introduction

The "Compulsory Education English Curriculum Standards (2022 Edition)" advocate interdisciplinary thematic learning activities to enhance the connection between disciplines and improve students' comprehensive problem-solving abilities. Interdisciplinary learning activities combine knowledge, methods, and concepts from different disciplines to solve specific problems. The Curriculum Standards also emphasize the integrity of unit teaching, encouraging teachers to deeply analyze unit content, integrate or reorganize it to meet students' needs. Interdisciplinary thematic teaching and unit based teaching complement each other, which helps students develop comprehensively. At present, there is a gradual increase in interdisciplinary teaching cases, but there are relatively few cases that are integrated with the overall teaching of the unit. This article takes Module 3 Journey to Space in Grade 8, Volume 2 of English as an example to explore the overall teaching design of units from an interdisciplinary perspective, aiming to provide reference for middle school English teaching.

The overall teaching design path of junior high school English units from an interdisciplinary perspective

From an interdisciplinary perspective, the overall teaching design of junior high school English units requires teachers to examine the educational value of the units from a global perspective, coordinate and design teaching activities in an orderly manner. Teachers should fully consider subject linkages and design interdisciplinary comprehensive practical activities. The design path includes studying the discourse as a whole, establishing the theme, and finding disciplinary links; Extract unit themes and sub themes to form a unit education blueprint; Develop unit and lesson objectives based on the unit theme and learning situation; Build a problem chain, design an activity chain, and adhere to the English learning concept in designing teaching activities; Based on the integration of "teaching learning evaluation", design evaluation activities and implement interdisciplinary comprehensive assignments.

Teaching Reflection

It emphasizes that in interdisciplinary unit teaching design, teachers need to deeply study and integrate discourse, find integration points between disciplines, and establish unit themes. At the same time, teachers should create real-life situations, raise practical questions, and promote students' ability to improve in problem-solving. In addition, instructional design should focus on the correlation and comprehensiveness between activities, and promote the development of students' core competencies and achieve educational goals by constructing information chains, problem chains, and activity chains.