基于大观念的高中英语单元整体教学设计与实施——以人教版高中英语必修三Unit 2 Morals and Virtues为例

The Design and Implementation of High School English Unit-Based Teaching Centered on Big Ideas—A Case Study of Unit 2 Morals and Virtues in People’s Education Press Senior High School English Textbook Volume 3

摘要: 在核心素养时代，如何通过英语课程落实立德树人根本任务，成为基础教育改革的焦点。基于大观念的单元整体教学，以其整合性、结构化和育人性特征，为破解当前英语教学中内容碎片化、过程表面化、评价形式化等问题提供了有效路径。本文以人教版高中英语必修三Unit 2 Morals and Virtues为例，深入探讨基于大观念的单元整体教学设计策略。通过系统分析单元多模态语篇，提炼并融合主题大观念与语言大观念，设定层级化的单元与课时教学目标，并以英语学习活动观为指引，设计“学习理解、应用实践、迁移创新”三类循环递进的学习活动，最终实现学科核心素养的融合发展。研究表明，基于大观念的单元整体教学设计能够有效引导学生探究单元主题意义，建构深层认知，形成正确的价值判断，并在真实语境中发展综合语言运用能力。面对实施中的课时紧张、学生差异等现实挑战，本文提出了分层教学、弹性设计等应对策略，为落实英语学科育人目标提供了可操作的实践路径。

Abstract: In the era of core competencies, how to implement the fundamental task of fostering virtue and talent through English courses has become the focus of basic education reform. Unit-based integrated teaching based on big ideas, with its characteristics of integration, structuring, and moral education, provides an effective approach to addressing the current problems in English teaching such as fragmented content, superficial processes, and formalized evaluations. This paper takes Unit 2 Morals and Virtues from the People’s Education Edition of Senior High School English Book 3 as an example to deeply explore the design strategies of unit-based integrated teaching based on big ideas. By systematically analyzing the multimodal texts in the unit, extracting and integrating the thematic big ideas and language big ideas, setting hierarchical unit and lesson teaching goals, and guided by the perspective of English learning activity, it designs three types of cyclically progressive learning activities: learning understanding, application practice, and transfer innovation, ultimately achieving the integrated development of core competencies in the subject. Research shows that unit-based integrated teaching design based on big ideas can effectively guide students to explore the thematic meaning of the unit, construct deep cognition, form correct value judgments, and develop comprehensive language application abilities in real contexts. In the face of practical challenges such as time constraints and student differences during implementation, this paper proposes strategies such as stratified teaching and flexible design, providing operational practical paths for the realization of the educational goals of the English subject.