概念驱动视域下高中英语人文阅读核心概念建构路径探析——以人教版必修二Unit 4“What’s in a Name?”为例

An Analysis of Core Concept Construction Pathways in Senior High School English Humanistic Reading from a Concept-Driven Perspective—Taking PEP Senior High School English Compulsory Book 2 Unit 4, “What’s in a Name?” as an Example

摘要: 当前高中英语人文说明文教学普遍存在文本解读碎片化、主题挖掘流于表面的问题，很多教师能够认同概念驱动教学理念，但缺少从文本事实到核心概念的阶梯化课堂实施路径。概念驱动教学强调以核心概念统领课堂探究，与建构主义主动认知学习逻辑相契合。本文采用课例分析方法，以人教版必修二Unit 4《What’s in a Name?》优质课例为分析载体，梳理课堂前概念唤醒、证据整合、概念生成、迁移反思四环节完整实施流程，该路径对促进学生整合文本信息、发展逻辑与批判性思维具有积极价值，但在学生个体差异关照及数字工具合理使用等方面仍有优化空间，为同类人文阅读文本开展概念化教学提供可参照的实操范式。

Abstract: Currently, high school English humanities expository text instruction is commonly plagued by fragmented text interpretation and superficial thematic exploration. While many teachers recognize the value of concept-driven instruction, they lack a scaffolded classroom pathway from textual facts to core concepts. Concept-driven teaching emphasizes the use of core concepts to guide classroom inquiry, aligning with the active cognitive learning logic of constructivism. Adopting a case study approach, this study uses a high-quality lesson example of PEP Senior High School English Compulsory Book 2 Unit 4 “What’s in a Name?” as the analytical vehicle to map out a complete implementation process encompassing four stages: prior-concept activation, evidence integration, concept generation, and transfer reflection. This pathway demonstrates positive value in promoting students’ integration of textual information and the development of logical and critical thinking, but still has room for improvement in addressing individual student differences and the appropriate use of digital tools, thereby providing a practical and referential paradigm for concept-based instruction with similar humanistic reading texts.