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Practice Pathways and Optimization Strategies for Integrated Interdisciplinary Teaching in Senior High School English from the Perspective of Core Competencies

Author(s)

Qin Shumei

Affiliation(s)

School of Foreign Languages, Guangxi Normal University, Guilin, Guangxi, China

Abstract

The report of the 20th National Congress of the Communist Party of China and the General Senior High School English Curriculum Standards (2017 Edition, Revised in 2020) (hereinafter referred to as the “New Curriculum Standards”) have established educational goals oriented toward core competencies. Interdisciplinary integrated teaching is a key pathway for implementing English core competencies in senior high schools; however, in practice there is a tendency to “emphasize language skills while neglecting comprehensive literacy,” manifested in problems such as tasks exceeding students’ cognitive load, difficulties in individualized instruction, lack of unified evaluation standards, and insufficient integration of cross-disciplinary resources. To systematically address these issues, this study, based on constructivist learning theory and interdisciplinary teaching theory, constructs an integrated teaching model of “theme guidance—layered tasks—thinking scaffolds.” Using the compulsory textbook for Grade 1 from the People’s Education Press as a foundation, it designs deeply integrated teaching cases with history, mental health, and geography. Through action research and classroom observation, the effectiveness of this model in enhancing students’ comprehensive literacy, reducing cognitive load, and promoting personalized learning is verified. Optimization strategies include: systematic decomposition of complex tasks, multi-dimensional diagnosis of student learning profiles, construction of a multi-faceted evaluation framework, and establishment of cross-disciplinary resource sharing mechanisms, thereby effectively implementing English core competencies in integrated classroom teaching.

Keywords

Senior High School English; Core Competencies; Interdisciplinary Integration; Teaching Strategies; Teaching Cases

References

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