A Study on the Integrated Unit Teaching Design of Junior High School English Based on Core Competencies

Abstract

Period-based instruction struggles to address the integrated demands of core competencies, making integrated unit teaching a focal point of research. This study focuses on the integrated unit teaching design for junior high school English, unfolding across three dimensions: theoretical connotations, content reconstruction, and task design. It reveals the logic of paradigm shifts under the guidance of core competencies, clarifies the mechanisms of content reconstruction guided by thematic meaning and integrated through big ideas, and establishes a framework for goal stratification, task chain design, and problem chain embedding aimed at deep learning. This research advocates for the integration of language learning with meaning exploration, cognitive development, and character cultivation through thematic meaning, big ideas, and task chains.