An Investigation Of Junior High School English Reading Teaching Based On The Concept Of Learning Activities

In order to achieve the goals of basic education reform in the new era,the Ministry of Education clearly pointed out in the English Curriculum Standards for Compulsory Education(2022 edition)that teachers should "organize and implement teaching according to the concept of activity-based English learning".The concept of activity-based English learning not only develops students’ core qualities,enabling students to form correct values and necessary characters,but also provides specific guidance for front-line teachers to carry out English teaching and provides a specific and actionable implementation path for English classroom teaching and learning.Therefore,English teachers’ understanding and application of the concept has an important impact on teaching and even educational reform.In recent years,most of the research on the concept of activity-based English learning is based on teaching case design and theoretical research.But there are few studies on understanding and application of the concept of activity-based English learning,and the current research only focuses on teachers,lacking the analysis of the subject of classroom activities.This leaves room for research in this paper.Based on this,this study is guided by Bloom’s goal classification theory and constructivism,and through the combination of qualitative research and quantitative research,firstly,a questionnaire survey is conducted on 95 junior high school English teachers’ understanding of the concept of activity-based English learning and their practice status.Then,through classroom observation,this paper analyzes the design of reading teaching activities and students’ classroom participation of 9 junior high school English teachers of different grades.Finally,4 junior high school English teachers are interviewed to find out the difficulties encountered in implementing the concept of activity-based English learning and the support needed.The research questions to be answered in this paper are as follows:(1).How do junior middle school English teachers understand the concept of activity-based English learning?(2).What is the application of the concept of activity-based English learning in junior high school English reading teaching?(3).What difficulties do junior high school English teachers have in implementing the concept of activity-based English learning in the process of reading teaching? What support and assistance are needed?The research finds that,first,junior English teachers have a high degree of recognition for the concept of activity-based English learning,but their understanding of the specific connotation needs to be deepened.Second,most English teachers can apply the concept in reading class,but the implementation was not as effective as expected.On the one hand,teachers design an imbalance in the types of reading teaching activities and lack innovative activities that exercise higher-order thinking.On the other hand,teachers are conducting reading instruction with a lack of activity subjectivity.Students’ participation in the classroom is in the form of questions and answers,roll calls,and little motivation to participate.With the development of the course,the time for students to think is getting shorter and shorter,and the way for students to participate in the class is becoming more and more monotonous.Third,teachers do have some difficulties in reading teaching based on this concept,which need support and help from schools and education departments.Therefore,the author puts forward some suggestions from three aspects: teachers,schools and education departments,in order to better implement concept of activity-based English learning in the classroom.