Research On The Unit-integrated English Teaching In Senior High School Based On Big Ideas

Core literacy-oriented curriculum construction is essential for advancing educational reform and building a nation with a strong education.English Curriculum Standards for Senior High School(2017 edition)propose to “make the course content well-structured by taking the subject big ideas as the core and contextualize the course content by taking the theme as the lead,so as to promote the implementation of core competencies.” As the core concept leading the current English teaching reform,big ideas can change the phenomenon of cramming in senior high school teaching,and realize the curriculum reform from knowledge to literacy.However,the implementation of unit-integrated teaching based on big ideas lacks sufficient theoretical research and practical experience.Furthermore,it is unknown about how senior high school English teachers understand big ideas,what attitudes they hold,and how they practice.Therefore,it is important to study the current situation of unit-integrated English teaching based on big ideas both theoretically and practically.This study took 150 senior high school English teachers in H city as the research subjects.The purpose is to investigate the current status of unit-integrated English teaching in senior high schools based on big ideas,and answer the following three research questions:1.What is the current situation of unit-integrated English teaching in senior high school based on big ideas?2.What are the factors that influence teacher’s implementation of unit-integrated English teaching based on big ideas?3.How to implement and improve unit-integrated teaching based on big ideas?A combination of quantitative and qualitative research methods such as questionnaire survey,teacher interview,and case study were used in this study.First,150 senior high school English teachers were selected to conduct a questionnaire survey to investigate teachers’ understanding,attitude and practice of this teaching mode.Then,six teachers from three different types of schools were selected for indepth interviews to analyze the factors influencing teachers’ implementation,and put forward reasonable suggestions.Lastly,two excellent unit teaching cases from urban key schools were analyzed to summarize the implementation path of unit-integrated teaching based on big ideas,and provide a practical reference for future teaching.The study found that some teachers in urban key schools could correctly understand big ideas and unit-integrated teaching.They tried to apply this mode in their teaching and realized its significance in promoting students’ core competencies development.However,in the overall situation,although most teachers had a positive attitude toward big ideas,they lacked a systematic and thorough understanding and were confused about the concept.In addition,this concept has not been fully implemented in practice.Teachers lacked the awareness of integration,and could not integrate unit content around the theme,explore the nurturing value,and design and evaluation activities as a whole.Through analysis,four influencing factors were found.Specifically,teachers lack theoretical learning and practical guidance on big ideas and unit-integrated teaching;their teaching ability and professional competencies need to be improved;students’ performance are limited by a relatively low English proficiency,and they lack motivation and interest in learning;teaching is affected by tight class hours,heavy teaching tasks,and violent exam pressure.Therefore,the education sector should strengthen teacher training and provide various resource support;schools should establish a diversified and scientific assessment system focusing on the development of students’ core competencies;and teachers should establish a holistic view of English subject education and continuously improve their professional ability and teaching skills.Finally,this study also summarizes the implementation path and practical suggestions of unit-integrated teaching in four aspects: teaching content,teaching objectives,teaching procedures and teaching evaluation,aiming to promote better application of unit-integrated English teaching in senior high schools based on big ideas.