英语学习活动观是我国基础教育英语课程改革的本土化教学主张，但在政策理念向教学实践转化的过程中，普遍存在将“活动”异化为机械操练或形式表演的问题。为走出认知与实践偏差，本文厘清“何谓活动”“何为根本”“何以落地”三重追问：在概念维度，从多学科理论与课程标准出发，廓清英语学习活动观的真正意涵、三重主要特点与三级基本框架；在价值维度，阐明语言本位是英语学习活动观的核心支点，素养生成是其终极归宿，二者在活动中辩证统一；在实践维度，揭示“真实情境”的心理认知属性，提出以感官之趣、认知之趣、成就之趣逐层驱动的动力机制，实现“真”与“趣”的深度融合，进而推动英语学习活动观的真正落地。

Activity-based approach is a localized teaching proposition emerging from the English curriculum reform of basic education in China. Nevertheless,prevalent problems such as mechanical drills and formalized activities arise in the transformation from policy concepts to teaching practice. To eliminate cognitive and practical deviations,this paper addresses three core questions concerning the definition of activities, fundamental value orientation and practical implementation. Conceptually, drawing on multidisciplinary theories and curriculum standards,it elaborates on the connotation of English learning activities,their three core attributes of comprehensiveness,relevance and practicality,as well as the three-tier framework of learning and understanding, application and practice, and transfer and innovation. From the value dimension,this study clarifies that language orientation serves as the core fulcrum of English learning activities,while competency cultivation stands as their ultimate goal,and the two form a dialectical unity within learning activities. Practically,it reinterprets the psychological and cognitive attributes of “authentic contexts”,and constructs a motivational mechanism driven sequentially by sensory appeal,cognitive appeal and achievement appeal,so as to realize the in-depth integration of authenticity and engagement. Accordingly, English learning activities can fulfill the disciplinary educational function under the unity of language orientation and competency cultivation,authentic tasks and interesting learning experiences.