An Action Research On Pre-learning In Junior High School English Reading Teaching From The Perspective Of Activity-based English Learning

The publication of English Curriculum Standards for Compulsory Education(2022)provides a clear direction for English teaching and learning in compulsory education,in which pre-learning is an important part in English teaching,which depends on a series of effective learning activities.Reading is the basis of other language skills.The effect of reading is closely related to pre-learning.However,there are many problems in pre-learning,for example,teachers pay less attention to pre-learning and can’t give the guidance.At the same time,students can’ t give untimely feedback,and they are passive in pre-learning.Therefore,the research about pre-learning is very important.Based on the new curriculum standard and the perspective of activity-based English learning,this thesis explores the effect of English pre-learning.This study mainly discusses two research questions:(1)Based on the perspective of activity-based English learning,what effects does pre-learning have on junior high school students’ English reading achievement?(2)Based on the perspective of activity-based English learning,what effects does pre-learning have on junior high school students’ English reading strategies?The research subjects of this study are 45 students in a junior high school.They all participated in the tests and questionnaire survey,and 6 of them participated in the interviews.This study analyzed the data of 45 reading comprehension tests and questionnaires by using SPSS.Before the action research,the researchers tested the students and conducted questionnaires to find out some problems in English learning and English reading strategies.In the first round of action research,the researchers first studied the teaching materials and designed pre-learning activities.After the first round of action research,the researchers understand the shortcomings of the first round of research through interview,test and questionnaire.After adjusting the relevant issues,the second round of action research began,and the researchers further integrated pre-learning into English reading learning.Finally,the achievements and shortcomings of the research were further discovered through interview,test and questionnaire.Through the collection and analysis of data,this study found that after the pre-learning stage,the standard deviation of questionnaire and text scores has improved to some extent,and the feedback of interviewees on pre-learning also showed positive changes.This thesis can draw the following conclusions:pre-learning based on the perspective of activity-based English learning is not only conducive to improving their reading achievement,but also can improve students’ proficient use of reading strategies.