A Study into the Current Situation of Contextualized English Teaching in Junior High Schools

境脉式教学作为一种强调情境脉络整合、注重学生学习能动性的教学理念，近年来在中小学教育领域逐渐兴起并获得积极关注。本文基于重庆市万州区的5所中学94位初中英语教师的问卷调查结果，结合境脉学习理论与能动性投入理论，系统梳理初中英语课堂中境脉式教学的实施现状，探讨其在教学设计、课堂实施与课后反馈三个维度的具体体现、现实问题与优化策略。研究发现，大部分教师已初步具备境脉式教学理念，并在实践中尝试情境化设计与任务驱动，但普遍存在理论理解不统一、活动设计缺乏深度、反馈机制不完善等问题。文章最后结合理论基础与实践案例，提出完善教师专业培训、加强教学资源建设与构建协同式评价体系等建议，以期为境脉式教学在初中英语课堂的深入推进提供理论支撑与实践路径。As an instructional approach emphasizing the integration of contextual frameworks and student agency, contextualized teaching has gained increasing attention in primary and secondary education in recent years. Based on questionnaire responses from 94 junior high school English teachers across five middle schools in Wanzhou District, Chongqing, this study systematically examines the implementation status of contextualized teaching in English classrooms. Grounded in Contextualization Theory and Agentic Engagement Theory, the research investigates its manifestations, existing challenges, and optimization strategies across three dimensions: instructional design, classroom practice, and post-lesson feedback. Findings indicate that while most teachers have preliminarily adopted contextualized teaching concepts—evidenced through situational designs and task-driven activities—persistent issues include inconsistent theoretical understanding, superficial activity design, and inadequate feedback mechanisms. The study concludes by proposing evidence-based recommendations: enhancing teacher professional development, strengthening teaching resource development, and establishing collaborative evaluation systems. These aim to provide both theoretical foundations and practical pathways for deepening contextualized teaching in junior high school English education.