A Study On The Application Of Perspective Of Activity-based English Learning In Reading Teaching In Primary Schools

With the advancement of curriculum reform,the concept of core literacy in English is becoming more and more prominent.English reading teaching is the key content of elementary school English curriculum and an important channel to cultivate students’ core literacy.The English Curriculum Standards for Compulsory Education(2022 Edition)emphasizes the implementation of the perspective of Activity-based English learning to organize teaching and learning,making students the masters of classroom activities,which helps change the current situation of fragmented and superficial reading teaching and improve the effectiveness of reading teaching.Based on Bloom’s cognitive goal classification theory and schema theory,this study applies the perspective of Activity-based English learning to the design and implementation of English reading teaching in elementary school,divides the problems and causes,and makes suggestions so as to provide theoretical and practical references for front-line English to conduct reading teaching.Through the combing and analysis of literature,the research questions of this study are:(1)What is the awareness of elementary school English teachers about the perspective of Activity-based English learning?(2)How well do the ways and types of activities designed for elementary school English reading classes fit with the perspective of Activity-based English learning?(3)How to apply the perspective of Activity-based English learning to reading teaching activities?This study is divided into six parts,mainly the introduction,the first chapter defines the concept and theoretical basis,the second chapter analyzes the current situation,the third chapter analyzes the problems and causes,the fourth chapter suggests implementation,and the last chapter concludes.The first part is the introduction.The main contents are the reason of selecting the topic,the purpose and significance of the study,the research problem,the research idea,the research method,the research idea and the literature review.The second part is the concept definition and theoretical basis.The theoretical basis includes Bloom’s cognitive goal classification theory and schema theory,and the concept definition is to explain activity teaching,the perspective of Activity-based English learning and English reading teaching.The third part is the analysis of the current situation.Questionnaires,interviews,and classroom observations are used to understand the attitudes of today’s front-line English teachers in applying the perspective of Activity-based English learning to primary English teaching and the current status of implementation.The fourth part is the analysis of problems and causes.Through the analysis of the results of the questionnaires and interviews,it can be seen that teachers have the following problems in applying the perspective of Activity-based English learning:(1)teachers’ insufficient knowledge of advanced teaching concepts;(2)teachers’ low frequency of applying the concept of English activities;(3)teachers’ weak ability to carry out teaching of reading activities;(4)students’ insufficient effectiveness in participating in reading activities.According to the analysis of the causes of the problems:(1)teachers’ motivation to learn advanced concepts is not strong(2)teachers’ theory is disconnected from teaching practice(3)students’ motivation to participate in activities is not clear(4)elementary school students lack existing language schemas(5)external support that schools should give is not in place.The fifth part is the implementation recommendations.Based on the problems and causes,the following recommendations are proposed for the application of the perspective of Activity-based English learning in reading teaching:(1)strengthening teachers’ knowledge of the concept of activity-based learning;(2)focusing on the activity-based view and leading the design and implementation of reading activities with the activity-based view;(3)reflecting the main position of students’ participation in activities;and(4)implementing the support needed to apply the activity-based view of learning.Through this study,we aim to provide suggestions for front-line English teachers’ reading instruction.