本文是一篇教学论文，本研究结果显示：（1）遵循英语学习活动观指导的英语阅读教学，实验班级学生的阅读成绩在前后测的阅读测试中，测试卷整体和各个题项的显著性均小于0.005，表明基于该理论指导下的实验班级的阅读成绩有显著提高。
Chapter One Introduction
1.1 Research Background
（1）The importance of reading teaching
The act of reading instruction holds significant importance in the development ofstudents’fundamental literacy skills,serving as a primary method for fostering coreliteracy,according to Zhang(2018).In the process of reading,students can improvethe exquisite and rich perception ability in the text,and form a good appreciation andappreciation of the original language.Long-term reading practice can make studentsspeaking language skills more authentic,so that there is no embarrassing situation ofChinese English.Through good reading strategies,students can get access to a wealthof life knowledge and language expression.Therefore,students can have richmaterials and smooth expression in the writing process.However,even thoughreading plays an important role in daily life and examinations,students’readingability does not meet the daily high school reading standards,such as the inability todistinguish the structure of articles in the face of a lot of reading volume,the lack oflogical connection to knowledge generalization and extraction,and the inability toexplain and criticize reading materials.
（2）Current situation of English reading in Senior High School
The existing difficulties in English reading teaching also need to improve theteaching methods.After literature review,it is found that there are still some problemsin reading teaching in high school.However,in the process of implementation,English education in ordinary senior high schools still has the phenomenon oflanguage knowledge and skill learning with the main purpose of taking exams,and the teaching design shows a certain tendency of fragmentation(Mei,2018).There hasbeen a lack of fundamental change in teachers’traditional teaching approaches,resulting in a focus on imparting specific knowledge that can lead to fragmentedlearning experiences for students and challenges in developing integrated skills(Wang,2016).
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1.2 Research Purpose
教学论文怎么写
In order to solve the lack of the discussion of students’English reading interestand English reading achievement based on English learning activity theory inprevious studies.Therefore,an empirical study of high school English learningactivities under the guidance of this theoretical background is proposed.
Cultivating interest in English reading is an important way to solve the above problems.And it significantly contributes to enhancing the quality of English readinginstruction.The higher students’reading interest,the stronger their motivation,themore beneficial it is to read extensively,improve their skills,and cultivate andimprove their reading habits(Zhu,1994).Hu&Dai(1998)pointed out that reading inEnglish is a valuable way to enhance enthusiasm for learning the language andexpand knowledge.
Therefore,cultivating interest in reading is the key to reading.It is verynecessary to start with reading interest and explore whether the guidance can affectstudents.
In the score distribution of high school English test papers,the proportion ofreading questions is the largest among all question types.Engaging in English readingserves as a crucial method for assimilating English language resources,enhancinglanguage proficiency,and broadening students’vocabulary.And is also one of themost important forms of communication and information acquisition through Englishas a medium(Zhou,2002).It is basic to explore the English reading achievementunder the guidance of English learning activity theory.
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Chapter Two Literature Review
2.1 Definition of Basic Concepts
2.1.1 Activity Theory
The 2017 version of the English Curriculum Standards for Senior High Schoolsintroduces the innovative idea of English learning activity theory.It points out that inthe process of English classroom teaching and English learning.Engagement inactivities is the fundamental way for learners to acquire and apply language skills,comprehend and convey meaning,enhance cultural understanding,boost criticalthinking,build learning capabilities,and enhance subject-specific skills.
In the 1920s,Vygotsky proposed learning activity,and then graduallysystematized it.In the 1970s,Vygotsky et al.combined Piaget’s cognitive theory andnatural development theory and proposed that learning activities should include thesum of operations carried out by individual learners or groups to achieve certain goals,and these operations are realized through the interaction between scholars individuallearners or groups and the environment.In this process,individual learners or groupsmust exert cognitive subjectivity and natural selection.In the 1950s and 1960s,Sovietpsychologists Leontiev&Gariperin&Tarykina developed a unique theory of learning,the activity theory of learning.They argue that humans are the drivers of behavior andthat learning is a process of acquiring social experience to deal with things in order toadapt to the social environment.It’s a well-established behavior system.An act isconsidered learning only if it meets the intellectual needs of a human being.
According to Gao(2018),activity is seen as the fundamental aspect of humansurvival and growth,involving interactions and influence between individuals andtheir environment.Wang(2018)suggests that activities which enhance studentengagement and progress can be referred to as learning activities.Activity is a basicform of English learning(Ministry of Education,2018;Gao,2018).
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2.2 Research on English Learning Activity Theory Abroad andat Home
The English learning activity theory studied by the author is the derivative ofactivity teaching.To clarify the current situation is helpful to better apply the Englishlearning activity theory.
2.2.1 Research on English Learning Activity Theory Abroad
Activity teaching is one of the focuses in the field of education.In the process ofstudying foreign language teaching,foreign scholars also pay attention to theapplication of“activity”in classroom teaching.The following review the foreignresearch status of integration activity theory.
2.2.1.1 Research on English Learning Activity Theory Abroad in Theory
The foreign theoretical research of activity teaching has different voices indifferent times,but all point to a unified focus the individual in activity.
The concept of activity was first introduced by Rousseau(1762),whohighlighted the significance of activities in education by stating that various human powers are stimulated by a common instinct.This notion underscores the transitionfrom physical activity,which aims to release energy,to mental activity,which pursuesknowledge.Scholars and researchers have since expanded and enhanced theunderstanding of activity.Notably,in 1978,Vygotsky introduced Activity Theory,which represented a significant milestone in the formal development of thistheoretical framework.
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Chapter Three Theoretical Basis ....................... 24
3.1 Schema Theory .................................... 24
3.1.1 Brief Introduction to Schema Theory .................... 24
3.1.2 Application of Schema Theory to the Study .............................. 27
Chapter Four Research Design ............................ 35
4.1 Research Questions ................................ 35
4.2 Research Subjects .................................. 35
4.3 Research Instruments ......................... 36
Chapter Five Results and Discussion ................................... 46
5.1 Results and Discussion of the Reading Scores ................................ 46
5.1.1 Results of the Pre-test Scores in EC and CC ............................. 47
5.1.2 Results of the Post-test in EC and CC ....................................... 48
Chapter Five Results and Discussion
5.1 Results and Discussion of the Reading Scores
Prior to and following the teaching experiment,the author assessed the Englishreading skills of both the experimental and control classes and used SPSS 27.0software to process and analyze the data.The purpose of this study is to investigatethe impact of English learning activity theory on high school students'reading testperformance.
Additionally,the data from the pre-test and post-test conform to the normaldistribution test.The table shows that the data falls on the diagonals of the table andcan be tested for parameters.
教学论文参考
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Chapter Six Conclusion
6.1 Major Findings of the Research
This study is based on experimental research,and uses test,questionnaireand interview methods as research methods.A total of 104 students from two classesin the second grade of a high school in K city were studied.The experimental groupimplemented English reading instruction aligned with the activity-orientedperspective of language learning,whereas the control group utilized conventionalteaching approaches.The researcher conducted a three-month instructionalintervention and assessed the reading proficiency of both groups through standardizedtests.The comparison of the questionnaire before and after the test,and the interviewresults of the experimental class,the author draw a conclusion.
1.Implementing high school English reading instruction using an activity-basedapproach to English learning can enhance students’English reading proficiency.Byconducting a comparative assessment of the pre-test and post-test results from boththe experimental and control classes,it was observed that the initial reading levels ofthe two groups were comparable with no notable distinctions.
2.High school English reading instruction that aligns with the English learningactivity theory has the potential to enhance students’engagement with reading.Thefindings from pre-experiment and post-experiment questionnaires indicate a positiveimpact on students’reading interest.After the teaching experiment,the students’interest in English reading learning has improved in three dimensions:value,emotionand behavior.Specifically,most students can realize the importance of Englishreading to English learning and realize the value of English reading to life.And thefeeling towards English reading is more positive.In the reading class,students canactively express their ideas and participate in reading activities.
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