英语学习活动观视角下人教版英语新旧教材阅读板块活动设计的对比研究——以七年级教材为例

A Comparative Study on Activity Design of Reading Sections in Old and New PEP English Textbooks from the Perspective of Activity-Based Learning—Taking Grade 7 Textbooks as an Example

摘要: 《义务教育英语课程标准(2022年版)》英语学习活动观确立为初中英语教学的核心理念，强调以层次性、情境化的活动设计推动学生语言能力与思维品质的协同发展。人教版初中英语教材的修订参照《义务教育英语课程标准(2022年版)》相关理念要求，对阅读板块活动设计进行了系统性优化，但现有研究中从英语学习活动观视角展开的新旧教材对比分析仍较为稀缺。本研究以人教版初中英语七年级上册新旧版教材为研究对象，以英语学习活动观和布鲁姆教育目标分类学修订版为理论基础，采用文本分析法、定性内容分析法，通过构建双层编码体系对两套教材阅读板块的活动设计进行量化编码与质性解读，对比分析二者在活动类型、认知层次分布上的共性与差异，探究新教材阅读活动设计对学生思维能力培养的落实效果。研究发现，新版教材在阅读活动设计上更贴合英语学习活动观要求，迁移创新类活动与高阶认知层次活动占比显著提升，但存在活动难度梯度设置不足、部分创新活动实操性偏弱等问题。本研究从教学实践与教材编写两个维度为一线教师开展基于英语学习活动观的阅读教学提供实践参考，也为初中英语教材阅读板块的后续修订提供数据支撑与理论依据。

Abstract: The Compulsory Education English Curriculum Standards (2022 Edition) establishes activity-based learning as the core concept of junior high school English teaching, emphasizing that hierarchical and contextual activity design promotes the coordinated development of students’ language competence and thinking quality. The revision of PEP junior high school English textbooks closely follows the requirements of the new curriculum standards and systematically optimizes the activity design of reading sections. However, existing comparative studies on old and new textbooks from the perspective of English Learning Activity View are still scarce. Taking the old and new editions of PEP Junior High School English (Grade 7 Volume 1) as research objects, and based on English Learning Activity View and the revised Bloom’s Taxonomy of Educational Objectives, this study adopts text analysis and qualitative content analysis. Through constructing a double-layer coding system, it conducts quantitative coding and qualitative interpretation of activity design in reading sections of the two sets of textbooks, compares their similarities and differences in activity types and cognitive level distribution, and explores how the new textbook’s reading activity design cultivates students’ thinking ability. The study finds that the new textbook is more consistent with the requirements of English Learning Activity View in reading activity design, with a significant increase in the proportion of transfer & innovation activities and high-order cognitive activities. Nevertheless, problems remain, such as insufficient gradient setting of activity difficulty and weak operability of some innovative activities. This study provides practical references for frontline teachers to implement reading teaching based on English Learning Activity View from the dimensions of teaching practice and textbook compilation, and also offers data support and theoretical basis for the subsequent revision of reading sections in junior high school English textbooks.