单元主题的统整与分解：初中英语综合实践活动课的双向建构及实践策略——以人教版八年级下册Unit 2 Stay Healthy为例

Integration and Decomposition of Unit Themes: Bidirectional Construction and Practical Strategies for Junior High School English Comprehensive Practical Activity Classes—Taking Unit 2 Stay Healthy of Grade 8 Volume 2 from PEP as an Example

摘要: 针对当前初中英语教学中普遍存在的“重输入、轻输出”“有主题、无问题”以及单元综合实践活动流于碎片化等问题，本文提出“单元主题的统整与分解”双向建构模型。该模型包含两个相互关联的层面：在内容层面，将单元内分散的知识点统整为驱动性大任务，再分解为各子课时的子任务，形成任务链；在过程层面，将大任务与评价量表前置，学生在子课时中分步完成子任务，最终在综合实践活动课中整合展示并自评互评。本文以人教版八年级下册Unit 2 Stay Healthy为课例，围绕“健康生活”主题设计“制作健康宣传手册”项目，将八个课时划分为三个递进性子主题，每课时课后作业直接指向手册具体板块。该模型为初中英语单元综合实践课提供了可复制的设计路径。

Abstract: Aiming at the prevalent problems in current junior high school English teaching, such as “heavy input but light output”, “having themes but no real problems”, and fragmented comprehensive practical activities, this paper proposes a bidirectional construction model of “integration and decomposition of unit themes”. The model consists of two interrelated dimensions: at the content level, it integrates the scattered knowledge points within a unit into a driving big task, and then decomposes it into sub-tasks for each lesson, forming a task chain; at the process level, it presents the big task and assessment rubrics upfront, allows students to complete sub-tasks step by step in each lesson, and finally integrates, presents, and conducts self- and peer-assessment in the comprehensive practical activity class. Taking Unit 2 Stay Healthy (Grade 8, Volume 2, PEP) as an example, this paper designs a project of “Making a Health Brochure” around the theme of “healthy living”, divides eight lessons into three progressive sub-themes, and aligns each lesson’s homework directly with specific sections of the brochure. The model provides a replicable design pathway for junior high school English unit comprehensive practical classes.