A Study On The Current Situation Of The Overall Unit Instruction Design In English Teaching Of Senior High Schools From The Perspective Of Deep Learning

With the rapid development of the times,society’s demand for talent quality is also increasing.High schools are an important stage of talent cultivation,so the teaching concept and level of high school teachers are particularly important.Since the promulgation and implementation of General Senior High School Curriculum Standards: English(2020 Edition),the teaching level of English in high schools has been improved to a certain extent.However,there are still problems of fragmentation and superficiality in English teaching.The proposal of deep learning provides a new perspective to solve these problems,which is important for implementing the core competencies of English subject,changing teachers’ philosophy and teaching methods,and promoting the curriculum reform to a deeper development.Since deep learning with the goal of developing core competencies is a more complex cognitive development process,it is difficult to achieve it only by relying on single learning.Therefore,deep learning should be led by units,and students should be guided to carry out unit-based integration,correlation and developmental learning.Overall unit instruction becomes an important method to promote deep learning and facilitate the core competencies goals in the classroom.At present,most of the studies on the overall unit instruction design in terms of deep learning are aimed at the elementary school level,while fewer studies have been conducted on the problems and current situation of instructional design at the high school level.Therefore,the author chooses to study the current situation of the overall unit instruction design of English in high school from the perspective of deep learning,in order to enrich the relevant research and provide some reference for the overall unit instruction design of English in senior high schools.Guided by constructivism cognitive theory,whole language approach and Bloom’s classification of cognitive goal in education,this study conducted a three-month deep investigation with 7 English teachers and 83 senior students of the International Department of Zhengzhou No.19 Senior High School.The study mainly used three methods,including questionnaires,classroom observation and interview,to explore the following three questions.1.What are English teachers’ understanding and attitudes towards overall unit instruction design in senior high schools?2.What is the current situation of implementing overall unit instruction design in English teaching of senior high schools in terms of deep learning?3.What are the factors influencing the implementation of overall unit instruction design in senior high schools’ English teaching in terms of deep learning?Through comprehensive analysis,this study found that: 1)Most teachers understood the concept of overall unit instruction,but they were not familiar with the principles and steps of overall unit instruction design.More than half of the teachers tried to use overall unit instruction in their actual teaching,but most of them thought that implementing overall unit instruction design in terms of deep learning required a lot of time and effort,and there were many difficulties in the implementation process.2)In the process of overall unit instruction in high school English,the strategies used by teachers at different teaching stages would have different effects on students’ deep learning,and the instructional design of the teachers observed had so far focused more on students’ language ability and strived to promote the development of students’ language knowledge and skills.In terms of evaluation,most teachers evaluated students mainly based on their test scores,and this type of evaluation was not conducive to the development of students’ deep learning.3)The survey found that the main factors affecting the implementation of the overall unit instruction design of high school English were: Firstly,students’ actual level was not high,and they were in a passive learning state and had difficulties at the stage of internalizing knowledge.Secondly,teachers’ learning and understanding of theory was not deep enough,and was not closely integrated with practice.Teaching pressure was high due to tight class time,and it was difficult to complete the overall teaching objectives of the unit with high quality.Thirdly,there was a lack of professional guidance as well as institutional support,and the implementation of the concept of deep learning in the overall unit instruction design in high schools still needed strong support from schools and education departments.This study examines the three issues raised.The results of the study help promote high school English teachers to improve the design and practice of overall unit instruction design in terms of deep learning.The study also concludes with some countermeasures in order to provide some reference for related research and practice.