Research background

The importance of the home school collaborative English reading education model in cultivating children and adolescents' English reading literacy was emphasized. The "Compulsory Education English Curriculum Standards (2022 Edition)" and multiple educational policies highlight the importance of extracurricular reading and home school cooperation. However, there are problems with unclear division of labor, lack of specific models, and fragmented linkage forms in the current home school collaborative English reading practice. Domestic and foreign research has mostly focused on school or home reading, with less consideration given to English reading education models from the perspective of home school collaboration. This article aims to explore the constituent elements that affect the improvement of English reading literacy among children and adolescents from the perspective of activity theory, and to construct a collaborative English reading education model between families and schools.

Introduction to Activity Theory

Activity theory originated from Vygotsky's concept of intermediary tools, and after three generations of development, it has formed an analytical framework that includes elements such as subject, object, intermediary tools, rules, community, and division of labor. The first generation of activity theory focused on individual independent activities, Leont'ev proposed the complex relationship between individuals and communities, and Engestr ö m introduced social environmental factors, emphasizing the constraints or influences of various elements within the activity system. The third-generation activity theory emphasizes the communication and interaction between multiple activity systems, and constructs a conceptual tool for understanding the dialogic and multi-dimensional nature of activity systems. Activity theory is widely applied in education, information science, and social research. Zhang Han et al. used activity theory as a framework to construct a national reading system, providing feasibility for the analysis of the home school collaborative English reading education model.

A Collaborative English Reading Education Model between Home and School Based on Activity Theory

Based on the third-generation activity theory, this paper explores the synergistic effect of two independent activity systems, school and family, in English reading education. The home school collaborative English reading education model aims to enhance the English reading literacy of children and adolescents through cooperation between schools and families. The constituent elements of this model include subject, object, intermediary tool, rules, community, division of labor, and outcome. The main body includes students, teachers, and parents, who, under the guidance of educational policies and family education concepts, engage in diverse reading activities through division of labor and cooperation, using intermediary tools such as books.

conclusion

Emphasis was placed on the current focus of research on school English reading, and the theoretical shortcomings of family reading research were pointed out. This study constructs a home school collaborative English reading education model from the perspective of activity theory, aiming to provide new methods for cultivating English reading literacy in children and adolescents. As an analytical framework, activity theory helps fill the gap in research on family reading theory and provides educators with a clear understanding of key influencing factors, which has practical guidance significance. This model provides an analytical framework and division of responsibilities for all participants, emphasizing the importance of home school collaboration. At the same time, it is pointed out that this model requires more empirical research to improve and continuous exploration of the relationships and roles of various elements in the activity system.