基于英语学习活动观的初中英语阅读教学策略研究——以2025年人教版八年级上册Unit 2 Section B Going Home for the Spring Festival为例

A Study on Teaching Strategies of Junior High School English Reading Based on the Activity-Based Approach to English Learning—Taking the 2025 People’s Education Edition Grade 8, Unit 2, Section B, Going Home for the Spring Festival as an Example

摘要: 《义务教育课程标准日常修订版》(2022年版2025年修订)中明确提出要践行学思结合、用创为本的英语学习活动观。英语学习活动观强调以主题意义为引领，通过“学习理解–应用实践–迁移创新”三阶递进活动，促进学生核心素养的协同发展。本文以2025版人教版八年级上册Unit 2 Section B Going Home for the Spring Festival阅读课为案例，从语篇分析、目标设定、活动设计等维度，构建基于英语学习活动观的阅读教学策略体系，呈现完整的课堂实施流程。在此基础上，探讨“三阶框架”“双线梳理法”等核心策略向说明文、议论文等其他文体迁移的路径，并提出差异化教学策略，以期为初中英语阅读教学落实核心素养提供实践参考。

Abstract: The “Compulsory Education Curriculum Standard” (2022 Edition, Revised in 2025) clearly stipulates that we should practice the concept of English learning activities characterized by integrating learning with thinking and prioritizing application and creation. The activity-based approach to English learning emphasizes the theme meaning as the guide, and promotes the coordinated development of students’ core literacy through the three-step progressive activities of “learning understanding, application practice, and transfer innovation”. This paper takes the reading lesson of Unit 2 Section B Going Home for the Spring Festival in the first volume of the eighth grade of the 2025 edition of the People’s Education Edition as a case study to construct a reading teaching strategy system based on the concept of English learning activities from the dimensions of discourse analysis, goal setting, and activity design, and presents a complete classroom implementation process. On this basis, this paper discusses the path of the transfer of core strategies such as “three-order framework” and “two-line combing method” to other styles such as expository essays and argumentative essays, and puts forward differentiated teaching strategies in order to provide practical reference for the implementation of core literacy in junior high school English reading teaching.