课程思政是中等教育阶段课程改革重要组成部分，它要求教师在学科教学的过程中，将德育渗透进教学内容之中，在传授文化知识的同时培养学生的优秀品德与爱国意识。与此同时，《普通高中英语课程标准（2017年版）》中提出，教师在教学中应注重课程的整体性与逻辑性，帮助学生形成英语学科大观念，进而体现英语学科核心素养的要求。大观念教学对坚定学生文化自信，建构正确的是非观念，提升学生的人文素养都能够起到一定的推动作用。但是当前对于如何在英语教学中落实课程思政的研究与实践尚不充足，对于大观念教学与课程思政之间的链接点也没有进行过研究与探讨，教师缺乏切实可行的教学设计路径。因此本论文将研究重点聚焦于通过基于大观念的单元整体教学推动课程思政在初中英语教学中的落实。
“大观念教学”和“课程思政”虽然侧重点不同，但在教育学中它们之间存在一些链接点。在整合教育目标、发展关键能力、促进学生全面发展以及教学内容和方法的创新等方面，二者都存在切实可见的联系。因此本研究致力于探究三个主要问题：(1)通过大观念教学作为抓手在初中英语教学中落实课程思政的原因是什么？(2)基于大观念的单元整体教学在英语教学中落实课程思政的效果如何？(3)在课程思政视角下进行基于大观念的单元整体教学设计有什么策略？
为了回答这三个问题，本研究首先基于系统的文献综述构建了一个理论框架，基于这个理论框架选择了人教版九年级英语一个单元进行教学设计与实践。本研究在北京海淀区某所初中进行，选择了两个班级的学生进行准实验研究，在实验组采取基于大观念的单元整体教学模式，同时在控制组进行常规教学操作。在实验干预结束后，对学生的课堂表现、问卷、访谈以及作文测试等数据进行分析，得出本文结论。
本研究主要得出了三个结论。首先，以基于大观念的单元整体教学法作为途径落实课程思政具有可行性与必要性。问卷数据与访谈数据均反映出当前课程思政缺乏有效的落实途径，而单元整体教学的跨学科性和综合性则具有独特的优势。其次，在基于以上流程进行教学干预后，实验组学生的整体反馈相较于控制组更加积极，且从知情意行四个子维度均有较大提升，在作文测试中的成绩也明显优于控制组。最后，本研究在进行教学实践的基础上总结出了五条在课程思政视角下进行单元整体教学设计的策略，包括：研读文本发掘思政元素，提炼每篇课文主题；主题大观念与语言大观念相互依托渗透德育元素；基于德育目标设计教学环节与教学目标；通过教学程序和活动落实德育目标；设置综合评价方法反应德育效果。
本研究具有理论意义与实践意义。从理论的角度来看，本文从课程思政的视角切入对于大观念教学的分析，并构建了二者相结合的理论框架，丰富了相关文献。从实践的角度来看，本文提供了五条通过单元整体教学落实课程思政的策略，为一线教师提供了参考。

The integration of morality education into the curriculum is a vital component of curriculum reform at the secondary education level. It requires teachers to permeate moral education throughout the teaching process, cultivating students’ excellent moral character and patriotism while imparting cultural knowledge. Concurrently, the “General Senior High School English Curriculum Standards (2017 Edition)” suggests that teachers should focus on the curriculum’s coherence and logic in their teaching to help students form a comprehensive understanding of the English subject, which reflects the requirements for the core competencies of the English discipline. Big idea teaching can play a certain role in reinforcing students’ cultural confidence, constructing correct notions of right and wrong, and enhancing students’ humanistic literacy. However, current research and practice on how to implement the integration of morality education into the English teaching are still insufficient, and the connection points between big idea teaching and the integration of morality education have not been explored. Teachers lack practical teaching design paths. Therefore, this paper focuses on promoting the integration of morality education in junior high school English teaching through integrated unit teaching based on big ideas.
“Big idea teaching” and “the integration of morality education into curriculum” focus on different aspects, yet there are some points of connection between them in the field of education. Both have tangible links in integrating educational goals, developing key competencies, promoting comprehensive student development, and innovating teaching content and methods. Therefore, this study is dedicated to exploring three main questions: (1) What are the reasons for implementing the integration of morality education into junior high school English teaching through big idea teaching method? (2) What are the effects of implementing the integration of morality education into English teaching through integrated unit teaching based on big ideas? (3) What are the strategies for designing integrated unit teaching based on big ideas under the perspective of the integration of morality education? 
To answer these questions, the study first constructs a theoretical framework based on a systematic literature review and selects a unit from the People’s Education Press Grade 9 English textbook for teaching design and practice. The research was conducted in a junior high school in Haidian District, Beijing, involving students from two classes in an experimental study. The experimental group adopted the integrated unit teaching model based on big ideas, while the control group underwent conventional teaching practices. After the experimental intervention, data such as classroom performance, questionnaires, interviews, and essay tests were analyzed to draw the conclusions of this paper.
The study reached three main conclusions. First, using integrated unit teaching based on big ideas as a method to implement the integration of morality education into the curriculum is both feasible and necessary. Questionnaire and interview data reflect a lack of effective implementation methods for integrating morality education, while the interdisciplinary and comprehensive nature of integrated unit teaching offers unique advantages. Second, based on the teaching intervention following the above process, the overall feedback from students in the experimental group was more positive compared to the control group, with significant improvements across the four sub-dimensions of cognition, attitude, intention, and action, and their scores in the writing test were also significantly better than those of the control group. Finally, based on the teaching practice, the study summarized five strategies for designing integrated unit teaching under the perspective of the integration of morality education, including: analyzing texts to uncover elements of morality education and refining the theme of each text; combining the thematic big idea and linguistic big idea to penetrate the elements of moral education; designing teaching links and objectives based on moral education goals; strengthening the implementation of moral education goals through teaching procedures and activities; and setting comprehensive evaluation methods to reflect the effectiveness of moral education.
This research has theoretical and practical significance. From a theoretical perspective, this paper analyzes big idea teaching from the viewpoint of the integration of morality education and constructs a theoretical framework combining the two, enriching related literature. From a practical standpoint, this paper offers five strategies for implementing the integration of morality education through integrated unit teaching, providing a reference for frontline teachers.