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基于主题意义探究的单元整体学习与探究主讲人：程德金成都市双流区教育研究与教师发展中心CONTENTS01 What（主题与内容）02 Why（主题与作者）03 How（主题与语言）04 Who（主题与认知）一、What（主题和内容）二、Why（主题和作者）三、How（主题和语言）主题无法脱离语言的表达，没有语言我们也无法理解和表达主题。四、Who（主题和认知）探究主题意义的过程就是思维发展的过程；探究主题意义的过程就是认知发展的过程；探究主题意义的过程就是语言学习的过程；探究主题意义的目的就是学习语言的准确性、得体性。 《英语课程标准》（2017版）倡导基于主题意义探究的整合式、活动化英语学习。主题语境是新版课标课程内容六要素之首（主题语境 、语篇类型 、语言知识 、文化知识 、语言技能 、学习策略），而对主题意义的探究是整合学习之灵魂。只有通过基于单元主题意义探究才能剖析出教材中蕴含的育人价值、发现语言所承载的真实意义、清楚地发现单元各板块以及板块学练之间的情境、内容、活动、语言等的内在连贯与逻辑关联。从而改变教师“只关注某一教学板块而忽略全局” 的备课传统，促进教师对单元内部内在关系的理解与思考，进而对单元教学整体把握和规划，避免出现碎片化和表面化教学，促进深度备课，实现深度学习。英语课程内容六个要素 主题为语言学习提供主题范围或主题语境。学生对主题意义的探究就是学生学习语言的最重要内容。英语课程应该把对主题意义的探究视为教与学的核心任务。 对主题意义和语篇内容的把握是教学设计的逻辑起点。有效的教学设计首先取决于教师对所学语篇的文本解读水平，它直接影响学生的学习体验程度、认知发展的维度、情感参与的深度和学习成效的高度。 ——王蔷What? How?Why? 7上 UNIT FIVEfunctiontopicTopic: Spending time with friendsFunction: Talk about ownershipWhatWhyHowSports equipment:basketball, volleyball, soccer ballbaseball, baseball batping-pong ball, ping-pong battennis ball, tennis racketDo you have a baseball? Yes, I do./No, I don’t. I have a volleyball.Do you have a ping-pong bat? Yes, I do./No, I don’t. I have a ping-pong ball.Does she have a tennis ball? Yes, she does./No, she doesn’t. She has a baseball.Does he have a soccer ball? Yes, he does./No, he doesn’t. He has two ping-pong bats.Do they have a basketball? Yes, they do./No, they don’t. They have a volleyball.Topic: Spending time with friendsby sportsFunction: Talk about ownershipWhatWhyHowSports equipment:basketball, volleyball, soccer ballbaseball, baseball batping-pong ball, ping-pong battennis ball, tennis racketI want to play…Let’s play…That sounds… !Do you have a baseball? Yes, I do./No, I don’t. I have a volleyball.Do you have a ping-pong bat? Yes, I do./No, I don’t. I have a ping-pong ball.Does she have a tennis ball? Yes, she does./No, she doesn’t. She has a baseball.Does he have a soccer ball? Yes, he does./No, he doesn’t. He has two ping-pong bats.Do they have a basketball? Yes, they do./No, they don’t. They have a vo