Investigation On The Design Of English Large Unit Teaching In Junior Middle School From The Perspective Of Interdisciplinary Learning

The latest edition of the Compulsory Education Curriculum Plan(2022 version)has ushered in a new wave of educational reform that emphasizes interdisciplinary learning and large unit teaching.This shift in focus represents a departure from traditional subject-based education,as the new approach prioritizes core literacy in various disciplines.As a result,the model of discipline education is undergoing a significant transformation.In China’s junior high school English classrooms,the predominant teaching method is based on single lectures,which limits the development of students’ overall quality.Nevertheless,interdisciplinary learning and large unit teaching,which prioritize the cultivation of advanced thinking skills,offer a potential solution to the limitations of single teaching methods.In light of this,the current article aims to examine the application of large unit teaching in junior high school English classrooms,specifically through the lens of interdisciplinary learning.By exploring the specific design and implementation of this teaching practice,the article seeks to provide novel insights and suggestions for the enhancement of junior high school English education.This study first combs the relevant domestic and foreign literature on interdisciplinary learning and large unit teaching from the theoretical perspective,summarizes its development context and existing problems,and defines the concept of interdisciplinary learning,large unit and large unit teaching design on this basis.Furthermore,this paper will elaborate on the value,features,and theoretical foundation of large unit teaching in junior high school English,with a particular emphasis on the perspective of interdisciplinary learning.Secondly,a questionnaire survey was conducted to gain initial insights into the current state of junior high school English teachers’ awareness and implementation of large unit teaching,with a focus on the perspective of interdisciplinary learning.Building on this foundation,this study will select junior high school English teachers as the research subjects and conduct in-depth interviews to gain a deeper understanding of the current state and influencing factors of the implementation of large unit teaching in junior high school English classrooms,specifically from the perspective of interdisciplinary learning.In addition,the cross-disciplinary elements in the English textbooks for junior high school in Yilin edition are integrated.The results of the survey revealed that,in general,junior high school English teachers have a limited awareness and experience in interdisciplinary learning and large unit teaching.However,they recognize the value of these approaches and acknowledge their potential for further development.Upon analyzing the survey data,it becomes evident that several factors are impeding the implementation of large unit teaching in junior high school English classrooms from the perspective of interdisciplinary learning,including the inadequate coverage of teaching materials,the unclear objectives of teachers and the limited knowledge base of students.All of these factors pose significant challenges to the successful implementation of English large unit teaching in junior high school.Taking the findings of the investigation into account,the author proposes a design for large unit teaching of English in junior high school,focusing on the perspective of interdisciplinary learning,and presents a set of design concepts and operational procedures.The teaching case of this study is selected from the junior high school English textbook of Yilin edition.This study undertakes a preliminary exploration of teaching design using the concept of reverse design,and then conducts a reflective analysis of the teaching design in conjunction with expert recommendations.The study aims to summarize the teaching design concepts of junior high school English large units from the perspective of interdisciplinary learning.The basic design process comprises five stages: analysis,determination of teaching objectives,formulation of evaluation tasks,design of teaching process and reflection.Considering the practical challenges that hinder the effective implementation of interdisciplinary learning and large unit teaching,such as limited teacher practice,students’ cognitive limitations and inadequate support resources,this study proposes several research suggestions.First,there is a need to enhance teachers’ understanding and appreciation of the concept of interdisciplinary learning and large unit teaching to promote successful implementation.Second,professional training programs should be provided to teachers to enhance their skills and ensure the effectiveness of their teaching.Third,incorporating real-life knowledge and experiences can help students build a stronger cognitive structure.Finally,integrating school resources,including technology and teaching aids,can be an effective way to enhance the quality of teaching.