A Practical Survey Of The "view On Learning Activities" In Reading Classes For High School English Teachers

The National English Curriculum Standards of Senior High School(2017)has pointed out the Perspective of Activity-based Learning,which,as an effective measure to inform teaching methods and enhance English teaching and learning quality,intends to promote systematic teaching process and to provide guarantee for the implementation of the key competencies for English learners.As such,the effect of classroom activity design and organization in senior high school classroom will surely be determined by how English teachers understand the Perspective of Activity-based Learning and apply it to practice,which,in turn,will further affect the smooth running of the new round of curriculum reform.At present,most of the researches in this field are based on the case design,lacking of empirical research.Therefore,it is vitally important to make an empirical study on how senior high school English teachers perceive and implement the requirements by the Perspective of Activity-based Learning in practice.The study,guided by the theories of Constructivism,Input Hypothesis and Output Hypothesis,has made a survey among 20 senior high school English teachers from two senior schools in Qufu of Shandong Province,lasting for three months from October to December,2018.The study,adopting the methods of questionnaire,classroom observation and semi-structured interview,focused on exploring senior high school English teachers' perception of the Perspective of Activity-based Learning,the relevance of reading class activity to the perspective and the various kinds of support they need in implementing the perspective,so as to gives some profitable advice and make contribution to improving senior high school English teaching quality.The final results of study show that senior high school teachers held a high agreement to the Perspective of Activity-based Learning,in terms of its activity goals,teaching methods and activity types,though they were lack of adequate understanding of the perspective.Through classroom observation,it was found that the relevance of reading class activity to the perspective by the senior English teachers needed to be strengthened;they had indeed paid much attention to the organization of text-understanding activities,but had ignored developing verbal practice and innovative activities,unavoidably resulting in reading class activities that were sometimes detached from the theme and the language items learning out of textual context.Teachers,accordingly,should change their traditional orientation for their teaching and achieve a high relevance of reading class activity and the Perspective of Activity-based Learning.Of course,teachers who are implement effectively the newly advocated principles have to,first ofall,develop their own professional skills and obtain support from schools and experts in education.It is true that due to the limitations of time and conditions,there are still some deficiencies in this study.For example,the relatively small number of research objects is not authoritative enough to represent all the English teachers at the same level.In spite of this,the research has basically achieved its expected objectives.The results of the study can help to provide practical enlightenment for many purposes.For teachers,they can gain a clearer understanding of their own need of theoretical and practical knowledge.For the upper decision-makers and promoters of the curriculum standards,their understanding of teacher's current situation in theory and practice can help to find new foci and starting points for their future work.