introduction

This article introduces the concept of the English learning activity view and its position and role in the "2017 Edition of the General High School English Curriculum Standards" and the "2022 Edition of the Compulsory Education English Curriculum Standards", emphasizing its importance in achieving the core literacy and moral education goals of the English subject. At the same time, it points out some problems encountered by teachers in the process of learning and practicing English learning activities, and proposes the research purpose of analyzing and providing suggestions for these problems in this article.

Problems and Analysis in the Process of Practicing the English Learning Activity Concept

In depth analysis was conducted on the problems encountered by teachers in the process of practicing the English learning activity concept, and corresponding improvement suggestions were proposed. The problems mainly fall into two categories: unclear understanding of concepts and inadequate design and implementation of teaching activities.

Overall Suggestions for Teaching Design and Implementation Based on the Perspective of English Learning Activities

Three overall suggestions for teaching design and implementation based on the perspective of English learning activities have been proposed. Firstly, teachers need to have a deep understanding of the meanings and interrelationships of the three cognitive levels of learning comprehension, application practice, and transfer innovation, and clarify the types of teaching activities to achieve maximum teaching effectiveness. Secondly, teachers should conduct comprehensive and in-depth discourse analysis based on unit themes, paying attention to all textual and visual information in the discourse from the three dimensions of What, Why, and How, and deeply exploring the thematic significance and educational value. Finally, teachers need to update their teaching philosophy, deeply understand the importance of students as learning subjects, design comprehensive and interactive language practice activities that are related to students' actual lives, and accumulate corresponding teaching activity design strategies.

conclusion

The conclusion section points out the challenges faced by frontline teachers in implementing the concept and practice of English learning activities, and proposes solutions. Teachers need to have a deep understanding of the three major types of activities in the activity theory and clarify their cyclic and progressive relationships. At the same time, based on discourse and learning situation analysis, teaching activities that are in line with the discipline, students' cognition, and life logic should be designed to promote students' exploration of thematic meanings and development of core competencies in progressive learning.