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Action Research on Micro Project-Based Learning from the Perspective of Integrated Unit Teaching
HE Ai-jing, HUO Wan-ting, HUANG Kai-ling
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DOI:10.17265/2159-5836/2025.07.009
School of Foreign Languages, Guangzhou University, Guangzhou, Guangdong, China School of Foreign Languages, Guangzhou University, Guangzhou, Guangdong, China Nanya School, Panyu District, Guangzhou, Guangdong, China
This study focuses on exploring the practical path of Micro Project-Based Learning from the perspective of integrated unit teaching, aiming to address the issue of integrating the Project Section with other sections in the new junior high school English textbook published by Shanghai Education Press. Based on two rounds of action research, a micro-project design framework is constructed, which includes “unit micro-project design”, “micro-project-based unit teaching”, “micro-project achievement display”, and “evaluation and reflection”. Practice shows that with the guidance of task lists and scaffolding support, this framework effectively promotes the integration of subject knowledge and the development of students’ core competence, providing a transferable implementation paradigm for integrated unit teaching.
integrated unit teaching, Micro Project-Based Learning, new English textbook published by Shanghai Education Press
Journal of Literature and Art Studies, July 2025, Vol. 15, No. 7, 587-593
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