本文是一篇黄英语教学论文，笔者认为从学生的需求出发，对知识进行有效整合，提炼单元的主题大观念，制定多元化的教学目标，着力培养学生英语学习的个体兴趣，从而提升学生的综合能力和实际运用能力。
Chapter One Introduction
1.1 Research Background
1.1.1 The Requirement of English Curriculum Standard for SeniorHigh School(2017 Edition 2020 Revision)
Since the promulgation of the English Curriculum Standards for Senior HighSchools(2017 edition,2020 revision),its teaching concept has been recognized byEnglish experts and front-line teachers.The new curriculum standard clearly indicatesthat in English language teaching,teachers should emphasize the meaning of thetheme and set the whole teaching goal of the unit related to the development of corecompetency.In addition,the new curriculum standard uses the term“big ideas”forthe primary time,with a major emphasis on“with the big ideas of the subject as thecore,the course content is structured,the theme is the guidance,and the coursecontent is situational.”The unit integrity teaching based on the big idea combines thetwo,injects new vitality into the curriculum reform,and provides essential ideas andschemes to solve the problems of fragmented teaching content,superficial teachingprocess,and formalization of teaching evaluation.
The unit integrity teaching based big idea is of worth and importance indeveloping the educational function of the English curriculum.In other words,implementing unit integrity teaching based on big ideas in senior high school isconsistent with the requirements of English curriculum standards.
1.2 Research Purpose
The purpose of this research is to investigate the present status of the applicationof unit integrity teaching based on big ideas in senior high school English teaching innorthern Guangdong province.In addition,this study apply the unit integrity teachingbased on big ideas to the English classroom of Y Middle School in Shaoguan city.Atlast,through one semester of teaching experiment,this study test whether thisteaching method can arouse students’interest in learning English and improve theirEnglish academic achievement.
Chapter Two Literature Review
2.1 Definition of Key Terms
In this section,the researcher will present some definitions of key termsproposed by different experts,and then summarize based on these definitions.
2.1.1 Big Ideas
Big ideas come from the discussion of psychologists and educators on thenature of teaching,and relevant scholars in different fields have expounded theirunderstandings of big ideas from different aspects.In the field of psychology,Bruner(1982)put forward the“general concept”and emphasizes its importance,whichbecomes the most direct source of big ideas.He believes that the general conceptsand the basic principles and methods of the curriculum together form the basicstructure of a subject,around which the curriculum is designed to make learning,remembering,and applying knowledge easier.In the field of cognitive development,Clark(1997),in Designing and Implementing an Integrated Curriculum:In AStudent-centered Approach,draws on Bruner’s discourse on discipline structure andequated“concept”with“big ideas”,believing that big ideas connect many smallconcepts and help build students’cognitive understanding frameworks.InUnderstanding by Design(Expanded 2nd edition.),Wiggins and McTighe(2005)emphasizes that big ideas have multiple forms of expression and are at thediscipline’s core.They are superior concepts that integrate and connect the contentand methods of the discipline.In terms of subject areas,use big ideas as thefoundation for early school mathematical disciplines,Charles(2005)defines bigideas in mathematics as statements of essential concepts for mathematical learning.
2.2 Related Studies
This section will conduct a literature review on big ideas,unit integrity teaching,unit integrity teaching and learning interests,and unit integrity teaching and academicachievements at home and abroad.Then,on the basis of summarizing differentresearch directions and research results at home and abroad,the shortcomings ofprevious research are analyz
