introduction

The "Compulsory Education English Curriculum Standards (2022 Edition)" emphasizes that teachers should organize teaching with an English learning activity perspective, including three types of activities: learning comprehension, application practice, and transfer innovation. This teaching proposition aims to cultivate students' core competencies, especially their listening and speaking abilities. However, there are problems in the design of transfer innovation activities in current English teaching, such as low learning level, shallow content, single form, lack of real situations, and difficulty in stimulating students' interest in creative problem-solving. Some activities designed by teachers are disconnected from students' experiences, or deviate from the logical and educational value of the text, resulting in students being unable to effectively apply knowledge to solve problems. Therefore, teachers need to conduct in-depth research on how to design and practice innovative transfer activities in listening and speaking classrooms to enhance students' core competencies.

The connotation of migration innovation activities

Transfer innovation activities are the highest stage of activity theory, aimed at cultivating students' higher-order thinking abilities, including reasoning and argumentation, criticism and evaluation, imagination and creation, etc. Reasoning and argumentation activities cultivate logical thinking ability, critical and evaluative activities cultivate critical thinking ability, and imaginative and creative activities guide students to comprehensively apply knowledge and skills through various learning methods, achieving the transfer and application of knowledge and skills.

I heard that there are problems and countermeasures in the design of transfer innovation activities in teaching

Explored the problems and countermeasures of transferring innovative activity designs in listening and speaking teaching. Firstly, in the design of reasoning and argumentation activities, teachers often fail to delve deeply into the logical clues of the text, resulting in activity design only presenting information on the surface and lacking a grasp of the overall logic of the text. The countermeasures include setting class objectives that focus on higher-order thinking, delving into the text, uncovering thematic meanings, organizing discourse knowledge, paying attention to nonverbal information, and guiding students to analyze key information. Case analysis suggests that teachers should refine lesson objectives, guide students to delve deeper into the author's writing intentions, understand changes in pronunciation and intonation, and complete reasoning and argumentation processes by analyzing implicit positional information in conversations.

conclusion

Transfer innovation activities are built on top of learning comprehension and application practice activities, and the three are interrelated from shallow to deep. Teachers should plan these three types of activities as a whole based on the learning situation. It is not necessary to design transfer and innovation activities in every class, but they should pay attention to their importance in listening and speaking teaching. In teaching, it is necessary to leave blank spaces, give students time to think and prepare, affirm independent achievements, encourage questioning and exploration, in order to promote the improvement of core competencies.