A Study On English Unit-Integrity Instructional Design Based On "Big Ideas" At High School

New English Curriculum Standard purposed the vision of “taking Big Ideas as the core to structure course content”,of which the connotation and feature were in lack of detailed illustration.Hence,in education field lots of researches have been conducted to define and ananlyse “Big Ideas” from the superior perspective of its theoretical background,as well as the inferior perspective of the core in practical teaching.Meanwhile,based on subject-oriented big ideas,some scholars put forward English content-related concepts and language-related concepts.The former is applicable into all disciplines,while the latter is dedicated to the subject itself.Big Ideas assist in instructing unit design,leading thematic meaning,and facilitating language input,thus,this research aims to explore the practice effect of unit integrative teaching design at the senior high,with focus on the following questions:(1)what are teachers’ understanding and attitudes to this teaching design and how about its practical implementation?(2)what are students’ learning effect under this teaching mode?(3)How do students react to unit integrative teaching design?A one-month teaching experiment intended for teachers and students in Hefei No.7Senior High was conducted in the research,of which the research tools include questionnaire,tests and interview,and detailed analysis was given regarding teachers’ current teaching situation,students’ learning effect and students’ feedbacks.Research findings suggest this teaching mode can help teachers integrate the whole unit,optimize curriculum structure,and contribute to students’ grasp of language forms and language meaning under the unit theme.Meanwhile,this research points out the weakness of current teaching mode and provides elicitation for improving the course design.