Case background

The Curriculum Standards promote holistic teaching of units, emphasizing that teachers should explore the value of educating students around unit themes, form an integrated, related, and developmental blueprint for unit education, and promote the comprehensive performance of students' core competencies. As an important tool for implementing core competencies, Daguan Nian constructs a bridge between disciplinary knowledge and core competencies, achieving the unity of content, process, and value. Unit based holistic teaching based on the Big View Concept takes the Big View Concept as the organizational clue and value guidance, cultivates students' problem-solving ability in real situations, guides students to apply what they have learned to solve problems, forms values and behavioral expressions based on self-awareness, and achieves the comprehensive development of core competencies.

Problem analysis and solution ideas

The problems in the overall teaching practice of primary school English units based on Daguannian were pointed out, including inaccurate extraction of Daguannian, fragmented and superficial teaching process, and formalized teaching evaluation. These issues reflect teachers' insufficient understanding of the concept of 'Big View', lack of integration of teaching content, and effective strategies for implementing the concept of 'Big View'. To address these issues, this case proposes a five step framework for primary school English unit teaching design based on the concept of "Big View". Using the concepts of big ideas, basic problems, and continuous evaluation as the starting point, specific teaching cases are elaborated.

Analysis of the teaching materials

This chapter analyzes the teaching content of Unit 5A Party in the first volume of Grade 5 of the Foreign Language Research Edition's' Join In '. This unit is themed around "parties" and belongs to the "life and learning" theme group under the category of "people and self". It involves the sub theme of "rich, fulfilling, and positive life". Teachers need to study various texts within the unit, integrate teaching content, extract thematic meanings, and formulate unit teaching objectives based on this.

Analysis of students

This chapter analyzes the interest and language foundation of fifth grade students in the theme of "parties", pointing out their shortcomings in party cognition and organizational planning. At the same time, it emphasizes the role of learning this unit in improving students' organizational planning ability and communication and collaboration ability.

Teaching process

Introduced the overall teaching and evaluation practice of primary school English units based on Daguannian. Firstly, the importance of extracting grand ideas in unit teaching was emphasized, which helps students build a systematic cognitive structure and problem-solving ability. Five steps were proposed to extract the grand concept, including establishing unit objectives based on curriculum standards, learning situation, discourse study, thematic significance, and grand concept. In this case, the grand concept is identified as "carefully preparing party activities and actively experiencing interpersonal communication", while the small concept includes "understanding common sense, enriching cognition", "reflecting on problems, refining principles", and "applying principles to implement actions". Secondly, the discussion focused on how to condense basic questions to achieve a deep understanding of the concept of grand vision, and generate major and core questions by restructuring teaching content and constructing a knowledge system. In this case, the big question is' What is an ideal party? ', and the core question involves general issues of parties and methods for organizing an ideal party. Finally, the chapter provides a detailed description of the implementation of teaching activities and evaluations, including the design of classroom teaching activities and process evaluations, as well as the design of unit summative evaluations. Through these activities and evaluations, the aim is to assess students' understanding of grand concepts and their ability to solve new problems, providing feedback and improvement basis for teaching and learning. Through this unit of study, students can recognize that parties are not only entertainment activities, but also important occasions for cultural experiences and social interactions, and master the relevant knowledge of organizing and preparing parties to achieve educational goals.

Reflection and Prospect

This chapter discusses the implementation steps of the overall teaching and evaluation practice of primary school English units based on the Big View Concept, emphasizing the importance that teachers attach to the Big View Concept, basic issues, and continuous evaluation in the teaching process. By constructing a complete problem-solving approach, teachers help students improve their ability to apply their learned knowledge to solve practical problems while understanding grand concepts. Future research will explore a unit teaching evaluation system based on the Big View Concept, attempting to introduce the IPA evaluation concept to comprehensively evaluate student performance through explanatory, interactive, and demonstrative assessments, in order to optimize overall unit teaching.