摘要: 《普通高中英语课程标准(2017年版2020年修订)》明确提出英语学习活动观，强调以主题意义为引领，通过综合性、关联性和实践性的活动促进学生核心素养发展。然而，当前高中英语阅读教学中，教师对活动观的理解与落实仍面临挑战，如何设计符合其理念的教学活动成为亟待解决的问题。文章以第十七届教师基本功大赛优秀课例为研究对象，选取人教版高中英语必修二“John Snow Defeats ‘King Cholera’”阅读教学，从语篇分析、活动设计、学效检验、课例评析与反思五个维度展开探讨。分析发现，该课例通过“学习理解–应用实践–迁移创新”三阶活动链，以“科学家精神”为线索，从屠呦呦案例导入激活已知，到结合科学教育(STEM)跨学科视角深化“科学实证意识”培养，最终通过情境化输出实现知识迁移，有效落实了活动观的核心理念。课例在逻辑闭环、主题育人、思维驱动等方面表现突出，但在情境真实性、方法探究具象化及作业选择性和关联性上仍有优化空间。课例表明，以主题意义为魂、整合跨学科素养的整体性活动设计，能推动学生从语言输入到能力的转化，再到素养发展的进阶，为英语学习活动观的课堂实践提供参考。

Abstract: The “English Curriculum Standards for Senior High Schools (2017 Edition, Revised 2020)” explicitly proposes the English Learning Activity-Based Approach, emphasizing the development of students’ core competencies through comprehensive, interconnected, and practical activities guided by thematic significance. However, in current senior high school English reading, teachers still face challenges in understanding and implementing this activity-based approach. How to design teaching activities consistent with its principles has become an urgent issue to address. This study examines an exemplary lesson from the 17th National Teacher Skills Competition, focusing on the reading instruction of “John Snow Defeats ‘King Cholera’” from the People’s Education Press High School English Compulsory Course 2. The analysis unfolds across five dimensions: discourse analysis, activity design, learning effectiveness, lesson case evaluation, and reflection. It reveals that this lesson effectively implements the core principles of the activity-based approach through a three-stage activity chain: “Learning and Understanding-Application and Practice-Transfer and Innovation”. Centered on the theme of “scientific spirit”, it activates prior knowledge by introducing the case of Tu Youyou, deepens the cultivation of “scientific evidence awareness” from a STEM interdisciplinary perspective, and ultimately achieves knowledge transfer via contextualized output. The lesson exemplified strengths in logical coherence, thematic education, and thinking-driven approaches, though room for improvement exists in contextual authenticity, concrete method exploration, and assignment selectivity and relevance. The case indicates that holistic activity design—centered on thematic significance and integrating interdisciplinary competence can facilitate students’ transition from language to competence, offering insights for implementing activity-based approaches in English language classrooms.