英语论文网

ods must have something in common and can learn from each other to someextent (Sternberg, 1986). Therefore, this study explores the breakthrough in Englishreading teaching from the perspective of other subjects. In addition, the New EnglishCurriculum Standards classifies English subject core competences into fourcomponents: language ability, cultural awareness, thinking quality and learning ability.The research questions of this paper focus on students’ development of readingcomprehension ability and critical thinking skills, which exactly reflects two aspectsof the core competences, language ability and thinking quality. 

Chapter Two Literature Review

2.1 Core Concepts

2.1.1 Definition of Teaching Effectiveness

Effectiveness means producing the result that is wanted or intended, and thecurrent research mainly explores the effectiveness of group text reading teaching. Thedomestic scholars explain the concept of teaching effectiveness mainly from twodimensions, namely, teaching and learning. On the one hand, teaching effectivenessmeans that teachers follow the objective rules of teaching activities to achieve asmany teaching effects as possible with limited time, energy and material resources sothat they can attain specific teaching goals and meet social and individual need ofeducational value (Chen Hong & Zhang Tianbao, 1998: 37-40). From this perspective,Item 17 in the questionnaire of this paper can directly respond to the issue of theeffectiveness of group reading teaching. On the other hand, scholars stipulate teachingeffectiveness from the perspective of students’ effective learning and development,which is the fundamental purpose of effective teaching. Apart from that, stimulatingand activating the initiative and enthusiasm of students’ learning is the starting pointand foundation of effective teaching. And creating suitable teaching atmosphere andenvironment is the essence of effective teaching (Chen Houde, 2000). In view of this,Item3-Item9 in the questionnaire as well as Question 4 and 5 in the interview protocolcould answer that whether group text reading teaching are effective in promotingstudents’ learning outcome and mobilizing students’ learning interest.

2.2 Theoretical Framework

2.2.1 The Activity-based Approach to English Learning

The theory of activity teaching method comes from Rousseau’s educationthought of “Back To Nature”, Dewey’s “Learning by Doing” (Li, Weichang, 1987)and Vygotsky’s (1978) “Activity Theory”. In recent years, there has been manytheoretical researches on activity learning and activity teaching method, whichprovides a theoretical foundation for the teaching practice of various subjects.However, compared with the studies on the activity teaching method, the researcheson the activity-based approach to English learning are still not enough. After theactivity-based approach to English learning was put forward, domestic scholarsmainly focused on its concept, the status quo of English teaching activities, and thesuggestions and value of applying the activity-based approach to English learning.

The Ministry of Education of the People’s Republic of China (MOE) (2018)gives a detailed explanation of the activity-based approach to English learning in theEnglish Curriculum Standards for Senior Middle School (2017 edition): Theactivity-based approach to English learning refers to tha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。