《义务教育英语课程标准（2022年版）》（以下简称《课标》）强调课程的育人导向和核心素养培育，要求推动实施单元整体教学，遴选重要观念、主题内容和基础知识。英语教学中存在着语言知识和语言技能与课程内容脱节，课程内容碎片化、去情境化等问题。围绕英语学科大观念的单元整体教学能够帮助学生充分理解语篇的育人价值，为学生提供真实情境，帮助学生内化语言，整合学科知识，提高迁移能力，是落实培育英语学科核心素养的重要抓手。

本研究以上海市S校为个案，探究以下研究问题：1.大观念指导下的单元整体教学的实施现状如何？2.单元教学和词汇教学的实施路径是什么？3.该教学方法对学生的词汇知识有何影响？笔者通过问卷和访谈了解该校单元整体教学的实施情况；通过观察集体教研和访谈，总结了该校单元整体教学和词汇教学的实施路径；选取九年级80名学生为研究对象，了解学生词汇学习效果。

本研究共形成三项研究发现。第一，大观念指导下的初中英语单元整体教学模式面临教师对大观念理解不准确、成绩压力顾虑、新授课习题课两张皮等问题。第二，基于大观念的单元整体教学实践路径包括：提炼主题意义、建构大观念、制定教学目标、教学评一体化活动设计、调整教学设计。词汇教学路径包括：整合单元词汇、明确学习目标、提升复现频率、迁移内化词汇应用、指导学习计划。单元词汇教学以单元主题为出发点，和单元学习目标相适应，词汇复现贯穿单元各课时教学，在情境化的教学活动中帮助学生内化词汇知识。第三，基于大观念的单元词汇教学对学生词汇知识有促进作用。词汇知识包括形式、意义、用法三维度。(Nation, 2001)学生在语境完整的测试题中表现更好，尤其语言基础薄弱学生提升显著。该模式帮助学生加深对词汇意义和用法的理解，构建词汇语义网。

本研究发现具有理论和实践意义。本研究总结了S校基于大观念的单元整体教学和词汇教学的实施路径，述了二者的关系，指出了当前单元词汇教学的不足。该教学模式对学生词汇知识的影响启示教师应当用成长型思维看待学生，积极参与新理念新教法。学校和教师培训机构应当为教师提供更多理论和实践案例支持，确保教师对大观念理解的准确性，以提升基于大观念的单元教学质量。

The National Curriculum Standards for Compulsory Education (2022 Edition) strengthens the educational orientation of the curriculum, focuses on the cultivation of core competencies, and proposes promoting the implementation of integrated unit teaching and selecting important concepts, thematic content, and basic knowledge based on the requirements of core competency development. There are issues in English teaching such as the disconnect between language knowledge, skills and curriculum content, fragmented curriculum content, and decontextualization. Unit teaching based on big ideas not only helps students fully understand the educational value behind the discourse but also promotes the coordinated development of language learning and moral development. It also provides students with authentic language use contexts, helps them internalize language, integrate subject knowledge, and transfer big ideas in different settings. This method is a key approach to fostering core competencies.

S School as a case, this study examines three research questions: 1. What is the current status of implementing integrated unit teaching based on big ideas? 2. What are the procedures of implementing integrated unit teaching and vocabulary teaching based on big ideas? 3. What are the effects of this method on students’ vocabulary knowledge? The author surveyed 26 English teachers from S school and interviewed 3 teachers to understand the implementation of integrated unit teaching based on big ideas in the school and the existing problems. Next, the author summarized the implementation path of integrated unit teaching based on big ideas and vocabulary teaching through collective teaching research activity observations and interviews. Finally, the author selected 80 students from two ninth-grade classes as research participants to assess the effect of vocabulary learning in this unit.

The study found that: 1. Integrated unit teaching based on big ideas still faces many challenges, such as teachers’ inaccurate understanding of big ideas,concerns over academic performance pressure, and the "dualism" between new lessons and exercise classes. 2. The implementation of unit teaching includes five stages: extracting thematic meaning; constructing unit big ideas; formulating multi-level learning objectives; designing integrated teaching-learning-assessing activities; adjusting unit teaching designs. Unit-based vocabulary teaching includes the following five steps: integrating unit vocabulary, clarifying unit vocabulary learning objectives, increasing the frequency of vocabulary repetition, internalizing vocabulary application, and guiding vocabulary learning plans. Vocabulary teaching starts with the unit theme, aligns with unit learning objectives, ensures vocabulary recurrence across all periods, and aids in internalizing vocabulary through contextualized activities. 3. Unit vocabulary teaching based on big ideas promotes students’ vocabulary knowledge, which encompasses the dimensions of form, meaning, and usage (Nation, 2001). Students perform better in tests with rich contexts, particularly those with weaker language foundations, showing significant improvement. This teaching approach helps students deepen their understanding of vocabulary meanings and usage by constructing a semantic network.

The findings are theoretically and practically significant. It summarizes the stages of implementing integrated unit teaching and vocabulary teaching based on big ideas in S School, describes the relationship between the two, and points out the shortcomings of the current unit vocabulary teaching. The impact of this teaching model on students’ vocabulary knowledge suggests that teachers should adopt a growth mindset towards students and actively participate in introducing new teaching methods. Schools and teacher training institutions should provide teachers with more theoretical and practical case support to ensure the accuracy of teachers’ understanding of big ideas and to enhance the quality of integrated unit teaching based on big ideas.