本文是一篇英语论文，本文以初中二年级学生为研究对象，在活动学习理念的指导下，对初中英语阅读教学进行了行动研究，以访谈和测试为研究工具，探讨在初中英语阅读教学中应用主动学习理念的有效性。
Chapter One Introduction
1.1 Research Background
Since the activity-based learning concept was firstly proposed in EnglishCurriculum Standard for Senior High Schools(2017)(hereinafter referred to as theCurriculum Standard),it has gradually played an important role in English teaching ofsenior high school as well as junior high school.In the Curriculum Standard,theactivity-based learning concept refers to a series of English learning activities thatreflect the characteristics of comprehensiveness,relevance and practicality throughlearning comprehension activities,application and practice activities,and migrationand innovation activities under the guidance of the theme.It makes students rely ondifferent types of discourse to analyze and solve problems based on existingknowledge.The activity-based learning concept promotes the learning of languageknowledge,the development of language skills,the understanding of culturalconnotations,the development of multiple thinking,the judgment of value orientationand the application of learning strategies.This process is not only integrateddevelopment of language knowledge or language skills,but also continuousenhancement of cultural awareness,continuous improvement of thinking quality andlearning ability.Students’aim in learning English,is not only to master English,butalso to learn about the culture of English-speaking countries,and even thinking modesof westerners.
1.2 Research Objectives
For most junior high school students,English reading practice is one of the mainways to learn English.According to the Curriculum Standard,English readinginstruction emphasizes the understanding of explicit or implicit logical relationshipsin discourse.Also,it requires students to understand the meaning conveyed bynon-textual resources in multi-modal discourse.Reading comprehension is also animportant part of English tests,so many English teachers of junior high schoolemphasize English reading instruction.
Therefore,the author attempts to conduct an action research on English readingteaching of junior high school under the guidance of activity-based learning concept.It aims to analyze the effect of the application of activity-based learning concept inEnglish reading learning of junior high school students.Furthermore,to provide areference for English teachers to help junior high school students find effective waysto learn English reading well,and even,improve their English reading ability andcultivate their core literacy of English subject.
Chapter Two Literature Review
2.1 Key Terms
2.1.1 Instructional Activity
Activity is the bridge between the subject and the real world.Also,it is animportant form of learning and development.It divides activity itself into internal andexternal activities.All the activities require the following interrelated elements,subject,object,mediating instrument,rule,community and division of labor.Subjectrefers to the individual of each activity,which can help the students understandsomething in the classroom.Objective refers to the activity’s objective,which is todevelop students’reading skills and cultivate their core English literacy.Theintermediary tools here can be understood as three activities guided by theactivity-based learning concept.Rules refer to the norms of activities that studentsneed obey.In this case,it refers to the teacher’s English teaching design.Communityrefers to mutual learning among students.And the last one,the division of labor,refers to the individual roles of students in the collaborative or inquiry learningprocess.
Teaching objective design consists of six elements:knowledge,ability,emotion,initiative,interaction,and conscious activity.The common idea of teachers andstudents is to establish,implement and achieve the goal of knowledge,ability,emotional attitude,and values.The goal of knowledge,ability,emotional attitude,andvalues should be realized through teaching beh
