Research On Unit Integrated Teaching Design Of English In High School

In order to improve the problems of “formalization of teaching design”,“fragmentation of teaching content” and the “scattered teaching process” in high school English teaching,and thus lead to the “surface of students learning”,this paper puts forward the unit integrated teaching design in high school English classes.By investigating the specific manifestations of “formalization”,“fragmentation”and“fragmented” problems existing in classroom teaching of English teachers,the causes of these problems are analyzed,and corresponding suggestions are put forward.Finally,the practical model of overall teaching of high school English units is constructed,and the design ideas and implementation plan are elaborated in detail.Firstly,by referring to relevant literature,this paper expounds the research status of“unit integrated teaching” and “unit integrated teaching of high school English” at home and abroad,and then determines the concept of “deep learning” and “big ideas” as the theoretical basis for the unit integrated teaching design of high school English.Then,I selected a senior high school in Harbin where I worked as an intern.By observing and recording,analyzing and evaluating the classroom teaching of some English teachers,combined with teacher interviews,I summarized the specific manifestations of the“formalization”,“fragmentation” and “scattered” problems existing in the teaching of English teachers in this school.And in-depth finding out the teachers’ understanding and attitude towards the unit integrated teaching design.Through the investigation,it is found that the problems of “formalization”,“fragmentation” and “scattered” existing in classroom teaching of English teachers can be summarized into three aspects.Firstly,there are problems of “formalization”,“fragmentation” and “scattered” in the aspect of “determining the meaning of the topic”,the specific manifestations are as follows:first,the research on the meaning of unit topic is limited to the interpretation of unit title;Second,confused meanings of unit title,unit theme and topic meaning.Secondly,there are problems in “formulating the teaching objectives”,which are as follows: first,the emphasis on teaching objectives needs to be improved;Second,lack of systematic planning for the overall teaching objectives of the unit.Thirdly,there are some problems in “organizing the teaching content”,which are as follows:first,insufficient attention is paid to other types of discourse besides the reading discourse within the unit;Second,the interpretation and explanation of the reading discourse is still in the superficial stage;Third,vocabulary and grammar are often taught out of the context of the unit;Fourth,the design of open questions is basically a formality.Through classroom observation and teacher interview,it is concluded that the main reasons for the problems are as follows: first,teachers generally lack the cognition of unit integrated teaching design;Second,the pressure of school teaching schedule and exam-oriented education;Third,limitations of students’ inherent ideas and English basis;Fourth,the content of the textbook is varied and the integration difficulty is increased.In view of the above problems and reasons,this paper proposes three suggestions: first,teachers should improve their cognition level of unit teaching and realize the normalization of unit teaching;Second,the school should advocate the teamwork of the teaching and research department and promote the cooperative teaching of the whole unit;Third,educational administrative departments should strengthen training and supervision to ensure the continuous development of the unit teaching.Finally,in view of teachers’ insufficient cognition of the concept of unit integrated teaching design and the lack of guidance in practical operation,this paper discusses the design ideas and implementation plan of unit integrated teaching in high school English,and selects a unit for case presentation,it is hoped to provide effective solutions and reference cases for improving the problems of "formalization","fragmentation" and "scattered" in current high school English teaching.