A Survey On The Current Situation Of English Unit Teaching In Junior High School Based On Core Literacy

The junior high school stage is an important basic stage for students to learn English knowledge.The implementation of junior high school English curriculum teaching is crucial to students’ overall development.The English Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as the“Curriculum Standards”)clearly puts forward that the implementation of English curriculum should focus on core literacy,and the implementation of junior high school English curriculum should implement the requirements of core literacy.Under the background of Ministry of Education vigorously advocating the cultivation of students’ core literacy,unit teaching is one of the effective ways to cultivate students’ core literacy.English unit teaching is goal-oriented and organically combines the fragmented knowledge within the unit.This is conducive to the development of in-depth teaching,the progress of teachers’ professional skills,the advancement of the new curriculum reform process,and the cultivation of students’ core literacy.Based on Constructivism Theory,Gestalt Psychology and Holistic Linguistics Theory,this paper uses three research tools,namely questionnaire survey,classroom observation and interview,and takes 21 junior high school English teachers in B city of Liaoning Province as the research objects.Through a survey on the current situation of English unit teaching in junior high school based on core literacy,this study attempts to answer the following three questions: What is the current situation of junior high school English unit teaching based on core literacy? What are the main problems in junior high school English unit teaching based on core literacy? What are the causes of these major problems?This study analyzes the collected data and obtains the following research results:Firstly,most English teachers have a relatively accurate understanding of unit teaching based on core literacy in junior high school English,and hold positive opinions on the implementation of unit teaching models in the junior high school stage.Most English teachers also have experience in unit teaching practice.Secondly,there are problems such as teachers’ lack of professional quality,fragmentation of design,empiricism teaching,and emphasis on “tools” rather than “humanities”.Thirdly,the author attributes it from both the schools and teachers.Schools place too much emphasis on student performance and insufficient training for English teachers;Teachers lack a comprehensive understanding of unit teaching and a large number of teaching tasks,resulting in insufficient investment in research on unit teaching.Based on the above research results,the author proposes several suggestions from the perspectives of schools and teachers to help English teachers learn the concept of unit teaching,solve the problems encountered in unit teaching,improve their comprehensive abilities,achieve better teaching results,and promote the development of students’ core literacy.