核心素养导向下的高中英语单元听说情境设计——人教版(2019)必修一Unit 3为例

Design of Listening and Speaking Situations in High School English Units under the Core Competency Orientation—A Case Study of Unit 3, Compulsory Book 1, PEP (2019)

摘要: 本文针对《普通高中英语课程标准(2017年版)》背景下高中英语听说教学普遍存在的“情境虚化”“任务碎片化”与“评价分离化”等问题，以核心素养培育为导向，以人教版(2019)必修一Unit 3 “Sports and Fitness”为案例，旨在构建一个“素养–情境–任务”一体化的单元听说教学设计框架。研究采用文献分析、教材解构与案例设计相结合的方法，通过“逆向设计”明确单元素养目标，系统规划“日常生活”“学习活动”“跨文化沟通”三大情境维度，并设计出以“筹办校园健康主题播客”为核心驱动任务的阶梯式任务链。研究发现，该框架能够将离散的教材内容转化为整合性、情境化的学习项目，有效促进学生在真实或仿真语境中综合运用语言、发展思维品质、增进文化理解与协作能力。本研究为一线教师将核心素养理念转化为系统的单元听说教学实践提供了可操作的设计路径与具体案例参考。

Abstract: This study addresses prevalent issues in high school English listening and speaking instruction, such as “contextual superficiality,” “task fragmentation,” and “assessment detachment,” within the framework of the “English Curriculum Standards for General High Schools (2017 Edition).” Guided by the cultivation of core competencies, this research takes Unit 3 “Sports and Fitness” from the PEP (2019) Compulsory Book 1 as a case study, aiming to construct an integrated “competency-context-task” design framework for unit-based listening and speaking instruction. The study employs a combination of literature analysis, textbook deconstruction, and case design. Through “reverse design,” it clarifies single-element nurturing objectives, systematically plans three contextual dimensions: “daily life,” “learning activities,” and “cross-cultural communication,” and designs a tiered task chain with “organizing a campus health-themed podcast” as the core driving task. The findings indicate that this framework can transform discrete textbook content into integrated and contextualized learning projects, effectively promoting students’ comprehensive language use in authentic or simulated contexts, developing critical thinking, enhancing cultural understanding, and fostering collaborative skills. This research provides frontline teachers with an actionable design pathway and practical case reference for translating core competency concepts into systematic unit-based listening and speaking teaching practices.