普通高中英语课程标准（2017年版）倡导核心素养指向的课程教学，强调了培养学生能力的重要性。作为初中英语教师，笔者深感自己的课堂教学未达到课标所提出的要求。为优化听说教学效果，提升学生的英语学科能力，笔者计划开展基于英语学科能力培养的初中英语听说教学行动研究。研究问题为：（1）如何在听说教学中提升学生的英语学科能力？（2）以提升英语学科能力为目标的听说教学将对学生产生怎样的影响，表现在哪些方面？

    笔者设计并实施了两轮行动研究，第一轮行动研究以文本分析、学情分析、教学目标、情境创设、教学活动等作为关注点，设计并实施了6个单元的听说教学，通过数据收集初步形成设计方案。第二轮行动研究在完善优化方案的基础上，继续实施6个单元的听说教学，最终形成基于英语学科能力培养的听说教学设计思路，并总结教学实施对学生产生的影响。

    通过两轮行动研究，笔者确认了在听说教学中提升学生英语学科能力的方法：将主题意义探究作为听说课堂的主线；以学科核心素养为指向制定教学目标；以学科能力要素指标框架和学习活动观为指南设计听说活动链；创设多元情境，渗透方法策略，开展自主、合作、探究式学习。

    研究结果表明，以提升英语学科能力为目标的听说教学对学生产生了较为积极的影响。在听的方面，学生对主题的理解更加深入，对细节的把握更加准确，对语篇背后的意义更加关注。在说的方面，学生表达的内容更加丰富，语言更加准确，逻辑更加清晰。

    National English Curriculum Standards for Senior High Schools (2017) advocated the concept of key competencies and emphasized the importance of cultivating students’ ability. As a junior high school English teacher, the author felt that her own classroom teaching did not meet the requirements of the curriculum standard. In order to improve students’ listening and speaking ability, the author carried out an action research of listening and speaking teaching based on the English disciplinary competency framework. It solved the following two research questions: How to improve students' English competency in the teaching of listening and speaking? What influence will this kind of teaching have on students? 

       The author designed and carried out two rounds of action research. The first round focused on text analysis, student analysis, teaching objectives, situation creation, teaching activities, etc.. The second round aimed to improve the teaching based on the cultivation of the English disciplinary competency, and summarize the impacts on students.

       Through two rounds of action research, the author had a better idea of English listening and speaking teaching based on the cultivation of English disciplinary competency. It is about taking thematic meaning exploration as the main line; making teaching objectives with the direction of English core accomplishment; designing  activity chain based on the English disciplinary competency framework and the view of learning activities; creating multiple situations, infiltrating methods and strategies, and carrying out independent, cooperative and inquiry-based learning.

       The results showed that the teaching of English listening and speaking in junior middle school has a positive impact on students. In terms of listening, students have a deeper understanding of the theme, a more accurate grasp of details, and pay more attention to the meaning behind the text. In terms of speaking, students express richer content, more accurate language and clearer logic.