Acase Study Of Project Section Teaching Of PEP Senior English Book 1 In Kunming Y Senior High School

The English Curriculum Standards for Senior High School（2017 edition,2020revision）points out that“developing students’English core competences is an important embodiment of the people-oriented education through the subject”.（author’s translation,Ministry of Education,2020）.To realize the development of students’English core competences,it is of great importance to integrate the teaching materials and put the concept of English learning activities into practice.In recent years,project-based learning（hereinafter PBL）,as an important way to cultivate students’core competences in the 21^stcentury,has become a hot issue in both theoretical research and educational practice.The integration of local implementation of PBL and English teaching has brought vitality into curriculum reform in China.According to the concept of the English curriculum standards,PEP Senior English（2019 edition）has added the Project section in which project activities combining comprehensiveness,practicality,relevance and openness are designed to build a platform for integrating what students have learned in the unit and comprehensively using the language in a relatively authentic context.The new textbook has been put into use in Yunnan Province since the autumn semester of 2020,and the implementation of this section is still in the exploratory stage.Taking the author’s practice school as an example,this study aims to explore the attitudes of teachers and students towards this section and their experience in carrying out project activities,and attempts to answer the following research questions:（1）What kinds of attitudes do teachers and students hold towards the Project section?（2）How do teachers and students carry out the Project section?（3）Do teachers and students encounter difficulties in carrying out project activities and what are their needs?Based on constructivist learning and multiple intelligences theory,starting from the project-based instruction,the present study takes the teachers and students of Grade Two in Kunming Y Senior High School in Yunnan as the research participants.The analysis of quantitative data collected from 622 students’questionnaire and 7teachers’questionnaire was analyzed through SPSS 23.0.The qualitative data collected from the semi-structured interviews was transcribed and analyzed.Based on these,the major findings are presented as follows:（1）Teachers had appreciated the design concept of Project section and questioned the implementation effect of the section at the language level.（2）The scaffolding of knowledge and strategy at the project preparation and planning stage was insufficient for students;the guidance and support for students were not adequate during the process of carrying out projects;the student assessment and reflection were not conducted deeply.（3）In the process of PBL implementation incorporated with English,students were mainly limited by their English proficiency;in terms of the creation and presentation of high-quality works,teachers were expected to provide more guidance and help for students at the language level.In order to optimize the use of the Project section and promote the development of students’English core competences,this study puts forward the following suggestions:（1）Teachers are supposed to apply the idea of overall unit instruction and pay attention to the supporting role of other sections in the textbook for the Project section with the preparation in terms of language,knowledge and strategies.（2）Teachers are expected to optimize the procedures of the implementation of PBL and give students appropriate guidance in time under the guidance of PBL theory.（3）The educational authorities of local government should take the teaching and researching activities as opportunities to provide theoretical guidance and practical support for the majority of high school teachers,and promote the effective implementation of the Project section.