An Investigation Into The Cognition And Implementation Of The Concept Of Activity-based English Learning In Reading Teaching Of Junior High School Teachers

The English Curriculum Standard for Compulsory Education(2022 Edition)further condenses the core competences of the English subject and advocates English teachers to practice the Concept of Activity-based English Learning in their teaching in order to implement the goal of educating students in the English subject and also to improve the quality of English teaching.The proposed concept of Activity-based English learning is important for junior high school English teachers to find effective teaching methods in classroom teaching,and is also a powerful guarantee to achieve the goals of the new curriculum reform.Therefore,understanding how English teachers recognize and implement the Concept of Activity-based English Learning in the teaching process is very important to promote the new round of curriculum reform,develop the core competences of English subject,and improve the teaching efficiency.Taking the taxonomy of educational objectives and the input and output hypothesis as theoretical guides,this study used 104 English teachers in three junior high schools in Wuxi,Jiangsu Province as research subjects to investigate junior high school English teachers’ awareness and practice of the Concept of Activity-based English Learning from September to December 2022,taking reading teaching as an example,and using the methods of questionnaires,classroom observations and interviews.This study focuses on the following four questions:(1)What is the situation of middle school English teachers’ perceptions of the Concept of Activity-based English Learning?(2)How well do middle school English teachers practice the Concept of Activity-based English Learning in reading teaching?(3)What are the problems and causes of junior high school English teachers’ practice of the concept in reading teaching?(4)What countermeasures should be taken to address the problems of junior high school English teachers’ practice of the concept?The results of the study show that: firstly,most junior high school English teachers have a relatively high degree of agreement with the activity goals,activity methods and activity types of the concept,but a small number of teachers still need to update their teaching concepts;secondly,to some extent,the reading activities designed by junior high school English teachers meet the requirements of the concept,but there is a lack of application practice activities and transfer innovation activities.In addition,teachers pay less attention to the development of students’ cultural awareness and thinking quality.Finally,this study explores the causes of this phenomenon,primarily including theoretical causes,practical causes,and educational resources,such as teachers’ lack of in-depth research on the concept,teachers’ lack of guidance on the practice of it,and teachers’ lack of abundant resources to support them.On this basis,this study will explore an operational implementation path for middle school English teachers’ application of the Concept of Activity-based English Learning in reading teaching,from the macro level of schools to teachers themselves and to specific reading teaching,in order to improve middle school English teachers’ understanding of the activity-based view of English,as well as to improve the effectiveness of middle school English teachers’ reading teaching under the activity-based view.