基于英语学习活动观的初中英语阅读教学活动设计研究——以译林版《英语》8B Unit 3“Amazing China”为例

A Study on the Design of English Reading Teaching Activities in Junior High School from the Perspective of the View of English Learning Activities—A Case Study of Unit 3 “Amazing China” in Yilin Edition English 8B

摘要: 《义务教育英语课程标准(2022年版)》倡导的英语学习活动观为核心素养导向的英语阅读教学提供了系统的理论框架与实践路径。英语学习活动观强调以学生为主体，通过学习理解、应用实践、迁移创新三类递进式活动促进学生语言能力、文化意识、思维品质和学习能力的协同发展。然而，当前初中英语阅读教学中仍普遍存在活动设计碎片化、层次不清、思维参与不足等问题。本文在阐释英语学习活动观理论内涵的基础上，以新译林版《英语》八年级下册Unit 3“Amazing China”的阅读教学为例，从学习理解、应用实践、迁移创新三个层次系统探讨阅读教学活动的设计策略。研究发现，基于英语学习活动观的阅读教学活动设计应注重活动的层次性、关联性和实践性，以主题意义为引领，以真实情境为依托，通过“感知注意–获取梳理–概括整合–描述阐释–分析判断–内化运用–推理论证–批判评价–想象创造”的活动链，实现语言学习与思维发展的有机融合。本文旨在为初中英语阅读教学有效落实英语学习活动观提供可操作的实践参考。

Abstract: The view of English learning activities advocated by the English Curriculum Standards for Compulsory Education (2022 Edition) provides a systematic theoretical framework and practical pathway for core-competency-oriented English reading instruction. Emphasizing student-centeredness, this view promotes the coordinated development of students’ language ability, cultural awareness, thinking quality, and learning ability through three types of progressive activities: learning and understanding, application and practice, and transfer and innovation. Nevertheless, current junior high school English reading instruction still commonly suffers from fragmented activity design, unclear hierarchical progression, and insufficient cognitive engagement. On the basis of elucidating the theoretical connotations of the view of English learning activities, this paper takes the reading instruction of Unit 3 “Amazing China” in the new Yilin Edition of English (Grade 8, Book 2) as a case and systematically explores strategies for designing reading teaching activities from the three levels of learning and understanding, application and practice, and transfer and innovation. The study finds that the design of reading teaching activities based on the view of English learning activities should attend to the hierarchical, coherent, and practice-oriented nature of activities; be guided by thematic meaning and grounded in authentic contexts; and, through an activity chain of “perceiving and noticing - acquiring and sorting - summarizing and integrating - describing and interpreting - analyzing and judging - internalizing and applying - reasoning and argumentation - critiquing and evaluating - imagining and creating”, achieve an organic integration of language learning and thinking development. This paper aims to provide actionable practical references for the effective implementation of the view of English learning activities in junior high school English reading instruction.