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ment,value judgment,and learningstrategy application in the process of analyzing and solving problems based on theirexisting knowledge and relying on different types of discourse.In 2022,the NationalCurriculum standards for compulsory education also put forward the teachingconcept of English Learning Activity View,revealing that the ELA View ofcombining learning and thinking and taking creativity as the basis should be activelypracticed in primary and secondary school English classrooms.The new CurriculumStandards for compulsory education points out that English Learning Activity View upholds the learning concept of learning through experience,applying throughpractice,and innovating in transfer.It encourages students to activate their priorknowledge around real situations and real problems,and to engage in a series ofinterrelated and progressive language learning and use activities that point to thematicmeaning inquiry,such as learning and understanding activities,application andpractice activities and transfer and innovation activities.

2.2 Research on ELA View abroad and at home

This section provides a brief review and summary of the research and applicationof Learning Activity View,which provides a reference basis for the research of thisthesis.

2.2.1 Research on ELA View abroad

In a broad sense English Learning Activity View is about the basic andfundamental views of teachers and students on English learning activities.However,since there is no related concept about English Learning Activity View abroad,andthis theory emphasizes teaching through activities,the current situation of foreignresearch will be discussed from activity teaching.This section discusses the origin ofactivity teaching and its effectiveness.

2.2.1.1 The origin of activity teaching

Although English Learning Activity View was put forward in the CurriculumStandards in China in 2017,and there is no corresponding research abroad,manyuseful propositions have been put forward about activity teaching abroad sinceancient times.Its origin can be traced back to the practical spirit of activity teaching inRoman education during the ancient Roman period.Later,during the Renaissance,humanist scholars,mainly represented by Victorino,proposed to let students gainexperience through games,observation and other activities,which was thegermination of activity teaching.By the end of the 18th century,Rousseau was thefirst to fully explain the basic idea of activity teaching.He emphasized that educationshould follow nature,follow the nature of children,and value children’s personalinterests and abilities.At the beginning of the twentieth century,Dewey(1997)proposed practical education,the core of which was“learning by doing”,andemphasized both the importance of children and the importance of activities.

Chapter Three Theoretical Basis ......................... 23

3.1 Bloom’s taxonomy of educational objectives ........................... 23

3.2 Context theory ......................... 24

3.3 Schema theory ................................... 25

Chapter Four Research Design ............................. 29

4.1 Research questions ............................... 29

4.2 Research subjects .................................... 29

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