A Study Of English Reading Activities In Senior High School Based On The Concept Of English Learning Activity

With the reform of the new curriculum,the concept of English core competence is becoming more and more prominent,which requires teachers to develop students’ core competence,including language ability,logical thinking,cultural awareness and learning ability.As one of the important ways to obtain information,reading is also an important platform to develop students’ core competence.Based on the concept of English learning activities,the activity design of reading class has become an irreversible trend,and also meets the requirements of the new curriculum reform.However,there are some problems in the activity design and practice of English learning activities in senior high school English reading class,such as single activity design,insufficient cohesion and so on.Therefore,in order to find the problems in the actual classroom,this study puts forward the following two research questions1.What types of activities did the teachers design in reading class according to the categories classified based on the concept of English learning activity?2.How well were these activities implemented in these reading exemplary lessons?In this study,Wang Qiang’s framework of disciplinary competence and three items of Cui Yunhuo’s observation scale were adopted,and classroom observation and text analysis were used to observe and analyze the reading class designed by eight senior high school teachers randomly selected from the online videos uploaded by Education Bureau during the epidemic period.By analyzing the results of classroom observation,the main findings are as follows.(1)It was found that the reading class activity design of teachers basically met the requirements of three types of activities based on the concept of English learning activity,but there was imbalance among these activities,showing that application and practice activities took up more time,then learning and understanding activities and transferring and innovation activities,paying attention to the information extract of the texts.(2)During the class implementation,teachers ignored the initiative of students in the classroom activities and mainly gave a name call to get them engaged in the class,leaving less time for students to think,and the interaction between teachers and students is relatively single,though some teachers adopted different kinds of forms such as feedback,summary,walking around to help students and so on,mainly adopting the method of Q&A.Therefore,the author puts forward some opinions and implications.(1)The teachers are supposed to learn the interpretation of the concept of English learning activity in Curriculum Standard and design all kinds of activities in reading classes to develop students’ core competencies so that they can better practice the concept of English learning activities in the future reading teaching.(2)The subject status of students should be recognized and respected and more chances and time should be left for students to be involved in these activities.It helps a lot for teachers to update the interaction with students,comprehensive use of various interactive ways,and improve the relationship between them so that the teaching efficiency can be enhanced.However,there are some questions in this study:(1)The samples are limited,focusing on the eight teachers from the same grade.(2)This study is full of subjectivity because of the text analysis of the classroom activities and classroom implementation by the use of the classroom observation.