| More and more researchers have been focusing their attention on the value of unit integrity teaching of English in junior high school.Meanwhile,teachers are also putting it into practice in their class.This research is carried out in D Middle School,where English unit integrity teaching has been promoted for many years.This study is intended to clarify the concept,connotation,theoretical foundation and basic elements of unit integrity teaching on the basis of sorting the existing research fruit.And based on this,research is done on the practice of unit integrity teaching in junior high school.All the students in junior 2 and all the English teachers in D Middle School of Jiangsu Province are selected for the case study.On one hand,information on the experience,involvement,gain of the students is collected by questionnaire and classroom observation.After that the result is analyzed in ways of available analysis and mean test,regression and robustness of test.On the other hand,teachers are interviewed to get the information and data on their understanding of unit integrity teaching,the double characters of English course——instrumentality and humanity,the confusion in their practice.Finally the collected information and data are analyzed,combined with the instrumentality and humanity of the English course in compulsory education.Also an intensive study is made,which is about the current situation,teachers,confusion,existing problems,causes and solutions to the problems for a reference to the unit integrity teaching.The full text of this research is divided into six parts.Part 1:Introduction.First,it interprets the background information of cultivating the students' core accomplishment and curriculum standard requirements.Then it reveals the two key problems——Is it possible for unit integrity teaching to manifest the characteristics of English subject or to motivate the students to meet their learning needs?At the same time,it offers the significance in theory and practice.Also it gives definitions of some related core concepts and makes a literature review of current researches available at home and abroad.Finally it sets forth the design from three aspects:its' purpose,content,idea and method.Part 2:Overview.Firstly,it discusses the theoretical connotation in three views.Secondly,it makes clear of the theoretical foundation and its guiding significance.Thirdly,it describes the seven basic elements.Finally it provides practice mode and introduces three representative modes.Part 3:Current situation.First it gives an introduction to current situation of the English teaching in the school,the information students' experience,involvement and their gain in this activity.Then it compares the information on the teachers' interview with that of the questionnaire as well as the classroom observation,trying to explore and summarize the current situation.Part 4:Problems and causes.First it sums up the confusion on the improper methods,system and management in teaching.Then it elaborates the main four problems:the deficiency of the overall education,the omissions of the students'diverse development,the lack of in classroom instructional behaviors and the absence of the theme research teaching.Then it tries to find out the five causes contributing to the above problems.Part 5:Strategies.1.Optimizing educational ecology.2.Improving teachers'innovation ability.3.Empowering the students to learn on their own.4.Expanding space for other subjects.5.Strengthening the relationship between teachers and students.6.Perfecting the research system.Part 6:Conclusion.Summarizing the whole text and prospecting for future research. |
PDF Full Text Request