An Action Research On The Activity-based Learning Approach To English Reading Teaching In Senior High School

The introduction of the General senior high school English Curriculum Standards（2020）has shown clear direction for English teaching.The Activity-based Learning Approach states that teachers should design integrated,correlative,and practical learning activities that can integrate language,culture,and thinking.To improve student’s overall English language ability,English teaching activities should be organized in the order of comprehension,application,and innovation.However,during the process of implementation,numerous English classes continued to use the conventional teaching technique.Teachers’ teaching philosophy has not been thoroughly transformed,and English reading teaching is monolithic,fragmented,and superficial.As an important input skill,reading accounts for students’ everyday English studies,but the current situation of reading teaching runs counter to the New Curriculum Standards’ requirements,and it is difficult to help students enhance comprehensive language ability.Thus,this study organizes learning activities that are“based on the text”,as well as “go deeper into the text”,and “go beyond the text” to help students acquire essential cognitive strategies,improve their reading comprehension abilities,and stimulate their interest in reading for the purpose of ultimately achieving students’ core literacy.The research is led by the Activity-based Learning Approach,the New Curriculum Standards,present state of senior high school English reading instruction,as well as the new edition of the Foreign Studies textbook,to design effective English reading activities.The author used an action research to discuss the following two questions: 1.What is the effect of the Activity-based Learning Approach on senior high school students’ cognitive strategies in reading? 2.What is the effect of the Activity-based Learning Approach on senior high school students’ interest in reading?In the first-round study,the author clarified the current reading status of senior high school students through reading tests and grouped students by their grades.After that,interviews and questionnaires were conducted with students to understand the shortcomings of the first-round teaching.After correcting the problems,the second-round research started,in which the Activity-based Learning Approach was better integrated into reading instruction,and then the students’ reading performances were tested.Through data collection and analysis,the author found that the reading instruction based on the Activity-based Learning Approach was not only beneficial to the students’ proficiency in using reading cognitive strategies,but also improved their reading interests.