英语学习活动观下高中英语说明文深度阅读教学设计研究——以Artificial Intelligence: Friendly or Frightening?为例

Designing Deep-Reading Instruction for High School English Expository Texts from the Perspective of the English Learning Activity Approach—A Case Study of Artificial Intelligence: Friendly or Frightening?

摘要: 说明文是高中英语阅读教学中的核心语篇类型，但当前课堂仍普遍存在浅层化倾向，教学内容多集中于信息检索和语言点讲解，对学生思维品质与文化意识的培育关注不足。《普通高中英语课程标准(2017年版2020年修订)》提出的英语学习活动观，构建了“学习理解–应用实践–迁移创新”三层递进的活动模型，为改善说明文深度阅读教学提供了理论依据和实践路径。本文以译林版高中英语选择性必修第二册Unit 4中的科普说明文Artificial Intelligence: Friendly or Frightening?为课例，采用课例研究法，在梳理科普说明文教学现实困境、阐释相关理论与研究基础的基础上，依托三层次活动模型设计系统化的深度阅读教学活动，并结合教学实施分析成效、反思问题。研究表明，基于英语学习活动观的递进式阅读设计，能够推动学生由表层信息提取走向语篇意义建构，促进语言能力、思维品质与文化意识协同发展。针对教学实施中出现的问题，本文从活动逻辑衔接、学生主体性发挥、多模态资源融合和过程性评价落实四个方面提出优化策略，为高中英语科普说明文深度阅读教学提供可借鉴的实践范式。

Abstract: Expository texts are a core genre in high school English reading instruction. However, classroom teaching remains largely superficial, focusing mainly on information retrieval and language points while giving insufficient attention to the development of students’ thinking skills and cultural awareness. The General Senior High School English Curriculum Standards (2017 Edition, 2020 Revision) propose the English Learning Activity Approach, which organizes learning into three progressive levels: learning and understanding, applying and practicing, and transferring and creating. This approach provides a theoretical basis and practical guidance for improving deep-reading instruction for expository texts. Taking the popular science text Artificial Intelligence: Friendly or Frightening? from Unit 4 of the second volume of the Selective Compulsory English textbook published by Yilin Press as a case, this study adopts a lesson-case study approach. It reviews the practical challenges of teaching popular science expository texts and the relevant theoretical and research foundations, then designs a systematic sequence of deep-reading activities based on the three-level model. The study also analyzes the outcomes of classroom implementation and reflects on the challenges encountered. The findings indicate that progressive reading activities based on the English Learning Activity Approach can move students beyond surface-level information retrieval toward the construction of textual meaning, while promoting the coordinated development of language ability, thinking skills, and cultural awareness. In response to challenges in implementation, the article proposes strategies in four areas: activity sequencing, student agency, multimodal resources, and formative assessment. These strategies offer a practical reference for deep-reading instruction using popular science expository texts in high school English.