A New Exploration in English Teaching That Combines "Learning-centered" and "Student-centered" Approaches

Education, as a vital social activity for cultivating individuals, not only fosters personal development but also drives societal progress. With the increasing emphasis on education, discussions surrounding the "student-centered" and "learning-centered" approaches have garnered significant attention among researchers and frontline educators. This study aims to clarify these two pedagogical concepts by analyzing the emergence of the "student-centered" and "learning-centered" paradigms and their contributions to holistic education. By comparing the core principles of constructivism, the input-output hypothesis, and the Production-Oriented Approach (POA), the paper explores the theoretical value of integrating both approachesthe dual-centered modelin the context of localized educational research in China. The study further emphasizes the importance of this integration in enriching the theoretical system of education.