A Theoretical And Empirical Exploration On Deep Learning-oriented English Unit Integrity Instruction In Senior High School

Unit Integrity Instruction(UII)has been an important research topic in recent years and has been highly sought after by many researchers in the field of English teaching.It refers to the process in which teachers use units as thematic clues,set overall teaching objectives for units and lessons,integrate unit content with internal connections,and design unit activities as a whole.At present,there are many studies on UII,but there are shortcomings.The teaching objectives only stay at the level of improving students’ grades,and do not effectively cultivate students’ deep thinking and abilities,that is,they do not orient to Deep Learning(DL).Therefore,this thesis takes the result of DL as the goal,which is to improve students’ understanding and connection abilities,transfer and application abilities,high-order thinking and problem-solving abilities,to explore the design principles and steps of Deep Learning-oriented English Unit Integrity Instruction(EUII)in senior high school with qualitative methods.And through the quantitative teaching experiment,the impact of this teaching is tested.This thesis mainly explores the following two issues:1.What are the principles and steps in designing Deep Learning-oriented EUII in senior high school?2.How does the Deep Learning-oriented EUII in senior high school affect students’ DL?This paper mainly adopts the literature research method,experimental method,and survey method for research.First of all,through literature research method,the principles and steps in designing Deep Learning-oriented EUII in senior high school are concluded.And then,based on the above principles and steps,110 students from two parallel classes in Grade 2 of D Middle School in Meizhou City are selected as the research subjects and the teaching experiment is conducted.Through the experimental method and survey method,the impact of the Deep Learning-oriented EUII in senior high school on students’ DL and their attitudes towards this teaching are found.The research results indicate that:(1)Based on the theory of Gestalt psychology and Bloom’s taxonomy of educational objectives in the cognitive field,the design of Deep Learning-oriented EUII in senior high school should follow certain principles and steps.Firstly,it should follow the following principles: the principles of integration and hierarchy,the principles of operability and measurability,and the principles of transferability and development.Secondly,it includes four parts: the analysis of textbooks and students,the integration of unit teaching content,the design of unit teaching objectives and specific lessons,and the evaluation of unit teaching effect.Among them,the design of unit teaching objectives should correspond to the result of DL,that is,to improve students’ understanding and connection abilities,transfer and application abilities,high-order thinking and problem-solving abilities.The design of unit teaching activities should correspond to the features of DL,namely activities and experience,understanding and connection,integration and construction,transfer and application,and value and judgment.(2)The Deep Learning-oriented EUII in senior high school has a significant impact on students’ DL.Firstly,it can promote students’ DL,including understanding and connection abilities,transfer and application abilities,high-order thinking,and problem-solving abilities.Secondly,students maintain a positive attitude towards it.