【作者】 王剑；

【导师】 杨晓钰；

【作者基本信息】 西南大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 教材是实现国家课程目标的关键载体,是学生学习和教师教学的重要内容和手段。在新课程背景下,如何落实新课标、用好新教材,成为当前教师亟待解决的问题。阅读板块作为新教材中占比最大的部分,是学生从英语课堂中获取知识和技能的主要来源。但是新教材启用后,教师对于如何理解新教材以及如何设计符合新课标提出的英语学习活动观理念的课堂教学认识不足,阅读教学还存在模式化、碎片化、浅层化的问题。因此,笔者围绕译林版高中《英语》必修教材(2019版)阅读板块,基于英语学习活动观的视角来重新审视教材设计和教师教学,试图回答以下问题:1、英语学习活动观在译林版高中《英语》(2019版)必修教材阅读板块中的体现程度如何?2、教师在教材阅读板块的教学中对于英语学习活动观的落实程度如何?3、学生在阅读板块的学习中通过参与英语学习活动在多大程度上发展了英语学科核心素养?以期为更有效地运用新教材的阅读板块、促进英语学习活动观在阅读教学中的运用和落地、助力培养和发展学生英语学科核心素养提供参考意见。本研究采取定性和定量研究相结合的方式,定性研究主要是采用文献研究法、文本分析法和访谈法,定量研究主要是采取问卷调查法和课堂观察法。研究过程分为内部评价和外部评价,内部评价包括对译林版高中《英语》(2019版)必修教材阅读板块编排理念的宏观评价及对阅读材料和阅读活动的微观评价,外部评价包括对长沙市长郡中学师生使用情况的问卷调查、访谈和课堂观察。研究发现,阅读板块设计内容和思路符合英语新课标的最新理念和要求,英语学习活动观在该套教材上的体现是充分的。阅读板块还具备主题语境和语篇类型丰富、语言材料真实等特点。但是,教材上的阅读活动形式比较单一,在阅读活动的思想性和操作性层面还有欠缺,同时在活动的情境建构和主题意义探究方面还需要进一步提高。教师对该套新教材的阅读板块总体来说表示满意,但是对新课标提出的英语学习活动观的理解不到位,对新教材阅读板块的编排特点认识不足,导致实际教学不能达到预期目标。学生则提出教材文本的难度有一定的增大,部分迁移创新活动的要求比较高,导致难以达到学习效果。基于以上发现的问题,笔者对编者改进教材、教师实施教学和学生开展学习提出了相应的建议。编者在教材的改进方面,可适当丰富阅读活动的形式,加强不同活动之间的逻辑关系,基于节选的阅读材料提供更多的辅助信息。教师自身应主动研读新课标和新教材,在进行教学设计时以英语学习活动观的要求来重新审视教学设计,在教学中要注重引导学生对文本主题意义的探究。学生在运用新教材进行学习时要克服心理障碍,积极融入课堂活动,主动表达观点,注重思维训练,努力培养自己的语篇意识和主题意识。由于研究时间有限,师生的研究样本较小,没有对不同水平的师生进行差异分析,研究结论可能具有一定的局限性。另外译林版新教材的投入使用时间较短,师生对于教材的使用还处于摸索和适应阶段,对于结果的评判可能存在不成熟之处。下一步,可以随着更多的老师和学生使用新教材,通过更广泛的样本采集,来完善这个课题,以便提出更多更有实效的促进学生学科核心素养培养和发展的建议和策略。更多还原

【Abstract】 Teaching material is the key carrier to realize the national curriculum goal,and it is the important content and means of students’ study and teachers’ teaching.Under the background of the new curriculum,how to implement the new curriculum standards and make good use of the new teaching materials has become an urgent problem to be solved.As the largest part of the new textbook,the reading section is the main source for students to acquire knowledge and skills from the English classroom.However,after the new textbook was put into use,teachers have not enough understanding of how to understand the new teaching materials and how to design the classroom teaching that conforms to the concept of the activity-based approach to English learning put forward by the new curriculum standards.There are still some problems in reading teaching such as patterning,fragmentation and superficiality.Therefore,the author tries to answer the following questions by re-examining the textbook design and teachers’ teaching from the perspective of the activity-based approach to English learning in the reading section of the High School English Required Textbooks(2019 Yilin Edition): 1.How well does the activity-based approach to English learning manifest itself in the reading section of the High School English Required Textbooks(2019 Yilin Edition)? 2.What is the degree of the implementation of activity-based approach to English learning in the teaching of Reading in textbooks? 3.To what extent do students develop English core competencies by participating in English learning activities in the reading courses? The purpose of this thesis is to provide some suggestions for the effective use of the reading section of the new textbook,the application of the activity-based approach to English learning in the reading teaching,and the cultivation and development of the students’ English core competencies.This study adopts a combination of qualitative and quantitative research methods.The qualitative research mainly uses the methods of literature research,text analysis and interviews,and the quantitative research mainly uses the questionnaire survey method and the classroom observation method.The research process is divided into internal evaluation and external evaluation.The internal evaluation includes the macro evaluation of the idea of reading section arrangement and the micro evaluation of reading materials and activities,the external evaluation includes questionnaire survey,interview and classroom observation of teachers and students in Changjun High School of Changsha City.It is found that the contents and design ideas of the reading section conform to the latest ideas and requirements of the new English curriculum.The reading section also has the characteristics of rich thematic context,rich text types and authentic language materials.However,the form of reading activities in the textbook is relatively simple,and there are still some deficiencies in the ideological and operational aspects of the reading activities.At the same time,further improvement is needed in the construction of the activity situations and the exploration of the theme meaning.The teachers are satisfied with the reading section of the new textbook in general,but they do not have a good understanding of the concept of the activity-based approach to English learning put forward in the new curriculum standard,and they do not have a good understanding of the characteristics of the reading section of the new textbook,result in the fact that the actual teaching effect can not achieve the expectation.Students point out that the text of the textbook is more difficult,and some of the innovation activities require higher,which makes it difficult to achieve the learning effect.Based on the above findings,the author puts forward some suggestions for the editor to improve the teaching materials,teachers to carry out teaching and students to carry out learning.In the improvement of the textbook,the editor can enrich the form of reading activities,strengthen the logical relationship between different activities,and provide more auxiliary information based on the selected reading materials.Teachers themselves should take the initiative to study the new curriculum standards and new teaching materials,re-examine the teaching design in the light of the concept of the activity-based approach to English learning,and guide students to explore the theme of the text in teaching.Students should overcome the psychological obstacles,actively participate in class activities,express their opinions,pay attention to the training of thinking,and try their best to develop their awareness of discourse and theme.Due to the limited research time and the small sample of teachers and students,and because there is no difference analysis between teachers and students of different levels,the conclusions may have some limitations.In addition,the new teaching material has been put into use for a short time,and the teachers and students are still in the stage of learning and adapting to it.As a result,there may be immaturity in judging the outcome.The next step can be to improve the research as more teachers and students use the new textbook,through a broader sample collection,so as to put forward more and more effective suggestions and strategies to promote the cultivation and development of students’ core competencies.更多还原