An Investigation Of Senior High School English Teachers’ Unit Instructional Objective Design

General senior high school English curriculum（2020）suggests that helping students develop their English subject core competencies is the concrete goal of general senior high school English curriculum.As an organic part of the concrete goal,integrally designing unit instructional objectives is beneficial for teachers to master and present teaching content integrally,which can also help teachers to avoid fragmented teaching and to promote students’ overall developments in English subject core competencies.As for the studies on unit instructional objective design,most of them focus on the suggestions for designing unit instructional objectives and there are few investigations on current situation of English unit instructional objective design in senior high school.In view of this,based on the whole language approach,Bloom’s taxonomy of educational objectives and ABCD model of stating instructional objectives,this research aims to investigate the design of unit instructional objectives for senior high school English teachers in Beihai,including senior high school English teachers’ general cognition of unit instructional objective design and their specific practices when designing unit instructional objectives.Based on these,the problems in designing unit instructional objectives will be further explored and the constructive suggestions will be given.Specifically,this paper includes three research questions:（1）What is senior high school English teachers’ general cognition of designing unit instructional objective?（2）What is the current status of designing unit instructional objectives in senior high school?（3）What are the problems in designing unit instructional objectives in senior high school?The 61 questionnaires are handed out in this research.The design of questionnaire is based on the relevant research questionnaire and adapted according to Tang Qing’s unit instructional design guidance and Lu Ziwen’s basic model of English instructional design.It includes three dimensions,which are the senior high school English teachers’ understanding of unit instructional objective design,their attitudes toward designing unit instructional objectives,and the current status of designing unit instructional objectives.At the same time,this research also adopts the interview method as a supplement to the questionnaire to further explore the problems in designing unit instructional objectives in senior high schools in Beihai.The results show that:（1）The majority of senior high school English teachers have a good understanding of unit instructional objective design and the majority of senior high school English teachers hold positive attitudes toward the use and functions of unit instructional objective design in English teaching.（2）The majority of senior high school English teachers have a good understanding of the designing bases of unit instructional objectives,but they don’t clearly know how to use these designing bases to design unit instructional objectives.For example,many teachers do not clearly know how to clarify the relationships among NECS analysis,teaching materials analysis and students analysis,nor do they know how to refine unit instructional objectives through analyzing these designing bases step by step.（3）There are many problems in designing unit instructional objectives for senior high school English teachers.For example,some senior high school English lacks the practices of designing unit instructional objectives.Without the guidance of mature framework and systematic designing procedures,many teachers do not know how to narrate unit instructional objectives.Based on the current situation of unit instructional objective design and problems in designing unit instructional objectives,this research will put forward some suggestions for designing English unit instructional objectives in senior high school.For example,clarifying the designing basis of unit instructional objectives,following the principles of unit instructional objective design and narrating unit instructional objective correctly.