Research Progress and Reflection on the View of English Learning Activities—A Literature Review Based on Core Competence

本研究基于核心素养导向，系统梳理2017~2025年间英语学习活动观的理论演进与实践路径。通过内容分析法对中文核心期刊文献的整合发现：该理论以“学习理解–应用实践–迁移创新”三级活动体系为核心，整合杜威实用主义、社会文化理论等多学科基础，通过主题意义探究实现语言能力、思维品质与文化意识的协同培育。实践层面，其在阅读课、听说课中形成差异化应用模式，但教师认知偏差导致活动断层化、评价单一化等问题凸显。研究提出未来需深化本土化学理体系，开发人工智能技术支持的分层活动框架，并通过实证性教师培训破解实施困境，为英语教育从“知识本位”向“素养共生”转型提供系统性路径。Based on the core competence orientation, this study systematically analyzes the theoretical evolution and practical path of the activity view of English language learning from 2017 to 2025. Through the integration of Chinese core journal competence by content analysis method, we found that the theory is centered on the three-level activity system of “learning and understanding-application and practice-transferring and innovation”, integrating multidisciplinary foundations such as Dewey’s pragmatism and socio-cultural theories, and realizing synergistic cultivation of language proficiency, thinking quality and cultural awareness through the investigation of thematic significance. It realizes the synergistic cultivation of language ability, thinking quality and cultural awareness. At the practical level, it has formed a differentiated application model in reading and listening lessons, but the problems of disconnected activities and homogenized evaluation caused by teachers’ cognitive bias are highlighted. The study suggests that in the future, we need to deepen the localized academic system, develop a hierarchical activity framework supported by AI technology, and solve the implementation dilemma through empirical teacher training, so as to provide a systematic path for the transformation of English education from “knowledge-based” to “literacy symbiosis”.