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In 1997 the Organization for Economic Co-operation and Development (OECD) pro-posed a structural model of “Core Competencies,” which addresses the question of what core knowledge, competencies, and emotional attitudes students should possess in the 21st century in order to integrate into the society of the future and achieve self and social development. Over the years, similar explorations have been undertaken in different countries and regions. In 2014, the Ministry of Education of the People’s Republic of China proposed the “Core Competencies system” concept and initiated revising the curriculum standards for senior sec-ondary schools. Then, the National English Curriculum Standards for General Senior High School (2017 edition, 2020 revision) (shortened as NECS, 2017 edition, 2020 revision) was published, placing the development of Core Competencies as the primary goal. Core Com-petencies in the English subject consist of language ability, learning ability, cultural aware-ness, and thinking capacity. Thinking capacity, as a component of Core Competencies, em-phasizes the role of the English subject in intellectual development and is a bright spot (Liu, 2018). In English teaching, students’ language learning and thinking capacity development are interdependent; language learning promotes the development of thinking capacity, which also contributes to language learning. At the same time, Wang Qiang (2019) mentioned that developing students’ thinking capacity is also conducive to improving students’ problem-solving skills; in addition, it helps students to observe and perceive, see the world from a cross-cultural perspective, to judge the value of things correctly and to promote in-depth learning. Bourke (2006) argued that reading is an interaction between thinking and language and that students can develop their thinking capacity through reading.

1.2 Research Significance and Purpose

Thinking capacity is a crucial factor of the Core Competencies in the English subject. Reading skills are an essential part of students’ English learning, which can help students effectively identify information, identify the authenticity of the information, and identify ideas. Thinking capacity and reading skills promote each other. On the one hand, developing reading skills can promote the development of thinking capacity. On the other hand, devel-oping thinking capacity can also help students learn English better and cultivate students’ ability to summarize reason, and dialectical view, which provides a foundation for improving reading skills.

This study attempts to design high school English reading teaching based on the Activ-ity-based Approach to English Learning to determine the impact of high school English read-ing teaching based on the Activity-based Approach to English Learning on students’ thinking capacity and reading skills.

Theoretically, this study explores a teaching design suitable for developing high school students thinking capacity and reading skills based on the Activity-based Approach to English Learning. In this way, this study further links the theory of the Activity-based Approach to E本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。