第三节：英语学习活动观与英语阅读

一、英语学习活动观的内涵与意义。

英语学习活动观是指学生在主题意义引领下，通过学习理解、应用实践、迁移创新等一系列体现综合性、关联性和实践性等特点的英语学习活动，使学生基于已有的知识，依托不同类型的语篇，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断和学习策略运用。这一过程既是语言知识与语言技能整合发展的过程，也是文化意识不断增强、思维品质不断提升、学习能力不断提高的过程（教育部，2018)。

Section Three: activity outlook of English learning and reading

1. The connotation and significance of activity outlook of English learning.

The activity outlook of English learning refers the concept that students can promote their own language learning, language learning skills, cultural understanding, multi-dimensional thinking development, value judgment and learning strategy application in the process of analyzing and solving problems based on the existing knowledge and relying on different types of discourse by taking part in a series of comprehensive, relevant and practical English study activities under the guidance of a theme meaning. This process is not only the integration of language knowledge and language skills, but also the enhancement of cultural awareness, thinking quality and learning ability (Ministry of Education, 2018).

英语学习活动观指向学科核心素养的发展，强调主题意义的引领和课程内容的整合性学习，体现学习的认知层次和活动的本质特征。英语学习活动观的实施路径是从学习理解、应用实践到迁移创新。这三个层次的活动从基于文本的信息输入，到深入文本的初阶输出，最后到超越文本的高阶输出。这种逻辑的进阶、发展、提升能够实现基于内容、聚焦文化、学习语言、发展思维的深度学习的目的，从而落实英语学科核心素养（王蔷，2019)

The activity outlook of English learning points to the development of the core competence of the English subject, emphasizes the guidance of the theme meaning and the integration of the course content, and represents the cognitive levels and the essential characteristics of learning activities. The implementation path of the activity outlook of English learning is from learning comprehension, application and practice to transfer and innovation. The activities of the three levels range from text-based input of information, to preliminary output of text, and finally to a higher-level output beyond text. This advanced, developed and upgraded logic makes it possible to achieve the purpose of deep learning which is content based, culture focused, language learned and mind developed so as to implement the core competence of English subject. (Wang Qiang, 2019)

二、英语学习活动观在中学阅读教学中的应用。

英语学习活动观首先强调在主题意义引导下开展英语学习活动，迁移到英语阅读教学，就要求我们一线英语教师要引导学生在阅读之前首先寻找文本的主题。寻找主题可以通过观察文本插图，分析文章标题，浏览每一段文章的首尾句等关键部分来实现。

2. The application of the activity outlook of English learning in middle school reading teaching.

The activity outlook of English learning first emphasizes carrying out English activities under the guidance of the theme meaning. When applied to English reading teaching, English teachers should guide students to find the topic of the text before reading. Finding a topic can be achieved by observing the text illustrations, analyzing the title, and canning the first and last sentences of each paragraph.

尤其是在突出思维品质培养的大环境下，引导学生寻找文本主题，定位文章主旨显得尤为重要，文本主题就好像人体骨架。一个人只有骨架搭稳，才能屹立不倒。同理，只有梳理出文章主旨，才会在主题意义引领下理解文本意义。

Guiding students to find the theme of a text is particularly important especially in the environment where the cultivation of thinking quality transcends other. The theme of a text is like a human skeleton. A man can stand only if his skeleton is firm. Similarly, only by sorting out the theme of the text, it will be understood.

其次是，引导学生分析语境，也就是文本主题依赖的具体语言环境。笔者以为，我们可以引导学生从一些关键词入手，如：who,when,where,what,how. . . 等具体的语境要素，通过提问的方式，帮助学生梳理文本语境。

在王蔷教授的理论框架内，她把主题和语境比作“顶天立地”，主题是天，语境是地。只有疏通了主题和语境之后，才能在大框架内开展系列相互关联的学习活动。

Besides, teachers ought to guide the students to analyze the context, that is, the specific language environment on which the text theme depends. The author thinks that we can guide students to start with the help of some key words, such as: who, when, where, what, how... and other specific contextual elements, and help students sort out the context by questioning.

According to Professor Wang Qiang, she compares the theme and context to " sky and earth." The theme is sky and the context is earth. Only after the theme and context are cleared, can a series of interrelated learning activities be carried out.