有意义学习理论视域下初中英语阅读教学案例研究——以人教版七年级上册Unit 3为例

Case Studies of Junior High School English Reading Instruction from the Perspective of Meaningful Learning Theory —A Case Study of PEP Grade 7, Volume 1, Unit 3

摘要: 阅读教学是初中英语教学的核心组成部分，然而当前课堂常陷入词汇讲解与信息提取的表层化困境，学生难以实现深度理解与意义建构。本研究以Ausubel的有意义学习理论为框架，以人教版七年级上册Unit 3 Section B阅读语篇为案例，探究有意义学习理论在初中英语阅读教学中的应用路径。案例通过先行组织者激活认知结构、问题链驱动逐层同化、思维导图整合知识体系、迁移任务促进意义建构四个环节，引导学生将新信息与已有认知结构建立非任意实质性联系。教学反思表明，先行组织者策略的有效激活、问题链的层级设计、思维导图的可视化整合是实现有意义阅读教学的关键策略。本案例可为教育硕士实习阶段的阅读教学设计提供参考。

Abstract: Reading instruction is a core component of junior high school English teaching. However, current classroom practices often fall into superficial routines of vocabulary explanation and information retrieval, making it difficult for students to achieve deep understanding and meaning construction. Grounded in Ausubel’s Meaningful Learning Theory, this study takes the reading passage from Section B, Unit 3, Grade 7, Volume 1 of the PEP textbook as a case to explore the application pathways of meaningful learning theory in junior high school English reading instruction. The case follows four stages: activating cognitive structures through advance organizers, promoting gradual assimilation with a question chain, integrating knowledge systems via mind mapping, and facilitating meaning construction through transfer tasks. These steps guide students to establish non-arbitrary and substantive connections between new information and their prior cognitive structures. Teaching reflections indicate that effective activation using advance organizers, hierarchical design of the question chain, and visual integration through mind mapping are key strategies for achieving meaningful reading instruction. This case may serve as a reference for reading instructional design during the internship phase of master’s students in education.