Chapter ThreeMethodology ......................... 20
3.1 Research Questions .......................... 20
3.2 Research Subjects ................................. 20
3.3 Research Instruments .......................... 21
Chapter FourResults and Discussion .................. 27
4.1 The Teachers’ Understanding of Integrated Unit Teaching from the Perspective of Big Idea ..................... 27
4.1.1 Analysis of Teachers’ Questionnaire .............................. 27
4.1.2 Analysis of Teachers’ Interview ......................... 37
Chapter Five ............................ 62
Chapter Four Results and Discussion
4.1 The Teachers’ Understanding of Integrated Unit Teaching from the Perspective of Big Idea
This section mainly discusses teachers’ understanding of integrated unit teaching from the perspective of big idea through questionnaire and interview.
4.1.1 Analysis of Teachers’ Questionnaire
This part of the questionnaire mainly focuses on the teachers’ understanding of integrated unit teaching from the perspective of big idea. Then, according to this questionnaire and the collected data, the following charts are made.
According to Table 4.1, the overall numerical characteristics of the variables of junior high school English teachers can be seen, reflecting the distribution of the respondents in area, age, teaching years, diploma, grade and position. The teachers surveyed in this questionnaire have a relatively balanced distribution of areas and grades. This shows that the survey data can reflect the real situation of the integrated unit teaching in junior high school English class from the perspective of big idea. The following is a detailed explanation.
In terms of area, 38.4% of the teachers are from downtown Chengdu. 30.8% of them are from inner suburbs of Chengdu and other areas of Chengdu. It can be seen that the number of people surveyed in each area is relatively balanced.
Chapter Five Conclusion
5.1 Major Findings
This study investigates teachers’ understanding and implementation of integrated unit teaching from the perspective of big idea through questionnaire, classroom observation and interview. In order to make a thorough exploration of this study, three questions are designed and proposed. Based on the analysis and discussion of the collected data, this section will summarize the answers to these three questions.
Generally speaking, most of the teachers are able to understand integrated unit teaching from the perspective of big idea but different teachers understand it to different degrees. Because these variables can affect teachers’ understanding level such as areas, teaching years, diploma, grade and position. More specifically, the author explores teachers’ understanding of connotation, steps and value of it. Most of teachers can recognize the value of integrated unit teaching from the perspective of big idea and support its implementation in the classroom. But there are still a small number of teachers who have a vague understanding of the connotation and specific implementation steps of it.
As for the specific implementation, although integrated unit teaching from the perspective of big idea is relatively new hot topic in recent years, most of the teachers have already known it and are willing to try to use it in English class. Based on questionnaire, classroom observation and interview, it can be found that teachers have their own ways of implementation in the specific operation process. Most teachers do well in setting objectives of the unit and the lesson, setting theme activities, creating situations and using multiple evaluation methods. While they are not very good at designing big ideas and small ideas, integrating the textbook content, setting core question and core task of the unit. Meanwhile, integrated unit tea
