基于英语学习活动观的思维型阅读课堂评析——以马瑾辰From Problems to Solutions公开课为例

An Analysis of Thinking-Oriented Reading Instruction from the Perspective of the Activity-Based Approach to English Learning—A Case Study of Ma Jinchen’s Public Lesson on From Problems to Solutions

摘要: 英语课程标准是英语课程实践的指南，并随着课程改革不断更新和发展。而英语学习活动观是新课标落实学科核心素养、培育思维品质的核心教学路径，但在高中阅读课堂的落地过程中，普遍存在活动间割裂、高阶思辨难以有效培养等问题。本文以马瑾辰老师From Problems to Solutions文化遗产主题阅读公开课为例，以英语学习活动观为分析框架，从学习理解、应用实践、迁移创新三个维度开展课例评析。研究发现，本课依托递进式问题链搭建了完整的活动链条，在挖掘文本育人价值方面成效显著，但存在迁移环节输出形式单一、思辨讨论深度不足等局限。针对上述不足，本文提出完善分层任务设计、丰富迁移活动形式等改进策略，并在此基础上重点探讨“从应用实践到迁移创新”这一认知过渡环节的设计问题，分析在文化主题阅读课堂中帮助学生实现从“理解”到“迁移”的认知跨越的关键条件，为高中英语思维型阅读课堂教学提供参考。

Abstract: The English curriculum standards serve as the guiding framework for English curriculum practice and are subject to ongoing renewal and development in tandem with curriculum reforms. The Activity-based Approach to English Learning constitutes a core pedagogical pathway through which the new curriculum standards operationalize subject core competencies and cultivate thinking qualities. However, in the process of its implementation in senior high school reading classrooms, pervasive issues persist, including fragmentation among activities and inadequate development of higher-order critical thinking. Taking Ms. Ma Jinchen’s public lesson on the cultural heritage-themed reading text From Problems to Solutions as a case study, and employing the Activity-based Approach to English Learning as the analytical framework, this paper conducts a lesson analysis and evaluation from three dimensions: learning and understanding, applying and practicing, and transferring and creating. The findings indicate that the lesson constructs an integrated activity chain through a progressive sequence of tiered questioning, demonstrating notable effectiveness in excavating the educational values embedded in the text. Nevertheless, limitations are identified, including the oversimplified output formats in the transfer phase and insufficient depth in critical discussion. In response to the above limitations, this paper proposes improvement strategies such as refining tiered task designs and diversifying the forms of transfer activities. On this basis, it focuses on the pedagogical design of the cognitive transition from applying and practicing to transferring and creating, examining the critical conditions that facilitate students’ cognitive leap from “understanding” to “transferring” in cultural heritage-themed reading instruction, with the aim of offering a reference for thinking-oriented English reading pedagogy in senior high schools.