Of the problem

We discussed the progress made by teachers and researchers in practice and exploration since the introduction of the English learning activity concept in the 2017 edition of the General High School English Curriculum Standards, as well as the difficulties encountered in applying this teaching philosophy. Teacher confusion mainly focuses on how to design activities to stimulate students' learning motivation, encourage self-directed learning, organize collaborative exploration, and how to implement students' subjectivity in teaching.

The connotation of the student-centered view of English learning activities

The connotation of the student-centered view of English learning activities was deeply explored, emphasizing the subject status of students in language learning. The activity concept is guided by education and aims to cultivate core competencies. It advocates that teachers guide students to actively participate in learning, construct meaning independently through a series of interrelated activities, solve practical problems, and achieve the integrated development of language ability, cultural awareness, thinking quality, and learning ability. At the same time, students play a leading role in activity evaluation, enhancing their self-awareness and sense of responsibility through self-evaluation and peer evaluation, and improving their critical thinking and problem-solving abilities. Teachers play a leading role in the effective implementation of activities, assuming multiple roles as planners, facilitators, and emotional transmitters, creating a positive learning atmosphere, stimulating students' interest, and promoting the formation and improvement of core competencies. The New Curriculum Standards for Yijiao advocate for an integrated design of "teaching learning evaluation", emphasizing that teaching evaluation should run through the entire process of English teaching and encouraging teachers to play the main role of students in evaluation.

Practice Path and Case Analysis of English Learning Activities Based on Student Subjectivity

This paper explores the practical path of the student-centered approach to English learning activities and analyzes it through case studies. The paper first proposes a practical path of "strong motivation empowerment re evaluation", emphasizing the importance of stimulating students' learning motivation, teaching them self-directed learning, and valuing student subject evaluation. In terms of strong motivation, teachers can stimulate students' learning motivation by understanding their cognitive experiences, creating thematic contexts, and guiding them to make content predictions. In terms of empowerment, teachers should teach students to use tools such as mind maps for meaning construction, build peer scaffolds to promote collaborative exploration, and set up exploratory task scenarios to guide students in solving practical problems. In terms of re evaluation, teachers should adopt diversified evaluation methods, jointly negotiate with students to formulate evaluation standards, and pay attention to students' progress and growth from a value-added perspective.

conclusion

The importance of the English learning activity perspective in realizing the educational value of the English curriculum was emphasized, and how to strengthen students' subjectivity was explored from three aspects: learning motivation, learning ability, and learning evaluation. At the same time, areas that teachers can further explore in teaching practice were proposed, such as student participation in activity design and implementation, as well as teachers providing learning resources and support. The author hopes to promote teachers' better realization of students' subjectivity through continuous research, in order to facilitate students' active role and comprehensive development of core competencies in English learning.