A Case Study Of Extracting And Transforming "Big Concepts" In High School Language Units

In 2017,China promulgated a new high school language curriculum standard(hereinafter referred to as "new standard"),which states that "the subject content has been further selected,with emphasis on the subject broad concept as the core,making the course content structured,led by the theme,making the course content contextualized ".The term "big concepts" appears for the first time in the curriculum standards,and it can make the curriculum content structured.So what are "big ideas" ? According to Erikson,a big concept is a core concept that points to a discipline;Wiggins and Mc Teague consider big concepts to be ideas,themes,issues,theories,etc.that are central to learning in the curriculum.Researchers in China also have their own opinions about what "big concepts" are.In the case of language courses,there are different levels of big concepts:ontological big concepts,task-group-level big concepts,and unit-level big concepts.The learning unit-level big concepts(unit big concepts)are closely related to the classroom teaching of front-line teachers.So how to extract the unit big concepts? How to translate them into classroom teaching? These are the two questions that this study wants to investigate.The thesis is divided into six main sections.The introductory section introduces the origins of this study and the research review.The first chapter is to explain the connotation,characteristics,and pedagogical value of the unit big concepts,and to sort out and analyze the theories used in the unit big concepts in unit teaching,so as to lay the theoretical foundation.The second chapter is to analyze the class cases of famous teachers,to sort out the experiences of extracting and transforming big concepts that have been summarized by previous teachers,and to construct a framework for class case analysis.Based on the second chapter,the third chapter is an action research case study in which a school in GZ city is chosen to extract and transform the big concepts in a real situation by taking Unit 6 of the compulsory curriculum as an example and summarizing experiences and discovering problems in practice.Chapter 4 presents the optimization paths and strategies based on the problems found in Chapter 3.Chapter 5 is a summary and discussion of the whole study.The results of the overall feedback show that:(1)the unit big concepts can effectively unify the unit teaching;(2)the extraction of the unit big concepts should be based on the standards,textbooks and learning situations;(3)when transforming the unit big concepts into specific learning objectives,it is necessary to fully grasp the students’ learning situation and design reasonable learning activities.