Chapter One Literature Review
1.1 Related Concepts
1.1.1 Core Literacy
Zhang Hua(2016)pointed out:Competency not only includes knowledge and skills,itis a kind of ability,which can be used to mobilize social resources such as skills andattitudes in a designated situation through some means and methods,so as to meet theneeds of own complex needs.Many domestic scholars have defined core literacy:ZhongQiquan(2015)believes that the core literacy refers to the ability of students to solveproblems after they pass school education.Xin Tao and Jiang Yu(2015)pointed out thatthe core literacy includes not only knowledge and skills in traditional educational fields,but also students'emotional attitudes and values.The core literacy is to promote theall-round development of people,so that people can finally adapt well to the needs ofsociety.Cheng Xiaotang and Zhao Siqi(2016)believe that the problem of core literacy isactually the question of what kind of person education should cultivate.The education ofcore literacy not only includes students’learning of traditional knowledge and abilities,butmore importantly,students’all-round development and lifelong learning,and ultimatelyrealize the unity,coordination and development of man and society.Xin Tao,Jiang Yu,LinChongde,etc.(2016)believe that in the corresponding learning stage,students graduallyform the necessary character and key ability after receiving education,and this necessarycharacter and key ability can promote the individual to adapt to the development and needsof society,that is,core literacy.The Ministry of Education(2014)clearly points out thatcore literacy is the essential character and key ability that students should possess,so thatthey can adapt to social progress and meet the needs of their own growth and development.The core literacy should emphasize personal cultivation,concern for the society and thecountry,and more importantly,independent development,cooperative participation andinnovative practice.
1.2 Related Studies of English Subject Core Literacy Abroad and at Home
1.2.1 Related Studies of English Subject Core Literacy at Abroad
The research on core literacy abroad is relatively early.Many countries andinternational organizations have already proposed a core literacy structure that is beneficialto their own development,and have explicitly stipulated it with corresponding educationpolicies.
In 2003,UNESCO proposed five pillars:learning to know;learning to do;learning tolive together;learning to develop;learning to change.The Organization for Economic Cooperation and Development put forward the theory of core literacy in 2005,one is theability to interactively use social,cultural and technological resources,and the other is theability to carry out interpersonal interactions in heterogeneous communities,including theability to build harmonious interpersonal relationships with others,teamwork ability andconflict resolution ability,the third is the ability to act independently.The European Unionproposes eight core literacy for lifelong learning:mother tongue communication,foreignlanguage communication,mathematical ability and basic technological ability,digitalability,learning how to learn,interpersonal,intercultural and social ability and civic ability,entrepreneurship and cultural expression.
Chapter Two Research Design
2.1 Theoretical Basis
2.1.1 Constructivism Theory
Constructivism began with Jean Piaget and was refined and developed throughcontinued research by Lawrence Kohlberg,Sternberg,and Katz.Constructivism believesthat knowledge is acquired by learners in a certain social and cultural context,with the helpof teachers and others,by making full use of learning resources and by means of meaningconstruction.In a constructivism learning environment,teachers'instructional design mustnot only consider the setting of meaningful problem situations for students to construct,butalso pay attention to the creation of students'situations,because situation creation is a veryimportant part of instructional design.Therefore,under the guidance of the core literacy ofEnglish subjects,teachers'teaching design should also fully reflect the creation of students'situations.
Constructivism proposes that teachers are the guides in the teaching process,andstudents are the main body of teaching activities.Constructivism not only emphasizes themain role of students,but also pays attention to the guiding role of teachers in the teaching process.In China,He Kekang(1997)also put forward that"students are the core ofconstructivism theory,teachers should guide students to learn and provide them with stronginformation resources support."Students are the main body of cognition,teachers mustlearn from traditional Knowledge transfer is transformed into a guide to actively constructmeaning,and adds to it a boosting and facilitation role.Teaching activities under theguidance of the core literacy of English subjects should fully respect the dominant positionof students,and teachers should play the role of helpers and guides.
2.2 Research Questions
The core content of this research is:how to cultivate students'core literacy in highschool English reading teaching.Centering on this core content,this study focuses on thefollowing issues:
1.How do teachers develop English reading teaching based on the core literacy?
2.What are the factors that influence students’English subject core literacy in theprocess of English reading teaching?
In the research,53 students from one class of Grade three in No.5 Middle School ofTongliao City,Inner Mongolia,where the author practiced,were selected as the researchsubjects.The research period is from August 2021 to December 2021.On average,the classhas six English classes and two English reading classes per week.As a practice teacherduring the research period,the author is familiar with the learning situation of the researchobject,which is convenient for the smooth development of the research work.
Chapter Three Results and Discussion...............................28
3.1 Data Collection and Analysis..............................28
3.2 Current Situation of English Reading Teaching in Senior High School.................29
Chapter Four Conclusion..................................42
4.1 Pedagogical Implications.........................42
4.2 Limitations and Suggestions.................................43
Chapter Three Results and Discussion
3.1 Data Collection and Analysis
From August 2021 to December 2021,the author observed 20 English reading classesin total.The classroom observation scale was used to record teachers'preparation,teachingmethods,teaching contents,teaching design,teaching process,teaching evaluation,students'reactions and how they participated in classroom activities.After the classroomobservation,the researcher checked the notes in the classroom observation and sorted outthe records that could reflect the current situation of English reading teaching detailedanalysis.In November 2021,the author of this paper conducted interviews with six Englishteachers,and converted the interviews into audio and text.The researchers gave 53questionnaires to students selected as study participants and arranged for them to completethem anonymously in their spare time.A total of 53 questionnaires were collected in thissurvey,of which 52 were valid and 1 was invalid.This study to collect the data and the dataprocessing and analysis,the dimensions of the present situation of high school English reading teaching for data analysis,qualitative analysis combined with interviews,observations,summarizes the problems existing in senior high school English readingteaching and analyzed,finally,in view of the problems found in the author puts forwardsome corresponding solutions.
Chapter Four Conclusion
4.1 Pedagogical Implicationsrecords of teaching practice and the analysis of teaching effect,combined with the author'sexperience in class,it is found that the reading teaching design based on the core literacy ofthe English subject has good classroom feedback effect in the course of classroom practice,and students are highly motivated to participate in the classroom,and have a goodunderstanding of reading.interest has gradually increased.Teachers actively createthematic situations,make full use of teaching resources,and allow students to think,analyze,express,and discuss through rich and layered reading activities,so that readingclass is no longer boring to explain grammar knowledge points or mechanically read longand difficult sentences.It cultivates students'reading ability,stimulates students'interest inreading,and improves their enthusiasm for English learning.
It improves students'enthusiasm and interest in reading lessons,and improvesstudents'reading performance and reading ability.According to the classroom observation records of teaching practice and the analysis of teaching effect,combined with the author'sexperience in class,it is found that the reading teaching design based on the core literacy ofthe English subject has good classroom feedback effect in the course of classroom practice,and students are highly motivated to participate in the classroom,and have a goodunderstanding of reading.interest has gradually increased.Teachers actively createthematic situations,make full use of teaching resources,and allow students to think,analyze,express,and discuss through rich and layered reading activities,so that readingclass is no longer boring to explain grammar knowledge points or mechanically read longand difficult sentences.It cultivates students'reading ability,stimulates students'interest inreading,and improves their enthusiasm for English learning.