A Study On Unit Integral Instructional Design From The Perspective Of Curriculum Ideology And Politics

English Curriculum Standards for Compulsory Education(2022)further emphasizes the moral education orientation of English courses.It is an inevitable requirement to implement English subject core competence in the new era.New Curriculum Standards clarifies the specific requirements of cultivating new persons who have lofty ideals,capabilities,and responsibilities of times in the stage of compulsory education.New Curriculum Standards proposes to select and organize course content with a theme as the guide.The unit integral teaching based on activitybased approach is deeply rooted in the actual teaching.However,It has become a difficult point to promote the reform of moral education methods effectively,focus on developing English subject core competence,and ensure the effectiveness of moral education in the reform of junior high school English teaching.Therefore,the unit integral instruction design of junior high school from the perspective of curriculum ideology and politics is worth exploring.The research focuses on English teachers and students in two classes in a junior high school in Hefei.One is a control class with regular teaching models,and the other is an experimental class that implements the unit integral instructional design from the perspective of curriculum ideology and politics.The students in the two classes have the same English level.Through questionnaires,interviews,homework,and tests,this paper investigates the status quo of unit integral teaching from the perspective of curriculum ideology and politics in junior high school and the effect of this teaching model.The following questions are discussed in this study:(1)What is English teachers’ understanding of integrating curriculum ideology and politics into junior English classroom teaching?(2)How to construct a teaching model of unit integral instructional design from the perspective of curriculum ideology and politics?(3)What is the teaching effect of unit integral instructional design from the perspective of curriculum ideology and politics? A teaching design case for unit integral instructional design from the perspective of curriculum ideology and politics is provided in this research.Before the implementation,the author distributes questionnaires and interviews to figure out English teachers’ understanding of integrating curriculum ideology and politics into junior English classroom teaching.The two class pre-test papers are analyzed to confirm whether the class was eligible.In the practical process,the regular teaching design is carried out in the control class,and the unit integral instructional design from the perspective of curriculum ideology and politics is implemented in the experimental class.After the implementation,the author can know the practical effect of the unit integral teaching design from the perspective of curriculum ideology and politics by comparing and analyzing the pre-test and post-test results of the two classes and students’ interviews and homework.The results show that junior high school English teachers have generally recognized the importance of the moral education of the English curriculum and practiced it in actual teaching.However,they have failed to design English teaching from the perspective of curriculum ideology and politics scientifically and systematically,resulting in difficulty in ensuring the effect of moral education.This study is an active attempt to promote the implementation of English subject core competence in the English classroom teaching design,maxim the effect of moral education of English courses,which can provide a reference for English classroom teaching in the stage of compulsory education.