A Study On The Current Situation And Strategies Of The English Unit Integrity Teaching Design In Junior Middle School

In recent years,the in-depth promotion of curriculum reform and the introduction of subject core competence bring new requirements and challenges to secondary school English classrooms.In order to improve the quality of teaching and promote the development of students’ English learning ability,secondary school English teaching urgently needs to solve the problem of lack of coherence and progressiveness between lessons in order to meet the requirements of the English Curriculum Standards(2011 Edition),which states that "teaching objectives must be designed as a whole,taking into account the progressiveness and continuity of language learning".The concept of unit integrity teaching design meets the needs of the current English curriculum and teaching development,which emphasizes the holistic nature of English teaching and provides guidance for the development of English teaching.Based on Gestalt Psychology and Holistic Language Teaching,the research questions that need to be addressed in this research are as follows:(1)What is the status of the English unit integrity teaching design in junior middle school?(2)What measures are taken to optimize the English unit integrity teaching design in junior middle school?In this research,the methods of questionnaire survey,case study and interview are used.Firstly,a questionnaire is distributed 50 teachers,and 15 questions are designed to investigate teachers’ overall understanding,overall design and overall evaluation of the unit integrity teaching design from the three dimensions;secondly,the author observes 20 lessons in a two-month internship,and selects the “unit 6 I am going to study computer science” for case study.Finally,four English teachers in the grade 8 of junior middle school are interviewed to learn more about the teachers’ understanding of the overall teaching design of the unit,the difficulties they encountered in the design and the corresponding suggestions.The following conclusions can be drawn from the analysis of the data: the analysis of teaching material is incomplete;the analysis of teaching objectives is divided and vague;the design of teaching activities is knowledge-oriented;the cognition of the English unit integrity teaching design is insufficient.Therefore,in order to optimize the unit integrity teaching design,the following countermeasures are proposed: firstly,analyze the teaching material comprehensively.Teachers analyze the teaching material in terms of its status,topic,function and content.Secondly,refine sequential and progressive objectives.Teachers need to make it clear that the unit objectives are not achieved in one step,but gradually based on the teaching time,a process of spiral progression.Thirdly,design interrelated and gradient activities.Teachers can design a series of interrelated and progressive unit learning activities based on the meaning of the theme.Fourthly,improve English teachers’ cognition of the unit integrity teaching design by improving the understanding of the unit integrity teaching and reflecting the teaching design.