本文是一篇英语论文，笔者根据研究结果，本文提出一些可行性建议：第一，邀请专家开展相关讲座，强化教师理论认识。第二，组织单元教学的集体备课，打造精品教学案例。第三，提供相关指导与培训，提高教师教学能力。第四，提供充足的文献资源，提高教师教研水平。希望这些建议能对一线英语教师有所启发。
Chapter One Introduction
1.1 Background of the Research
In 2022, New English Curriculum Standards for Compulsory Education has been issued. The new curriculum content reflects the characteristics of the times and social development, focusing on the theme of man and self, man and society, man and nature and including six elements of theme, discourse, language knowledge, cultural knowledge, language skills and learning strategies. The teaching design should be presented in the form of units, guided by themes and based on different types of texts. It should incorporate the learning requirements of language knowledge, cultural knowledge, language skills and learning strategies, and emphasizing the integrated teaching of six elements of content. Teachers need to explore the educational value contained in unit content based on core competence and stage objective. Besides, teachers should help students form ideas and structured cognition through unit learning so that students can make correct value judgments about people and things and try to deal with tasks and problems in real situations by using the knowledge, skills, methods and strategies they have mastered (Mei Deming & Wang Qiang, 2022). However, in the actual unit teaching practice, teachers tended to let students focus on the language points instead of leading students to form structured cognition due to the high teaching pressure and fast teaching pace. Meanwhile, teachers ignored the cultivation of students’ critical thinking and correct values. As a result, students mastered some disordered and incoherent knowledge. Therefore, the way to solve these problems for teachers is not to extend the time of teaching but to explore the relationships between teaching content. This requires that teachers should be able to look at the big ideas behind the knowledge and they need to organize their teaching from the perspective of big idea.
1.2 Significance of the Research
(1) Theoretical significance
In recent years, there is a heated discussion on the research of “big idea” and “integrated unit teaching”. Domestic research on the combination of these two ideas is in the stage of practical exploration, and many front-line educators are not familiar with these two concepts. In addition, the research on integrated unit teaching from the perspective of big idea mainly focuses on physics, chemistry and Chinese subject, but there is little research on integrated unit teaching from the perspective of big idea in English subject. This thesis demonstrates and supplements the theory and application of the combination of big idea and integrated unit teaching from multiple dimensions.
(2) Practical significance
The research is beneficial for teachers to learn the current situation of integrated unit teaching from the perspective of big idea and better conduct the teaching design and practice. Under the guidance of the big idea, teachers should sort out and rethink the textbook and integrate curriculum standards and core competence of English subject into integrated unit teaching. The integrated unit teaching from the perspective of big idea is not only a challenge for teachers, but also encourages teachers to further understand current situation of integrated unit teaching, take the initiative to deal with the problems in practice teaching so that teachers use it to better serve the classroom.
Besides, the research is beneficial for promoting the development of students’ structured knowledge. For students, the ultimate goal of this research is that they are able to acquire the integrated knowledge framework independently and realize the flexible application and transfer of knowledge.
Chapter Two Literature Review
2.1 Definition of Key Terms
This section mainly defines two key terms of the research：big idea and in
