A Study On English Instructional Design Based On English Subject Key Competencies In Senior High School

English Subject Key Competencies(ESKC),is a hot term that has appeared in the new era and gained a lot of attention from experts across a broad spectrum.It is aimed at the sustainable development of students in linguistic ability,learning ability,thinking ability and cultural character.Instructional design is considered as an important carrier of the implementation of key competency.This paper is aimed to study English instructional design based on English Subject Key Competencies in senior high school.Two research questions are mainly discussed as follows:1.What are the characteristics of the English teachers' instructional designs from the perspective of ESKC in senior high school?2.What are the teachers' understanding of ESKC as is reflected in their instructional designs?Four subjects from one of senior high schools in Liaoning Province participated in this study.The study lasted for about three months,with the instructional design and interviews as the key instruments to collect data.Through data analysis,several common characteristics concerning instructional designs are found in this study as follows: 1.These designs are written in an organized manner,with considering certain aspect of ESKC.2.In terms of teaching aims,teachers place more emphasis on linguistic ability and learning ability while attentions on cultural character and thinking ability are insufficient.3.In terms of teaching contents,teachers give moreemphasis on linguistic knowledge and language skills but less on cultural knowledge and learning strategies and least on knowledge of discourse,such as,thematic meaning and text types.4.The presented teaching procedures are complete with clear steps,hierarchical activities and progressive questions but with insufficient activities on transferable or innovative ones.Besides,questions posed in the instructional design mainly stay at the comprehension level rather than at the level of logical or critical thinking.In terms of teachers' understanding of ESKC,the study finds that teachers can realize the significance of ESKC but their understanding seems not as deep as demanded.Also,they attach importance to instructional design,but with a less approving opinion on the close relationship between the cultivation of ESKC and it.It is hoped that the suggestions presented in the study could assist the teachers in senior high school who want to improve their standards of instructional design so as to carry out the implementation of ESKC to the fullest extent.