A Study On The Design And Application Of Unit-integrated Teaching From The Perspective Of Activity-based English Learning In Senior High School

Unit-integrated teaching has attracted much attention in recent years for its advantages of focusing on the whole to promote English teaching from scattered to relevant.The English Curriculum Standards for General Senior High Schools（2017 Edition）puts forward the concept of activity-based English learning,which provides an effective way to cultivate the key competence of English subject.The concept of activity-based English learning emphasizes the thematic significance as the guide,points to the development of subject key competence,pays attention to the integrated learning of curriculum content and designs comprehensive learning activities.At present,exploring how to effectively apply activity-based English learning to unit-integrated teaching has become a topic of widespread concern in the educational circle.This study uses the method of literature analysis,questionnaire survey,action research,experimental research,interview.On the basis of clear core concepts and gestalt psychology,holistic linguistics and systems theory,this paper carries out are search on the unit-integrated teaching of English units from the perspective of activity-based English learning in senior high schools to answer the following questions:（1）What is the current situation of unit-integrated teaching from the perspective of activity-based English learning in senior high schools?（2）How to design and implement the unit-integrated teaching from the perspective of activity-based English learning in senior high schools?（3）What effect does the unit-integrated teaching from the perspective of activity-based English learning have on the English learning achievements and attitude of senior high school students?In this study,two parallel classes of grade one in C Middle School of F province were divided into experimental class and control class respectively,and two rounds of action research were carried out in the experimental class.In the action research,the experimental class adopts the unit-integrated teaching from the perspective of activity-based English learning,while the control class adopts the traditional teaching.By measuring students’ scores before and after the implementation of unit-integrated teaching from the perspective of activity-based English learning,the paper explores the influence of unit-integrated teaching from the perspective of activity-based English learning on the English learning effect of senior high school students.Combined with classroom observation,the researcher also used interview data collection to know the impact of unit-integrated teaching from the perspective of activity-based English learning on senior high school students’ English learning attitude.After investigation and empirical research of a semester,the research conclusions are as follows:（1）Senior High school English teachers lack of cognition and effective implementation of the unit-integrated teaching from the perspective of activity-based English learning.The survey found that senior High school English teachers had a vague definition of the unit-integrated teaching from the perspective of activity-based English learning.Due to the reasons of their own abilities and external environment,the unit-integrated teaching from the perspective of activity-based English learning is seldom used in class,and it is difficult to implement it.Most English teachers believe that the unit-integrated teaching from the perspective of activity-based English learning is suitable for daily teaching and can cultivate students’ key competence of English subject.（2）By referring to relevant literature,consulting experts and experimental research,this paper summarizes the design process and implementation steps of the unit-integrated teaching from the perspective of activity-based English learning.Teachers should follow the principle of integrity,situation and subjectivity in designing and implementing unit-integrated teaching from the perspective of activity-based English learning.The design process of the unit-integrated teaching from the perspective of activity-based English learning includes five aspects: defining the unit theme,planning the unit goal,optimizing and integrating the unit content,designing the unit learning and exploring activities and compiling the unit assessment scale.The implementation of the unit-integrated teaching from the perspective of activity-based English learning can be divided into four steps: analysis,deconstruction,construction and reflection.（3）The unit-integrated teaching from the perspective of activity-based English learning can improve the English scores of senior high school students,and senior high school students hold a positive attitude towards the unit-integrated teaching from the perspective of activity-based English learning.After a semester of the unit-integrated teaching from the perspective of activity-based English learning,the post-test scores of students in both classes increased,but the experimental class rise is bigger,and the results have significant difference before and after,therefore the unit-integrated teaching from the perspective of activity-based English learning can improve students’ English learning achievements.In the interview,it was found that students with different scores showed an attitude of approval to the unit-integrated teaching from the perspective of activity-based English learning.In addition,this study has drawn some teaching enlightenment,such as changing the concept of high school English teaching,grasping the internal relationship of units,refining the unit theme,deepening the role of unit education and improving the ability of activity design.At the end of the paper,suggestions are put forward to carry out student-centered assessment activities,pay attention to the integration of teaching,learning and assessment,and pay attention to the integration of different gradient activities.It is hoped that this study can provide some theoretical and methodological guidance for the majority of high school English teachers,help them improve the teaching mode,and then improve the teaching quality and efficiency of high school English.