主线引领，层次递进：英语学习活动观在高中阅读教学中的实践——以人教版高中英语必修三“Why Do We Celebrate Festivals?”一课为例

Leading with a Thematic Thread and Progressing through Levels: The Practice of Activity-Based Approach to English Learning in Senior High School Reading Teaching—Taking the Lesson “Why Do We Celebrate Festivals?” from Unit 1 of People’s Education Press Compulsory English 3 as an Example

摘要: 当前高中英语阅读教学普遍存在活动碎片化、思维浅层化的问题，难以有效落实《普通高中英语课程标准（2017年版2020年修订）》所倡导的英语学习活动观对主题意义探究的要求。文章以一节来自“双新”实施国家级示范校展示活动的高中英语阅读公开课为研究对象，教学内容为人教版必修三Unit 1阅读语篇“Why do we celebrate festivals?”。研究构建了“主题问题–教学主线–活动层次”的分析框架，考察该课例如何以“different and common”为教学主线组织学习理解、应用实践和迁移创新三个层次的活动，并分析了这一主线对四个核心素养维度的具体促发作用。研究发现，教学主线在课堂中发挥了统摄、进阶和中介三重功能：学习理解阶段提供了信息分类框架，应用实践阶段支撑了依托文本的语言阐释，迁移创新阶段驱动了价值判断与意义建构；但在教学主线的适用范围、语言学习的显性支持以及学习效果证据的多元性方面仍有改进空间。

Abstract: Current senior high school English reading teaching generally suffers from fragmented activities and superficial thinking, which hinders the effective implementation of thematic meaning exploration as required by the Activity-based Approach to English Learning advocated in the General Senior High School English Curriculum Standards (2017 Edition, Revised in 2020). Taking a senior high school English reading open class from a national demonstration school event for the “New Curriculum and New Textbooks” initiative as the research object, this study focuses on the reading text “Why Do We Celebrate Festivals?” from Unit 1 of Compulsory English 3 (People’s Education Press). An analytical framework of “thematic question-teaching thread-activity levels” is constructed to examine how this lesson organizes activities at three levels—learning and understanding, applying and practicing, and transferring and creating—with “different and common” as the teaching thread, and to analyze the specific facilitating effects of this thread on the four dimensions of core competencies. The findings reveal that the teaching thread performs three functions in the classroom: unifying, progressing, and mediating. It provides a framework for information classification at the learning and understanding stage, supports text-based language interpretation at the applying and practicing stage, and drives value judgment and meaning construction at the transferring and creating stage. However, there remains room for improvement regarding the scope of application of the teaching thread, explicit support for language learning, and the diversity of evidence for learning outcomes.