教育部2014年发文，要求我国教育改革应该重视“立德树人”的思想,由此展开了一系列关于核心素养具体内涵的探讨和研究。经过不断的论证和分析，英语学科核心素养伴随着全新的课程标准问世，其内涵主要包含：语言能力，文化意识，思维品质和学习能力四大方面。在新一轮的英语教学改革中，英语学科核心素养是英语课堂教学最主要的理论指导，因此，教师对于英语学科核心素养理论知识和实践知识的掌握都是至关重要的。

本研究旨在通过对教师课堂教学实录进行反复观察，发现英语学科核心素养在高中英语阅读教学中的落实效果，并从中找出影响教师在课堂上培养学生核心素养的因素，之后结合讨论结果，为一线教师提供可以借鉴和参考的意见和建议。研究者以“一师一优课”平台为基础，选取本省2018，2019两年获得省部级优秀奖的五位教师的课堂实录及教学设计进行研究。本研究主要分为三部分进行，第一部分是对五位教师的课堂实录进行反复观看，将教师的主要教学活动进行记录分析，并就教师的课堂提问和学生的课堂反馈回答进行记录。研究者将教师的主要课堂活动进行分析，与英语核心素养的语言能力，文化意识，思维品质和学习能力进行匹配，得出每项课堂活动侧重培养的核心素养是什么，再通过学生的课堂反馈观察核心素养培养的效果。第二部分是对教师教学设计的研究和分析。研究者将五位教师的教学设计进行整理分类，对教学设计中语篇分析，教学目标和教学环节的设计进行分析，从而观察教师自身对于核心素养的理解以及英语学习活动观的认识，并查看教师教学设计中的教学活动是否有培养学生核心素养的意图，与课堂观察相结合，分析这些教学活动在课堂上的落实效果。第三部分以教师的个人访谈为主，通过电话联系和电子邮件，研究者让五位教师对自己的课进行自评，对自己课堂上培养核心素养的教学活动的落实效果有一个反馈。

对教师的课堂教学活动进行反复观察，研究者总结出教师在英语阅读教学中培养学生含相信素养的活动主要有：视频观看，快速阅读，精细阅读，分组阅读，小组讨论等。教师的课堂教学环节与核心素养的培养之间有强烈的关联性，每一个教学环节都能够培养学生的核心素养，不同的环节对于核心素养的培养有侧重，如精细阅读，通过提取细节信息回答问题和结合全文回答开放性问题，侧重培养学生的语言能力和思维品质。学生之间的小组讨论和分享，能让学生提升合作学习能力，侧重培养学生的学习能力，同时讨论过程中，学生之间对于不同观点的辨论，能够提升学生的批判性思维，侧重培养学生的思维能力。通过对五位教师教学活动的整体分析和统计，研究者发现英语学科核心素养的四个方面在英语阅读教学中培养不均衡，从五位教师教学活动的统计情况可以得出，阅读教学中，主要以培养学生的语言能力为主。五位教师的教学活动中，都有大量培养学生语言能力的活动，包括提取文章细节信息，视频观看，朗读或者默读等。学生文化意识的培养在英语阅读教学中较少，以教师介绍一些国内或者国外分俗文化为主，对于学生的文化态度和跨文化交流能力几乎没有培养。

对教师教学设计研究发现，教师在教学设计中很少对阅读课涉及的语篇进行分析，部分教师教学设计中的课堂活动未在课堂中实施。从教师访谈中得出影响教师培养核心素养的因素有：教师和学生对于核心素养的理解不够，教学场所的软硬件设施过于老化，以及教师一些不合理的教学环节和教学活动的设置。

The Ministry of Education issued a document in 2014, requiring that China’s education reform should pay attention to the idea of "strengthen moral education and cultivate people", which led to a series of discussions and researches on the specific connotation of key competence. After continuous argumentation and analysis, the key competence of English subject was introduced along with the new curriculum standard, which contains four major aspects: language ability, cultural awareness, thinking quality and learning ability. In the new round of English teaching reform, English subject key competence is the most important theoretical guide for English classroom teaching, as a result, it is crucial for teachers to master both theoretical and practical knowledge of English subject key competence.

The purpose of this study is to find out the effect of implementing key competence in English reading teaching in high school through repeated observation of teachers’ classroom teaching records, and to identify the factors that affect teachers’ development of students’ key competence in the classroom, and then to provide front-line teachers with advice and suggestions that can be used as reference in conjunction with the discussion results. Based on the "One Teacher, One Excellent Lesson" platform, the researcher selected the classroom recordings and teaching designs of five teachers who won the provincial award for excellence in 2018 and 2019 in this province. This study is mainly divided into three parts. The first part of the study was to repeatedly watch the classroom recordings of the five teachers, to record and analyze the teachers’ main teaching activities, and to record the teachers’ classroom questions and the students’ classroom feedback responses. The researcher analyzed the teachers’ main classroom activities and matched them with the key competence skills of language proficiency, cultural awareness, thinking quality, and learning ability to determine what key competence skills each classroom activity focused on, and then observed the effectiveness of the key competence development through students’ classroom feedback. The second part is the study and analysis of the teachers’ instructional design. The researcher organized and categorized the five teachers’ teaching designs, analyzed the design of discourse analysis, teaching objectives and teaching links in the teaching designs, so as to observe the teachers’ own understanding of key competence and their perceptions of English learning activities, and to see whether the teaching activities in the teachers’ teaching designs had the intention of cultivating students’ key competence, and combined them with classroom observations to analyze the effectiveness of these teaching activities in the classroom. The third part was based on the researcher’s interviews with the teachers, and through telephone contact and email, the researcher asked the five teachers to self-evaluate their own lessons to have feedback on the effectiveness of the implementation of teaching activities to develop key competence in their own classrooms.

After repeatedly observing teachers’ classroom activities, the researcher concluded that the main activities that teachers use to develop students’ key competence in English reading teaching are: video watching, fast reading, fine reading, group reading, and group discussion. There is a strong correlation between teachers’ classroom teaching sessions and the development of key competence. Each teaching session can develop students’ key competence, and different sessions have different focuses on the development of key competence, such as close reading, which focuses on developing students’ language skills and thinking quality by extracting detailed information to answer questions and answering open-ended questions in the context of the whole text. The group discussion and sharing among the students can enhance students’ cooperative learning ability and focus on developing students’ learning ability. At the same time, the discussion process can enhance students’ critical thinking and focus on developing students’ thinking ability by discussing different views among students. Through the overall analysis and statistics of the five teachers’ teaching activities, the researcher found that the four aspects of key competence of English subject were unevenly cultivated in English reading teaching, and it can be concluded from the statistics of the five teachers’ teaching activities that the main focus in reading teaching is on cultivating students’ language skills. All five teachers’ teaching activities included a large number of activities to develop students’ language skills, including extracting detailed information from texts, video viewing, reading aloud or silent reading. The cultivation of students’ cultural awareness is less in English reading instruction, with teachers introducing some domestic or foreign subcultures, and there is little cultivation of students'’ cultural attitudes and intercultural communication skills.

The study of teachers’ instructional design revealed that teachers rarely analyzed the discourse involved in reading lessons in their instructional design, and some teachers’ classroom activities in their instructional design were not implemented in the classroom. The factors that influenced teachers’ development of key competence from the teachers’ interviews were: teachers’ and students’ lack of understanding of key competence, the hardware and software facilities in the teaching place were too old, as well as some teachers’ unreasonable settings of teaching sessions and teaching activities.