1　Introduction

This section outlines the developmental trajectory of the *Senior High School English Curriculum Standards* from the 2017 edition to the 2025 revised edition, noting that current senior high school English education reform has entered the "classroom deepening" stage, with the core demand being the transformation of core competencies from concept into actual student gains. Addressing three prominent issues in teaching—insufficient student agency, superficial learning processes, and the separation of learning from application—it proposes constructing a "problem-solving-oriented new ecosystem for English subject practice-based education," with core competency cultivation as the goal, problem-solving as the driver, the English Learning Activity Approach and interdisciplinary project-based learning as dual-track pathways, and integrated "teaching-learning-assessment" as the guarantee, responding to three key issues: classroom transformation, connection to authentic contexts, and competency-based assessment.

2　Theoretical Foundation

This section elaborates on the theoretical sources and integration mechanisms of the "problem-solving-oriented new ecosystem for English subject practice-based education": unit-based holistic teaching serves as the overall framework, with the English Learning Activity Approach and interdisciplinary project-based learning forming a "dual-track synergy" for classroom implementation, achieving closed-loop assurance through integrated "teaching-learning-assessment"; its epistemological foundation lies in constructivism and problem-based learning (PBL), its methodological orientation draws from Dewey's "learning by doing" philosophy, ultimately transforming the English classroom into a social practice field where competency growth is achieved through solving authentic problems.

3　Conceptual Definition of "Problem-Solving-Oriented New Ecosystem for English Subject Practice-Based Education"

This section defines the core connotation of the "problem-solving-oriented new ecosystem for English subject practice-based education," constructing a dynamic synergistic system with core competency cultivation as the goal, unit-based holistic teaching as the framework, "problem-solving" as the driver, "English Learning Activity Approach" and "interdisciplinary project-based learning" as dual engines, and "teaching-learning-assessment" integration as the guarantee. This framework comprises two types of progressive and complementary problems: "thematic inquiry questions" within the classroom provide cognitive and methodological reserves, while "authentic life-driven questions" under the unit endow practical momentum. Drawing on educational ecology, it emphasizes synergistic interaction among students, teachers, curriculum content, and assessment mechanisms, with the teacher's role transforming into learning designer and competency assessor. The "new" in "new ecosystem" manifests in three fundamental shifts: return of agency, integrated synergy, and competency orientation, which progress layer by layer to constitute a complete picture.

4　Implementation Pathway: "Dual-Track Synergy, Internal-External Linkage" Strategy

This section proposes the "dual-track synergy, internal-external linkage" strategy to ensure problem-solving runs through the entire English learning process. The first track relies on the English Learning Activity Approach to construct an "in-classroom cognitive advancement pathway," with hierarchical inquiry question chains at its core, guiding students to deepen cognition through three-level activities of "learning and understanding, application and practice, and transfer and innovation." Taking the Lin Qiaozhi biography text as an example, the question chain progresses from information processing to situational simulation to value judgment, achieving spiral cognitive ascent, while emphasizing unit themes as the统领, forming structured cognition through progressive multi-text learning. The second track relies on interdisciplinary project-based learning to construct an "in-class and out-of-class comprehensive practice pathway," with authentic driving questions derived from unit themes at its core, through creating interdisciplinary contexts,赋予 students social practitioner identities, and experiencing complete project processes, enabling students to experience the dual instrumental and humanistic values of language through "doing." The two pathways mutually support and dynamically cycle: the classroom provides cognitive reserves for practice, while practice provides deep experience for the classroom, forming a cycling mechanism of "cognitive foundation—practical application—reflective deepening—cognitive upgrading," creating跨越 space for students from classroom cognitive systems to social practice systems, promoting continuous competency development.

5　Guarantee Mechanism: "Teaching-Learning-Assessment" Integration Evidence-Oriented System

This section constructs the "teaching-learning-assessment" integration evidence-oriented system as the guarantee mechanism for the new ecosystem of English subject practice-based education, comprising three key links. First, designing observable competency goals provides a common measure for "teaching" and "assessment," with goals needing to demonstrate integration (language-theme fusion), progression (from personal expression to social interaction), and assessability (clear context, behavior, and criteria). Second, designing "evidence-oriented" learning activities to continuously collect "competency evidence": effective evidence should possess situational, process-oriented, comprehensive, and performance-based characteristics; under the "dual-track synergy" framework, the in-classroom cognitive advancement pathway runs through pre-class diagnosis, in-class formative assessment, and post-class process-oriented evidence accumulation, while the in-class and out-of-class comprehensive practice pathway relies on project-based learning to collect performance evidence, supplemented by unit comprehensive testing for overall diagnosis, with tests needing innovative命题方式, designing problem-solving task chains. Third, strengthening assessment feedback and improvement functions, embedding Hattie & Timperley's feedback model into the dual-track synergy dynamic cycle, with teachers making precise diagnoses based on evidence and dynamically adjusting teaching, guiding students in self- and peer-assessment to cultivate reflective habits, ultimately forming a "goal—activity—assessment—improvement" closed loop, transforming core competencies into visible, assessable, and demonstrable student growth performance.

6　Conclusion

This section constructs the "problem-solving-oriented new ecosystem for English subject practice-based education" framework, with core contributions including: responding to curriculum standard implementation demands, forming a complete chain for competency-based education; breaking the separation between cognition and practice, and between subjects and life through "dual-track synergy"; distinguishing inquiry questions from driving questions, revealing the competency growth mechanism. At the practical level, with unit-based holistic teaching as the framework, it provides operational strategies of activity-approach-driven classrooms, project-based learning-expanded practice, and "teaching-learning-assessment" integration-guaranteed quality. Future work needs to collect dual-track synergy cases to verify framework effectiveness, promote assessment reform, and make the English classroom a practice field where students solve problems.