An Empirical Study Of Unit Integrity Instruction On Improving High School Students’ Autonomous English Learning Ability

Since the administration of the English Curriculum Standards for Senior High Schools(2017edition,2020 revised),Unit Integrity Instruction has attracted wide attention,which aims to break the characteristics of fragmentation,isolation and mechanism in traditional class teaching.Cultivating students’ autonomous learning ability is an important goal of current education and teaching.The implementation of unit integrated teaching in high school English teaching can not only develop students’ language skills,but also optimize their learning strategies and develop an active and exploratory learning attitude,so as to improve their autonomous learning ability.In view of this,this study explores the influence of unit teaching on improving high school students’ autonomous learning ability.This study is a mixed study,using questionnaire survey,observation and interview as research tools.According to the requirements of students’ autonomous learning ability in the New Curriculum Standard,the self-compiled English Autonomous Learning Ability Scale for High School students is designed.51 students in a class of senior three of a key high school in Harbin are taken as research objects to answer the following two research questions:1.How is the student’s autonomous learning ability before using Unit Integrity Instruction?2.What are the changes of autonomous learning ability of students after the implementation of Unit Integrity Instruction?Through the SPSS data analysis of the pre-test questionnaire,it is found that the autonomous learning ability of the students in this class is mainly reflected in the aspects of being able to actively seek help from classmates or teachers when encountering problems,being able to describe their own learning time and content arrangement,and fully understanding their own English learning tasks.Through SPSS data analysis of the post-test questionnaire,combined with interviews and observation results,it is found that the students in this class have significantly improved their autonomous learning ability after the implementation of Unit Integrity Instruction,which is mainly reflected in the following aspects: students’ awareness and ability to improve the efficiency of English learning,the use and adjustment of English learning strategies,broadening the channels of English learning.The innovation of this research is as follows: First,this research was conducted under the background of the New Curriculum Standards which poses new requirements for high school students’ autonomous English learning ability,so as to provide useful reference for the implementation of the New Curriculum Standards.Secondly,this study expands the existing research participants on the influence of Unit Integrity Instruction on students’ autonomous learning ability,and takes high school students in Harbin as the research participants to explore this study.Thirdly,this study adopts a mixed research method to investigate the autonomous learning ability of all students in the class by questionnaire,and at the same time,observation and interview are used to complement the questionnaire analysis.Finally,conclusions are drawn,which makes up for the shortcomings of previous studies on the single research method,and provides useful reference for the follow-up research on high school English teaching.