英语论文哪里有？笔者通过调查研究与数据分析，得出以下结论：（1）在教学时，注意整合教学内容，确定单元整体教学目标；基于目标，设计主题意义探究活动；同时要着眼素养提升，注重多元化评价。（2）大概念单元整体教学模式可以支持英语教学中更加丰富的教学活动的输入,使学生愿意进行讨论,促进语言的输出，进而可以提高学生的学习兴趣和学习动机。
Chapter 1 Introduction
1.3 Overview of the Thesis
This study mainly takes the junior high school English teaching as an example.There are five chapters in this study.
Chapter One gives the brief introduction of the whole study.It mainly includesthe research background,significance and purpose and the overview of the thesis.
Chapter Two is the literature review.Firstly,concepts and research status suchas the definition,characteristics and the related research on the Big Ideas and thedefinition,significance and related research on the Unit Integrated Teaching areintroduced.Then it explains their theoretical basis.
Chapter Three clarifies the methodology.Among it,research questions andresearch design are introduced.
Chapter Four involves data analysis and discussion.The results,including tests,questionnaires,interviews and observation,are presented.At the same time,threeresearch questions are discussed in detail.
Chapter Five is the research conclusion.In this chapter,the major findings areconcluded,and then the specific implications and limitations of the study areproposed.At last,some suggestions for further study are put forward.
Chapter 3 Methodology
3.1 Research Questions
The purpose of this study was to understand the impact of the Unit IntegratedTeaching Model Based on the Big Ideas on students’English learning scores,and toexplore the situation of students’English learning interest after applying the UnitIntegrated Teaching Model Based on the Big Ideas.The research adopted the actionresearch method to identify students’low interest and scores in English learning inclassroom teaching,and then distributed questionnaires to identify the reasons.Hypothetical analyses were made on the problems,and the plans were formulated andimplemented.Finally,through classroom observation,questionnaires,and interviews,this round of action research was reflected and improved,and the questions wereredefined and the next round of action research was carried out.Based on this,thisstudy comprehensively answered the following three questions.
Firstly,how to effectively apply the Unit Integrated Teaching Based on the BigIdeas to junior high school English teaching?
Secondly,how has the interest of students to learn English changed after theapplication of the Unit Integrated Teaching Based on the Big Ideas?
Thirdly,how does the application of the Unit Integrated Teaching Based on the BigIdeas affect students’English learning scores?
Chapter 4 Results and Discussion
4.1 Results and Discussion of Tests
The students in EC applied the Unit Integrated Teaching Model Based on the BigIdeas,while the students in CC applied the traditional guided learning case teaching model.All materials were uniformly set by the Bureau of Education in Weifang to ensure thereliability of the experiment.In addition,all test questions were double evaluated byexperienced senior teachers with extensive grading experience,in order to explore thedifferences between the two classes.In addition,the changes in the scores of students inEC and CC were recorded and analyzed in detail.In this section,the data showed whetherthe Unit Integrated Teaching Based on the Big Ideas could help improve the Englishscores of junior high school students.
4.1.1 Results and Discussion of the Pre-test in EC and CC
The pre-test data was obtained from the diagnostic English test questions.TheSPSS was used to conduct independent samples t-test on the test scores in the twoclasses.The results are presented in the Table 4.1.It shows that the the significant levelof comparison between EC and the CC is 0.131,p>0.05,indicating that there is nosignificant difference in the English test scores between the two classes.Therefore,theresearch objects can be selected from Class 7 and Class 8 and the research results arereliable and valid.
4.2 Results and Discussion of Questionnaires
On the basis of experimental design and implementation,this study adopted bothquantitative and qualitative methods.This section analyzed and discussed the results ofthe survey questionnaires.In this study,students in EC and CC filled out surveyquestionnaires.The number of questionnaires before and after the survey was 84.Thesurvey questionnaire was distributed,filled out,and collected according to the schedule.In addition,all questionnaires were collected on time with a 100%response rate.
4.2.1 Results and Discussion of Pre-questionnaire
The first questionnaire was distributed to Class 7 and Class 8 Grade 8,in order togain the overall understanding of the students’interest in English learning.The specificdata is shown in Table 4.7 and Table 4.8.All standard deviations in the tables are less than the average,and the variables exhibit an approximate normal distribution.At thesame time,the average of the three dimensions of the participants are all between 3 and3.75,indicating that the current students’English learning interest in the two classeswas at a lower middle level.
Chapter 5 Conclusion
5.1 Major Findings
This section further explores the data research results of the previous chapter aftertwo rounds of action research,ultimately focusing on the research questions in thisthesis.
5.1.1 The Application of Unit Integrated Teaching Model Based on the Big Ideas
Regarding to how to apply the Unit Integrated Teaching Model Based on the BigIdeas to junior high school English teaching,teachers should use the holistic awarenessto integrate the overall teaching content of the unit and determine the overall teachingobjectives of the unit.Besides,based on the objectives,teachers should design thetheme significance exploration activities.Teachers should carefully study the textbookof this unit,take the theme as the guide,and comprehensively relate the content of eachdiscourse in teaching design.At the same time,teachers should focus on improvingstudents’core literacy and pay attention to diversified evaluation.During the teachingprocess,teachers organize students to discuss evaluation standards,form consensus onstandards,and conduct diverse evaluations,allowing students to promote internalizationand integration of what they have learned through independent evaluation andreflection.
reference(omitted)
