Research On The Application Status And Optimization Strategies Of Primary English Unit Overall Teaching Based On Big Concepts

Primary English,as the foundation of English learning in middle school,is in the same line with the core literacy of English in high school.The "General High School English Curriculum Standards（2017 Edition）" clearly points out that the core literacy of high school English subjects includes language ability,cultural awareness,thinking quality and learning ability,which are the necessary characters and key abilities that students should form through English learning.The implementation of primary school English courses should be based on the requirements of the core literacy of English subjects.The new curriculum standard also clearly proposes to take the big concept of the subject as the core to promote the implementation of the core literacy of the subject.The unifying effect of big concepts provides a new perspective for the cultivation of students’ core literacy,and also provides new ideas for teachers’ teaching.The overall teaching of the unit is goal-oriented and effectively constructs the connection between the chapters and the internal sections of the unit,which helps to cultivate students’ key abilities and provides a breakthrough for the effective implementation of core literacy.Under the background of the current literacy-oriented and deepening curriculum reform,the overall teaching of the unit under the guidance of the major concept of the discipline is considered to be an important way to realize the implementation of the core literacy of the discipline.After the background and significance of this research topic are expounded,concepts such as "big concept" and "unit overall teaching" are defined,and the research status of domestic and foreign research on big concepts and unit overall teaching as well as the theoretical foundations of overall language teaching theory,constructivist cognitive theory and Gestalt psychology are sorted out,and the previous practice ideas about the overall teaching of primary school English units based on big concepts are summarized.Through the questionnaire survey,interview survey and teaching case analysis of the overall teaching situation of the primary English unit based on the big concept of 118 primary school English teachers and 6 primary English teachers in L city,the current situation of primary school English unit based on the big concept is explored.Problems in the overall teaching: teachers relatively lack of attention to the analysis of students’ learning situation;unit topics,general concepts and class topics lack of connection;having difficulty in reorganizing unit content;unit evaluation methods are relatively simple.Attribution: teachers have insufficient understanding of the overall unit teaching based on big concepts;teachers are accustomed to traditional teaching methods;schools relatively lack relevant teaching training;schools pay relatively insufficient attention to the construction of English subjects.Finally,some feasible optimization strategies are put forward: determine unit goals,refine unit themes and general concepts;determine the subject of every class and divide every class;establish every class’ s goals,integrate teaching content;carry out teaching activities around teaching content;optimize systematic evaluation system to promote the consistency of "teaching,learning and evaluation";increase on-the-job training to improve teachers’ professional ability;strengthen the cooperation of teachers’ teams.At the end,this paper summarizes the implications for English teachers in front-line primary schools,and the advantages of the overall teaching of English units based on big concepts.The teaching concept of the whole unit based on the big concept abandons the outdated idea of simply focusing on the teaching of words and sentences in the traditional English language teaching and to a certain extent optimize the primary school English classroom teaching,and the pertinence of primary school English classroom teaching has been enhanced.The optimization strategies proposed in this paper can facilitate the front-line primary school English teachers to scientifically and effectively control unit topics,major concepts and class-hour topics,set the unit goals and class-hour goals reasonably,and then carry out the teaching content of the whole unit.Reorganization and integration of teaching content ensure that the new teaching activities are more in line with students’ existing knowledge reserves and actual level,and can more easily stimulate students’ interest in English learning and greatly improve the learning initiative of primary school students.