English Teachers’ Understanding and Implementation of Large-Unit Integrated Teaching in Chinese Middle Schools

Abstract

The recent basic education curriculum revision in China has promoted the use of a large-unit integrated teaching approach in designing instruction. Using this approach, teachers design a unit that integrates several subjects related to real-life situations. This qualitative study aims to explore middle school English teachers' understanding and implementation of large-unit integrated teaching, focusing on objective setting, content design, learning activities, classroom roles, material selection, and assessment practices. Six English teachers were purposively selected for interviews and lesson plan analysis. Data were analyzed through deductive qualitative content analysis. The results of the research revealed that six teachers were aware of the value of the large-unit integrated teaching approach. The teaching units designed by experienced teachers had clear learning objectives, coherent teaching activities, and systematic assessment strategies. In contrast, novice teachers had trouble transforming broad course objectives into specific teaching plans. They often use the degree of participation in activities as the assessment goal rather than actual learning outcomes, and the assessment method is examination-oriented. The research shows that the successful implementation of large-unit integrated teaching depends not only on teachers' acceptance of the reform but also on their ability to translate curriculum principles into coherent instructional practices. The findings highlight the role of teacher cognition, assessment literacy, and curriculum interpretation in supporting coherent implementation of large-unit integrated teaching. And provides implications for teacher professional development. Clearer curriculum guidance and assessment standards may further support effective large-unit integrated teaching implementation.