A Research On English Instructional Design In Senior High School Under The Background Of English Subject Key Competencies

The Ministry of Education of the People's Republic of China officially released English Curriculum Standards for Senior High School(2017 edition)in December 2017 which is used to guide future English teaching and education.The English curriculum standards point out that the subject key competencies are the concentrated embodiment of value of discipline education.As far as English subject key competencies(ESKC)are concerned,it mainly includes language competence,cultural consciousness,thinking quality and learning ability.Senior high school English instructional design is not only the soul of English classroom teaching,but an important measure to improve teaching efficiency and ensure teaching quality.It is primary preparation for teachers to conduct their teaching.A successful instructional design can guarantee a good lesson.As a result,the cultivation of students' key competencies should take instructional design as the carrier and return to teaching practice.On the contrary,all aspects of teachers' instructional design should be oriented to ESKC and point to its content.In terms of senior high school English teaching,instructional design should involve four aspects' contents: language competence,cultural consciousness,thinking quality and leaning ability.However,due to a number of factors,the research contents of senior high school's English instructional design pointing to ESKC are not deep enough.The research problems are not specific,and its scopes are also not wide enough.Therefore,it is necessary and imperative to study the English instructional design under the background of ESKC.Guided by the ESKC and related theories,this thesis carries out a research on senior high school English instructional design,breaking down 28 pieces of English classroom instructional design,observing 30 English lessons,and interviewing 10 senior high school English teachers.In conclusion,the thesis sums up the following main problems existing in the current senior high school English instructional design: 1.A number of teaching objectives' design are teacher-centered with too much emphasis on the cultivation of student language competence.2.Instructional design lacks systematization and integrity,and most instructional designs lack students and teaching material analysis and evaluation.3.The teaching procedure does not put the concept of English learning activities into practice.According to the above main problems,this thesis tries analyzing the following reasons: 1.The deviation of education idea between school and teachers.2.The lack of teachers' key competencies.3.The poor understanding of the importance of instructional design and key competencies to school and teachers.According to the above three main reasons,the following suggestions are made.First of all,English teachers' views on education and talents' cultivation should be updated.Secondly,the training and learning of ESKC should be strengthened to every senior high school English teacher.In addition,the instructional design ability of senior high school English teachers and their understanding of the importance of English instructional design should be improved.In order to better explain the suggestions put forward by this thesis and to provide some references for senior high school English teachers when they design their classroom teaching,this thesis designs four main types of lessons for senior high school English teaching.Therefore,the conclusion of this thesis has certain reference value and significance.However,this thesis has a certain limitations.The research problems need further exploration and analysis of professionals.