基于英语学习活动观的高中英语阅读教学探究——以《二十年后》为例

Exploring English Reading Instruction for Senior High School Based on English Learning Activity Theory—Taking “After Twenty Years” as an Example

摘要: 英语学习活动观是《普通高中英语课程标准(2017年版2020年修订)》提出的核心教学理念，强调通过综合性、关联性和实践性的学习活动，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融合发展。阅读教学作为高中英语教学的关键组成部分，是落实这一理念的重要载体。本文以英语学习活动观为理论指导，以牛津译林版高中《英语》选择性必修四第一单元《二十年后》为例，从语篇研读、学情分析、教学目标设定和教学活动设计四个维度，系统呈现基于学习理解、应用实践、迁移创新三类活动的阅读教学实践过程。研究表明，英语学习活动观指导下的阅读教学能够有效整合课程内容，实现学生语言能力与思维品质的协同发展，为高中英语阅读教学提供可借鉴的实践范式。

Abstract: English learning activity theory proposed in the “English Curriculum Standards for Senior High Schools (2017 Edition, Revised in 2020)”, is a core teaching concept. It emphasizes the integration of comprehensive, relevant, and practical learning activities to promote the integrated development of students’ core competencies, including language ability, cultural awareness, thinking quality, and learning ability. As a crucial component of senior high school English teaching, reading instruction serves as an important vehicle for implementing this concept. Guided by the English learning activity theory, this paper takes “After Twenty Years”, the first unit of the selective compulsory course 4 of the Oxford Yilin Edition of High School “English”, as an example to systematically present the reading instruction practice process based on three types of activities: learning and comprehension, application and practice, and transfer and innovation. This process is elaborated from four dimensions: text interpretation, analysis of learning situation, setting of teaching objectives, and design of teaching activities. The research shows that reading instruction under the guidance of the English learning activity theory can effectively integrate course content and achieve the synergistic development of students’ language ability and thinking quality, providing a practical paradigm for reference in senior high school English reading instruction.