《普通高中英语课程标准（2017 年版）》（后文简称《新课标》）提出了新的教学方式——“英语学习活动观”，并倡导要发展学生的英语核心素养，虽然新的教学方式还没有得到普遍使用，但大多数教师都已接触过此概念，很多一线教师也大胆在课堂中尝试新的教学方式，相关研究越来越多。本研究以阅读教学为例，旨在了解英语学习活动观对中学教师教学理念和行为的影响，以及基于英语学习活动观的教学实践对学生英语学科能力的影响，以了解英语学习活动观在实际课堂中的实施情况。

本研究对珠海某中学参与“促进学生学科素养和关键能力发展的外语教学改进研究”项目的L教师进行了为期一年左右的历时研究，结合四份教学设计、四次课堂录像、四次教师访谈等质性数据对教师的行为和理念变化进行分析，利用Winsteps软件得出三次测试的量化数据，以此分析项目改进班级学生的英语学科能力变化情况。

研究发现，第一，英语学习活动观对教师的教学准备行为影响较大，虽然教学目标的设置有时会忽略学生的学情和语境，但文本分析和教学活动设计等都能按照《新课标》的要求准确的完成；而在教师的实际教学中，学习理解类活动中的提问大多将课文碎片化处理，应用实践类活动中则很少通过提问引导学生内化语言和内容，迁移创新类活动仍主要以教师为主体，学生发挥空间不大。第二，在英语学习活动观的影响下，教师的教学理念发生了比较明显的变化，无论是在教学目标、文本分析、教学活动设计，还是在提问与反馈、对学科能力框架的认识方面，教师的理念都更加完善和准确。第三，基于英语学习活动观的教学实践总体来说对学生的学习理解和迁移创新能力有所提升，具体来说，感知注意、记忆检索、提取概括、分析判断、创造想象和批判评价等能力点都有不同程度的提升，而描述阐释、整合运用、推理论证等能力点有所下降，且整合运用能力点下降程度较大。最后，本文对这些结论的原因进行了分析，讨论了启示，并指出了不足。

General Senior High School Curriculum Standards for English (2017 Edition) (hereinafter referred to as The New Curriculum Standard) puts forward the concept of “Activity-based Approach to English Learning”, and advocates the development of students’ English core competence. Although the new teaching approach has not been widely used, most teachers have been exposed to this concept. Many front-line teachers also apply this new teaching approach to their classes, and there are more and more related researches. Taking reading teaching as an example, this research aims to analyze the influence of activity-based approach on middle-school teachers’ teaching behavior and beliefs, and the influence of teaching practice based on activity-based approach on students’ English subject competencies based on the project, so as to present the implementing situation of activity-based approach in the real-classroom teaching.

This research conducts a diachronic study lasting about one year on one of the teachers who participated in the project of “Research on the Improvement of Foreign Language Teaching to Promote the Development of Students’ Core Competence and Key Abilities” in a middle school of Zhuhai Province. This research analyzes the changes of the teacher’s teaching behavior and beliefs using qualitative data such as lesson plans, classroom videos and interviews. A software called Winsteps is used to get the quantitative data of three tests, so as to analyze the influence on students’ English subject competencies.

It is found that, firstly, to a certain extent, the activity-based approach has a marked impact on the teacher’s teaching preparation behavior. Although the setting of teaching objectives sometimes ignores students’ learning situation and context, text analysis and the design of teaching activities can be completed accurately according to the requirements of The New Curriculum Standard, while for real-classroom teaching, most of the questions used in the activities of learning and understanding fragment the passage, and in the activities of applying and practicing, the teacher seldom guides students to internalize the language and the content through questions. Besides, the teacher is still the center in the activities of transferring and creating, therefore there is little room for students to make progress. Secondly, the activity-based approach has a great influence on the teacher’s teaching beliefs. Whether in teaching objectives, text analysis, design of teaching activities, or in questioning and feedback, the understanding of the framework of English competence, the teacher’s beliefs are improved and more accurate. Thirdly, generally speaking, the teaching practice based on activity-based approach has improved students’ learning and understanding, transferring and creating ability. Specifically, the abilities of perceiving and noticing, remembering and retrieving, extracting and generalizing, analyzing and judging, creating and imagining, and criticizing and evaluating have been improved to some extent, while the abilities of describing and interpreting, synthesizing and utilizing, reasoning and arguing have decreased, and the ability of synthesizing and utilizing declines most. This paper analyzes the reasons for these conclusions, discusses the enlightenment, and points out the shortcomings in the end.