A Research On Teaching Design Of Listening And Speaking Section In The PEP High School English Textbook From The View Of English Learning Activity

The English Curriculum Criteria for Regular High school(2017 Edition)has designed course contents that focuses on the development of course nature and integrates six elements led by the theme.The English Curriculum Criteria creatively proposed a view of English learning activities directed towards the development of course nature,which bridged the gap between course contents and course targets.The view of English learning activities changed teaching patterns,optimized learning methods,and realized the structuring and contextualization of course contents,thereby promoting the efficiency of teaching and learning.In this study,the author used the text analysis method to analyze the listening and speaking parts of the selective compulsory students’ books in the PEP High School English Textbook(2019 Edition)by combining the six elements of English curriculum and the three levels of the view of English learning activities,and analyzed from which aspects the materials and activities of the listening and speaking parts in the textbook reflect the six elements of English curriculum and the three levels of the view of English learning activities.After the in-depth analysis of the content of the textbook,the author collected the data of the teaching design and the implementation of the teaching design by using the questionnaire and classroom observation scale in combination with the six elements of English curriculum and the three levels of the view of English learning activities,and analyzed the data through SPSS 20,the author summarized the current situation of the teaching of listening and speaking in high school English,and proposed the way to optimize the teaching design of listening and speaking in high school English according to the teaching design of listening and speaking in high school and the existing problems in the teaching implementation process.The following four problems have been mainly solved:(1)From what aspects does the listening and speaking section of the selective compulsory courses of the PEP High School English Textbook reflect the view of English learning activities?(2)Does the teacher’s teaching practice effectively use the teaching materials to implement the teaching philosophy of the view of English learning activities?(3)What confusion do teachers have in the process of listening and speaking teaching to implement the teaching concept of the view of English learning activities? What are the ways to optimize listening and speaking instructional design?The research results showed that:(1)The listening and speaking section of the PEP High School English Textbook fully reflected the view of English learning activities.Moreover,the course contents of the listening and speaking section reflected the integration of the six elements,and the activity setting also reflected the three levels of learning understanding,application practice,and transfer and innovation of the view of English learning activities,of which learning and understanding activities account for the largest proportion of the three types of activities.(2)The teaching practices of teachers effectively used the teaching materials to implement the teaching philosophy of the view of English learning activities.The proportion of listening and speaking activities at the three levels in practice is similar to the proportion of original activities in the textbook.Although teachers embody the integration of the six elements of course contents and the concept of English learning activities to a large extent in teaching practice,they do not pay enough attention to applied practice and transfer innovation activities to a certain extent,and in the practice of the concept of learning activities,most teachers practice less in the implementation process of teaching design than in the process of teaching design.(3)The confusion in the implementation of the view of English learning activities needs to be solved urgently.The confusion mainly comes from teachers,schools,and students,which are embodied in three aspects: "fragmentation" of listening and speaking activity content,"superficialization" of listening and speaking activity design,and "formalization" of listening and speaking activity implementation.In view of the above problems,the author puts forward the following three optimization countermeasures:(1)Study the the English Curriculun Criteria for Regular High School and integrate the content of textbook content to improve the "scientificity" of the activity design.(2)Dynamically balance the theme of the content of the activity and enhance the "ideology" of the connotation of the activity.(3)Based on students’ learning situation,enrich the form of activities to enhance the "fun" of the activity process.