Research On Unit Instructional Design Based On "Problem Solving" In High School English Teaching

Nowadays,"literacy" has been gaining widespread concern.Although the definition of it is slightly different at home and abroad,there is a basic consensus that it is the ability to solve problems with application of knowledge.Compared with the old version of English curriculum standards,"problem solving" has become the keyword and highlight throughout the General High School English Curriculum Standards(2017 Edition,2020 Revision),which clearly states that "the key to the core literacy of English subject is the ability to analyze and solve problems in circumstances of problems." However,at present,teachers’ understanding and practical teaching design ability varies considerably in quality,whereas PBL unit instructional design is essential for the cultivation of core literacy and discipline education.Hence,it is necessary to investigate the current situation of PBL unit instructional design of high school English teachers under the background of the new curriculum standard concept.In this paper,a survey is conducted by involving English teachers in high schools and employing several research tools including questionnaire,text analysis and interview,based on three dimensions which are teachers’ perception and understanding of PBL unit instructional design,their practice,their evaluation and reflection on PBL unit instructional design.The research also further explores the internal and external factors affecting teachers’ performance on PBL unit instructional design and proposes effective strategies to optimize their unit teaching design.The research result shows that while the overall performance of teachers in PBL unit instructional teaching design is above the average level,but their perception and understanding of “problem solving orientation” needs to be enhanced.The practice is deficient with each dimension unevenly performed.On the one hand,teaching experience,academic qualifications,professional titles,reading experience and training experience constrain the overall performance of teachers’ PBL unit instructional design;on the other hand,the lack of theoretical knowledge and willingness to try also affects the improvement of teachers’ overall teaching design performance.Therefore,“teacher professional community” is strongly proposed to improve their execution of the curriculum policy.Additionally,integrating PBL with action research as well as combining the joint forces of teaching and research is bound to fundamentally improve teachers’ competence of PBL unit instructional design.