Practice Research On Large-unit Teaching Design Of Senior High School English Under The Perspective Of Deep Learning

The new curriculum indicates that education should cultivate learners’ critical thinking,knowledge transfer,and innovation ability,which is the core of deep learning.In order to solve the drawbacks of “inert learning” caused by the traditional class teaching,the author has implemented large-unit teaching in response to the requirements of the new curriculum reform.As a language subject with a solid logical application,high school English teachers need to innovate their teaching concepts in implementing the core literacy objectives of the subject and actively promote the design of large-unit teaching from the perspective of deep learning.As a complex cognitive system,students cannot achieve deep learning through a single structured learning system regarding value judgment and ability enhancement.Large-unit teaching has undoubtedly become an optimal path to achieving deep learning and constructing a concept of education that aligns with students’ language learning rules.The author bases this paper on Bloom’s taxonomy of educational goals and cognitive dimensions of the learning process.It follows the cognitive laws to continuously improve students’ deep learning and help them change from superficial to deeper learning.It conducts in-depth practice research on the design and implementation of large-unit teaching.According to the logical structure of moving from the particular to the general and then to the particular,the path of teaching large units of high school English from the perspective of deep learning will be sorted out.This study sets three questions in total:(1)How is the implementation of “large-unit teaching” in high school English classes?(2)How to design large-unit teaching from a deep learning perspective?(3)How effective is “large-unit teaching” in promoting students’ deep learning? The author takes Unit 2 of Compulsory English 1 of the Human Education Version-TRAVELLING AROUND as an example and examines the literature on “deep learning” and “large-unit teaching” to understand the current research status and explore the compatibility between the two.The main research methods are literature research method,interview method,case study method,questionnaire method and experimental comparison method.The results of the semi-structured interviews with 12 front-line high school English teachers showed that the current situation of implementation and execution of large-unit teaching in high school English classes is not optimistic.The study of large-unit teaching design from a deep learning perspective found that teaching design based on Bloom’s Taxonomy of Educational Objectives can theoretically enable large-unit teaching to promote deep student learning.The results of the questionnaire survey showed that large-unit teaching could effectively promote students’ deep learning,and students’ creative ability greatly improved,but students’ application ability level still needed to be improved.Under the experimental conditions that the difficulty coefficients of the pre-test and post-test papers were basically the same and the difference between the pre-test scores of the experimental and control classes was not significant,the post-test scores of the experimental and control classes were compared by using SPSS20.0 software and the results showed that the mean value of the post-test scores of the students in the experimental class was significantly higher than that of the control class,and the difference was statistically significant.It shows that the implementation of large units in high school English class is beneficial to the overall improvement of students’ performance.This study provides a new way of thinking and a practical approach to the design of large-unit teaching from the perspective of deep learning for front-line high school English teachers and also accumulates some academic results for theoretical research on the design of large-unit teaching based on deep learning.The author finds its shortcomings through the analysis of the implementation and test results of large-unit teaching,especially the relevant factors affecting the occurrence of deep learning.It provides a research perspective for future researchers conducting large-unit teaching.Teaching suggestions:(1)To promote students’ deep learning,the teacher can choose to base teaching design on Bloom’s taxonomy of educational objectives.(2)Teachers should change the scattered “traditional teaching” model to “large-unit teaching” based on unit themes.(3)Group work can promote the occurrence of deep learning among students,so teachers should apply this teaching method appropriately in the teaching process.