基于英语学习活动观的初中英语以读促写教学探究

A Study on Reading-to-Write Teaching in Junior High School English Based on the Activity-Based Approach to English Learning

摘要: 聚焦“在活动观指导下如何设计读写支架以促进知识迁移”这一核心议题，以一节初中英语写作课为例，探讨以读促写教学实践。运用布鲁姆认知分类理论诊断各活动环节的思维层级，以支架理论分析支架设计，提出教师应紧扣主题语境，创设生活化情境，构建与认知层级相匹配的支架链，引导学生分析语言知识和篇章结构，培养文化意识，以提升学生的英语学科核心素养。

Abstract: Focusing on the core issue of designing reading-to-writing scaffolds under the activity-based approach, this paper takes a junior high school English writing lesson as an example to explore reading-to-write teaching practice. By employing Bloom’s taxonomy to diagnose cognitive levels and scaffold theory to analyze scaffold design, this study suggests that teachers should focus on thematic contexts, design real-life scenarios, construct scaffold chains aligned with cognitive levels, guide students to explore linguistic knowledge and textual structures, and cultivate their cultural awareness, thereby enhancing students’ core competencies in English.