A Study On The Influence Of Junior English Situation Creation Based On Core Competences On Classroom Participation

The English Curriculum Standards for Compulsory Education promulgated in2022 proposes four dimensions of English core competences: Linguistic ability,cultural consciousness,thinking quality and learning ability.Linguistic ability refers to the ability to improve students’ comprehensive use of language understanding and expression in specific social situations through the teaching of language knowledge and strategies.To improve the comprehensive English application ability of junior high school students under the framework of core competences,it is necessary to build a bridge between language knowledge and social situations.Classroom teaching is the main position to promote "student-centered" learning and implement the core English competences of middle school students,while classroom participation is an important carrier for students to learn and improve their ability.In classroom teaching,creating situations through pictures and questions not only provides context,but also improves students’ interest and motivation and promotes classroom participation,and ultimately promotes the formation of language ability;By promoting classroom participation,each learner can deeply understand,compare and evaluate the cultural background behind the unit theme or text and eventually form their cultural positions and attitudes and cultivate cultural awareness;Promote the development of thinking quality through the participation of all student in discrimination,classification,generalization,inference,analysis and other activities;Through the creation of situations,students can actively participate,actively expand English learning channels,actively use and adjust learning strategies,and strive to improve learning efficiency and learning ability.From the perspective of core competences,this paper conducts a qualitative analysis of students’ behavioral participation and cognitive participation in six videos of junior high school English quality classes through Nvivo12 plus.This paper aims to study students’ performance and characteristics in cognitive participation and behavioral participation,focusing on the impact of situation creation on students’ participation,and then discusses the role of different types of classroom participation in improving students’ core literacy.Through the video analysis of three reading classes and three listening and speaking classes,the following three questions are answered:What are the students’ classroom participation in different classes and their differences?Which behaviors of teachers in the context creation can promote students’ classroom participation? How can teachers cultivate the core quality from the aspect of situation creation and students’ classroom participation?Taking six high-quality junior high school English classes as the research object,combining the relevant literature of classroom participation and the English subject ability elements and performance indicator framework,it divides students’ cognitive participation into several observation nodes,such as basic response,guiding response,understanding response,evaluation response and critical response;Behavior participation includes several observation dimensions such as listening and thinking,raising hands to answer,roll call answer,collective answer,group discussion,display,task completion and exercise.By analyzing students’ participation in the classroom,it finds that:(1)On the dimension of cognitive participation,students’ cognitive participation is good,but critical thinking needs further development;On the dimension of behavior participation,students’ behavior participation is high,but teachers’ leading time should not be too much;Both reading class and listening and speaking class show that students have more understanding answers and leading answers in cognitive participation,but there are differences in basic answers;In reading class and listening and speaking class,students spent more time to listen to teachers and thinking,but there are also differences in the way of participation.(2)Appropriate situation creation promotes students’ classroom participation,including the width of problem situations,the level of problem situations,the practicality of big situations,and the interest of situations.(3)Promote the cultivation of core competences through the following four directions: stimulating interest in living situations and improving language ability;Thematic situation promotes participation and improves cultural consciousness;Design the problem chain in the context to improve the quality of thinking;Situations promote active participation and improve learning ability.