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

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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 approaches—the “dual-centered” model—in the context of localized educational research in China. The study further emphasizes the importance of this integration in enriching the theoretical system of education.