Research on Situational Design and Implementation Strategies of English Reading Teaching Under the Guidance of Core Literacy

Abstract

Guided by core literacy, this study addresses problems in English reading teaching, including weak contextual connection, unrealistic situational settings, and single evaluation methods. Supported by constructivism, situated cognition, and language input-output theory, the research clarifies the internal relationship between core literacy and situational English reading instruction, proposes design principles and dimensions for situational reading teaching, and constructs a full-process implementation framework of “pre-class preparation-in-class exploration-post-class extension.” The framework integrates language situations, thinking situations, cultural situations, and task situations to support the coordinated development of language competence, cultural awareness, thinking quality, and learning ability. A case study of junior high school English reading teaching is used to verify the effectiveness of the proposed strategy. The results show that situational teaching can significantly improve students’ reading interest and promote development across core literacy dimensions. This study provides an operable path for transforming English reading instruction from knowledge-oriented teaching to literacy-oriented teaching and offers practical support for classroom implementation and multidimensional evaluation.