A Study Of Senior High School Unit-integrated English Writing Instructional Teaching Design From The Perspective Of Deep Learning

The English Curriculum Standards for General High Schools(2017 Edition)states that students’ exploration of thematic meaning should be the most important content in their language learning.Students should be guided to participate in exploration activities of thematic meaning,learning content as a whole,and integrated the development of their language ability,cultural awareness,thinking quality,and learning ability.Teachers should guide students to grasp the overall content of the same topic and conduct more meaningful exploratory learning,improve students’ writing skills.However,there are still many students’ writing problems.In order to change this situation,this study based on constructivist learning theory,Gestalt psychology theory and metacognitive theory,carries out the research of the unit-integrated writing teaching design from the perspective of deep learning to achieve an overall grasp of the unit content.In order to achieve it,teachers should create the meaning of the unit theme to promote the students’ writing ability.This study selected 100 students from two parallel classes of Senior Grade One class 1and 2 in a middle school in Fujian Province as the research subjects.Experimental research,text analysis,and survey research are used to attempt to answer the following questions:(1)Will the unit-integrated writing teaching under in deep learning improve students’ English writing performance?(2)What are the differences in writing texts between the experimental class and the control class?(3)How do teacher and students evaluate the teaching of unit-integrated writing based on the framework of deep learning?Research findings are:(1)Through data analysis of students’ pre-test and post-test average English writing scores,the pre-test is 13.21 and post-test is 16.28,the T-test shows that P is 0.000,which indicates that the unit-integrated writing teaching from the perspective of deep learning can help improve students’ writing achievements.(2)By analyzing the writing texts of the two classes,students’ overall level of unit writing structure,overall conception,vocabulary richness,and topic understanding based on in-depth learning has been improved.Among them,the compositions in the experimental class are significantly higher than those in the control class at the lexical expression level,discourse level,logical analysis level,and topic content level(experienced class: 2.62,5.84,2.54,5.28;control class: 2.11,5.04,1.95,4.48).(3)The data from teachers’ interviews and student questionnaires show that the average score of students’ attitudes towards writing in the experimental class before the experiment is3.126,while the average score of students’ attitudes towards writing in the post-experiment test is 3.903.It can be seen that the teaching of unit-integrated writing has greatly improved students’ interest in writing.Teachers interview results also show that the teachers have positively affirmed the unit-integrated writing teaching from the perspective of deep learning,and they will try their best to apply this writing teaching method in the writing class.Based on the above research results,this study proposes that applying the unit-integrated writing teaching method helps students to achieve the deep understanding of the theme significance,and further promote students’ cultural awareness,language skills,learning strategies,and thinking quality,so as to achieve the educational goals of the English subject.