An Investigation On Unit Integrated Instructional Design In Junior High School English Teaching

English Curriculum Standards for Compulsory Education(2022 Edition)points out that it is necessary to strengthen the integrity of unit instruction and promote the implementation of unit integrated instruction.Unit integrated instructional design,playing a leading role through the process of unit integrated instruction,is an important guarantee for the implementation of key competencies in classroom teaching.Therefore,the level of unit integrated instructional design is related to the quality of unit integrated instruction and the cultivation of students’ key competencies.There are many studies on unit integrated instructional design in primary school and high school English teaching whereas few empirical studies about junior high school English teaching.Therefore,it is of great theoretical and practical significance to investigate the current situation of unit integrated instructional design in junior high school English teaching.Under the guidance of Gestalt psychology,Constructivism theory and System theory,this study adopted a literature research method to review literature related to unit integrated instructional design and formulated the research framework for unit integrated instructional design.In addition,a questionnaire and interview outline were compiled based on the relevant research.A questionnaire survey was conducted among 262 English teachers at junior high school,and eight of them were selected randomly for the interview,which aims to analyze English teachers’ cognition of unit integrated instructional design and discuss the current situation and existing problems of unit integrated instructional design in junior high school English teaching.Specifically,it includes the following three research questions: 1)What is the English teachers’ cognition of unit integrated instructional design? 2)What is the current situation of unit integrated instructional design in junior high school English? 3)What are the problems of unit integrated instructional design in junior high school English teaching?The major findings are as follows: 1)There exists discrepancies in the cognition of the unit integrated instructional design among English teachers.Although a majority of them have a good cognition of unit integrated instructional design,some teachers have an inadequate understanding;2)The overall level of the unit integrated instructional design in junior high school English is high,but there are some differences in each dimension.Among them,the level of instructional background analysis is the highest with a mean value of 3.964,whereas the level of instructional evaluation design is the lowest with a mean value of 3.813;3)The unit integrated instructional design in junior high school English teaching still has many aspects that need to be improved,encompassing the relevance of analyzing unit instructional content,the standardization of expressing unit instructional objective,as well as the comprehensiveness of designing unit instructional activities,the hierarchy of designing unit homework and the diversity of designing unit instructional evaluation.Based on the research results,this study proposes some suggestions for strengthening English teachers’ understanding of the unit integrated instructional design,so as to promote the normalization of the unit integrated instructional design.Moreover,this study put some implications for specific designing processes,covering the analysis of unit content,objective design of unit integrated instruction,evaluation design of unit instruction,and so on,which can provide a reference for improving unit integrated instructional design in junior high school English teaching to a certain degree.