A Study on the Approaches to Integrated Unit Teaching of Junior High English from the Perspective of Deep Learning

Abstract

Against the backdrop of the quality-oriented reform guided by the Compulsory Education English Curriculum Standards (2022 Edition), junior high school English teaching is facing an urgent need to transition from fragmented knowledge transmission to integrated quality cultivation. Deep learning theory focuses on higher-order thinking cultivation, meaningful knowledge construction and situational knowledge application, which effectively resolves the superficial and fragmented drawbacks prevailing in current junior high school English unit teaching. Adopting literature review, questionnaire investigation and action research methods, this study clarifies the core connotations of deep learning and integrated unit teaching, summarizes relevant theoretical basis, and identifies practical problems in frontline English instruction. On this basis, it constructs a four-step teaching framework including goal anchoring, content integration, activity-driven learning and evaluation guarantee, which is further verified through targeted unit teaching practice and case analysis. The findings demonstrate that the proposed framework effectively incorporates deep learning ideas into whole-unit teaching procedures, improves the systematicness and practical efficiency of English instruction, and facilitates the all-round development of students’ core English literacy. This research offers feasible practical strategies and theoretical implications for the competency-oriented curriculum reform of junior high school English education.