A Survey On The Current Situation Of English Reading Teaching In Senior High School From The Perspective Of Activity-based English Learning

The Senior Middle School English Curriculum Standards(2017 edition,2020revision)put forward the Perspective of Activity-based English Learning,which is a basic teaching organization form and an important way to carry out the basic task of fostering virtue through education and cultivating English subject core competences.Senior high school English teachers’ cognition of the Perspective of Activity-based English Learning and how to apply it to reading teaching directly affect the classroom teaching effect and a new round of curriculum reform.However,there are few researches on the application of this concept,which leaves room for research in this paper.Under the guidance of Constructivism Learning theory and Bloom’s Taxonomy of Educational Objectives,240 senior high school English teachers in Heilongjiang Province were investigated and researched for 4 months.This study adopts questionnaire,classroom observation and interview.The research questions are as follows: 1.What’s the senior high school English teachers’ understanding of the Perspective of Activity-based English Learning? 2.What’s the current situation of implementing activities in English reading class under the guidance of the Perspective of Activity-based English Learning? 3.What difficulties do teachers have in designing and implementing activities in reading teaching under the guidance of the Perspective of Activity-based English Learning?What help do they expect?The findings are as follows.Firstly,senior high school English teachers do not have a deep understanding of the Perspective of Activity-based English Learning,but they have a high degree of recognition and a certain application in reading teaching practice.Secondly,teachers’ reading activities focus on the comprehension activities and the application activities,but ignore the innovation activities.Classroom activities are not closely related to the meaning of the theme,and the learning of language knowledge is out of context.Thirdly,teachers have two difficulties in designing and implementing reading teaching activities.First,teachers do not have a deep understanding of the Perspective of Activity-based English Learning,so it is difficult to design activities that meet its requirements.Second,it is difficult to carry out the innovation activities due to the gap of students’ level.Teachers are expected to receive help from schools and education experts,such as providing training and discussing lessons with teachers.Based on the above findings,this study puts forward three suggestions.First,schools should provide teachers with training and lectures on the Perspective of Activity-based English Learning,establish teaching and research teams,and hire experts from outside the school to provide guidance.Second,education experts should visit senior high schools regularly to help teachers solve their confusion and pay attention to the explanation of excellent lessons.Third,teachers should improve their professional knowledge and quality,study the discourse deeply,grasp the theme significance,and design situational classroom activities.