《普通高中英语课程标准》（2017年版）首次提出了“英语学习活动观”的概念，强调活动是英语课堂教学的基本组织形式。目前，学界已有大量关于英语学习活动观的理论探讨和活动设计研究，但是少有对该理念实践现状的研究；仅有的研究也多集中于英语学习活动观的实施现状，对其影响因素分析关注较少。因此，该研究方向还需更多的研究对其进行更加全面的探究和论证。

该研究的开展具有两方面的现实意义：一是有利于初中英语教师把握自己的教学实践情况，在反思中更新教学理念，及时调整教学行为；二是对于英语教师加深对英语学习活动观和学生核心素养的认识具有一定促进作用。为了调查初中英语课堂中英语学习活动观的落实情况，本研究采用质性研究的研究范式，以北京市L学校中3位教师为研究对象开展个案研究，通过半结构化访谈、非参与式观察、文献分析等研究方法回答以下研究问题：

初中英语老师应用英语学习活动观的现状如何？

影响英语学习活动观的应用效果的因素是什么？

通过综合分析，本研究发现：（1）英语学习活动观的应用情况喜忧参半：一方面教师在教学设计中开始以语篇为最小的教学单位，重视文本分析,同时在教学实施中依托递进式活动引导学生的主题意义探究,一定程度上改善了了碎片化、形式化、模式化的课堂教学情况；另一方面，在教学评价环节中缺失与英语学习活动观相对应的评价工具,教师在课堂教学中对学生的评价呈现简单化和模糊化的特征；（2）教师实施英语学习活动观的效果受内部因素和外部因素的双重影响，其中包括教师对英语学习活动观和核心素养的理解、学生的英语语言学习的观念和学校课程与教学评价体系；（3）为了超越实施中的现实困境，学校需要为教师的专业发展提供必要的校内和校外支持，同时教师也要发挥自身的能动性，加强自身理论学习，积极转变教学观念，主动寻求教学上的进取和突破。

General High School Curriculum Standards: English (2017 edition) first proposed the concept of the Activity-based Approach, emphasizing that activity is the major way of English classroom teaching. Nowadays, there has been a large number of theoretical explorations and teaching designs related to the activity-based approach in the field of China’s EFL teaching. However, there is limited research on the application of this concept, and little attention has been paid to the influencing factors and improving strategies behind the situation. Therefore, teachers and researchers need more investigation and research on the practical status of the application of the approach to fill the gap in this field.

Therefore, this study has two practical significances: one is it is helping English teachers in junior high school to have a relatively comprehensive understanding of the current situation of their practice of the approach; the other is promoting the in-depth understanding of the approach and students’ core competencies. In order to investigate the application of the approach in junior high school English classrooms, this study adopts a qualitative research paradigm and conducts a case study on 3 teachers from L School in Beijing. The following research questions are answered based on the collected data from semi-structured interviews, non-participant observation, and document analysis:

What is the current situation of applicating the activity-based approach in junior high school?

What are the factors that influence the application of the activity-based approach?

Through integrated analysis, this study found that: (1) the application of the activity-based approach is mixed: on the one hand, teachers prioritize text analysis and regard discourse as the smallest teaching unit in teaching design; at the same time, they rely on progressive activities to guide students’ self-exploration of thematic meanings in teaching implementation. On the other hand, there is a lack of formative assessment tools that correspond to the English learning activity perspective in the teaching evaluation process; (2) The application of the approach is influenced by both internal and external factors, including teacher's understandings of the approach and core competencies, student’s views on English language learning, and the school's curriculum evaluation system; (3) In order to overcome the practical difficulties in the application, schools need to provide necessary support for the professional development of teachers in various ways, and teachers should also pay close attention to strengthening their theoretical study and practical ability, and actively seek for progress and breakthrough in English classroom teaching.