A Study Of Concept-based High School Language Unit Instructional Design

The introduction of core literacy in language subjects requires teachers to think about how to implement the core literacy of the subject in the context of unit teaching.How teachers can change their teaching concepts,move from single-part teaching to unit teaching,and move from the transmission of knowledge and experience to the cultivation of students’ essential literacy and key competencies,is a priority task that needs to be addressed.Teachers’ teaching philosophy and teaching methods affect students’ literacy,and similarly,teaching design affects the connection between teaching philosophy and teaching practice.Therefore,it is of certain practical significance to explore the implementation of subject core literacy from unit teaching design.Although the value of "integration" is increasingly recognized by researchers and front-line teachers,many studies are based on the requirements of the curriculum standards and the application of the unified language teaching materials,and are mostly subjective.Second,through teachers’ interviews,classroom observations,and case studies,we investigate the main problems of current unit teaching design: First,the lack of theoretical guidance for teaching design under the influence of old teaching experiences,which makes it difficult to effectively integrate unit contents;Secondly,the objectives are not precise and specific enough to clarify the teaching focus under the inertia of teaching;thirdly,the evaluation is not scientific and reasonable enough to promote students’ development under the guidance of the inherent teaching philosophy.In the face of many dilemmas in the current unit teaching design,this study takes the core concepts of the unit as a perspective to explore their teaching value in high school language units and proposes a concept-based teaching design path for high school language units: determine the core concepts based on the unit analysis;determine the unit objectives based on the core concepts;design the learning context based on the unit objectives;and design the assessment scale based on the learning context.On this basis,specific strategies are proposed: first,a holistic strategy,that is,teachers should break through microscopic thinking when designing teaching,and focus on the whole subject,forming a macro to meso to micro way of thinking;second,a radiation strategy,that is,using the core concepts as navigation to determine the objectives,tasks,and sequences of the unit,etc.