英语学习活动观视域下高中英语阅读教学中文化意识培养的实践探索——以When Hamlet Meets Peking Opera为例

A Practical Exploration of Cultivating Cultural Awareness in Senior High School English Reading Teaching from the Perspective of the English Learning Activity Approach—A Case Study of When Hamlet Meets Peking Opera

摘要: 文化意识是英语学科核心素养的重要组成部分，也是高中英语阅读教学的重要育人目标。然而，当前部分阅读课堂仍存在重语言知识讲解、轻主题意义探究的问题，影响了文化意识培养的实效性。英语学习活动观强调以主题意义为引领，通过学习理解、应用实践和迁移创新等层级活动促进学生核心素养发展，为文化意识培养提供了新的实践路径。基于此，本文以外研社高中英语必修二Unit 4 Stage and Screen阅读语篇When Hamlet Meets Peking Opera为例，以英语学习活动观为指导，围绕“文化体验者–文化分析者–文化传播者”三重身份构建学习活动链，引导学生在主题意义探究过程中逐步实现从文化感知、文化理解到文化传播的进阶发展。本文认为，将英语学习活动观与文化主题阅读教学有机结合，有助于促进学生文化意识的发展，实现语言学习、文化理解与价值引领的统一，为核心素养导向下的高中英语阅读教学提供实践参考。

Abstract: Cultural awareness is an essential component of English subject core competencies and an important educational objective of senior high school English reading instruction. However, in current reading classrooms, excessive attention is often given to language knowledge and skills, while insufficient emphasis is placed on the exploration of thematic meaning, which limits the effectiveness of cultural awareness cultivation. The English Learning Activity Approach, which takes thematic meaning as the guiding principle and promotes students’ core competencies through activities of learning and understanding, applying and practicing, and transferring and creating, provides a new pathway for fostering cultural awareness. Taking When Hamlet Meets Peking Opera, the reading text from Unit 4 Stage and Screen in New Standard English (Compulsory Book 2), as an example, this paper designs a reading lesson guided by the English Learning Activity Approach. A progressive activity chain is constructed around three learner identities - Cultural Participant, Cultural Analyst, and Cultural Ambassador - to facilitate students’ development from cultural perception to cultural understanding and ultimately to cultural communication through thematic meaning exploration. This paper argues that integrating the English Learning Activity Approach with cultural-themed reading instruction can effectively promote the development of students’ cultural awareness, achieve the integration of language learning, cultural understanding and value cultivation, and provide practical implications for core competency-oriented senior high school English reading instruction.