Practice And Research On Unit Integrity Instruction Design On Primary School English Teaching

Since the implementation of the new curriculum in2001, profound changeshave taken place in primary school English teachers in such aspects as the concept ofteaching, teaching methods and teaching techniques. However, from the currentsituation of teaching, we may observe that quite a few teachers have exhibited arelatively limited perspective in their understanding of the curriculum, which meansthey have invested great efforts in designing the teaching of each single unit yetfailed to bring together all the units as a whole. As we all know, Oxford English, thetextbook currently used in all primary schools, is based on a system of“topic-function-structure-task”, and each unit would focus its language training on acertain topic. Though all the teachers have the same teaching material, they areactually facing quite different and ever-changing teaching situations. Therefore,teachers are required to work out an overall teaching strategy through the thoroughanalysis of each single unit. They not only should write the unit teaching aimsintegrally, arrange the single-class teaching aims attentively, organize the teachingcontents integrally, but also design the instruction process, choose instructionmethods, plan the instruction periods and design the unit thematic assignment froman integral perspective. To make this instruction mode perfect, teachers should alsoconstantly reexamine their teaching activities and make necessary adjustment on thebasis of effective evaluation and response from the students.For the purpose of an effective realization of the teaching aims, the authorproposes the integral design of unit teaching. This design would be of good use forteachers to integrate their time resource, for the students to rationally cognize thestructures of the part in the units of Oxford English (Shanghai Edition) and to developintegrally their communicative abilities. On the other hand, while implementing theunit integral instruction design, it is necessary for the teachers to take intoconsideration the integration of teaching aims, integration of teaching contents,integration of language knowledge, integration of tasks in class teaching andintegration of the developments of students’ abilities. Therefore, teacher’s brilliant teaching abilities in analyzing the teaching materials would then become a must. Ina word, unit integral instruction design would benefit both parties in the activities ofteaching and studying.This dissertation consists of five chapters. The first chapter puts forward theresearching background and profound significance of unit integral instruction designand compares the relative concept with unit integral instruction design. The secondchapter analyzes the historical and nowadays researching situation and provides thetheoretical foundation through some instruction theories. The third chapter statesthe main contents of unit integral instruction design and explains the basic model ofunit integral instruction design. The forth chapter discusses the experimentalresearch on unit integral instruction design, including the implementation steps,basic principles, implementation strategies and the research revelation. In thischapter, the writer analyses the specific implementation strategy with a specifictheme class in detail. The fifth chapter provides the research emphasis and directionfor unit integral instruction design and puts forwards the author’s expectation that itmay exert some influence to English teaching in the future.