目錄TOC\o"1-3"\u摘要 1Absrtact 2Chapter1Introduction 41.1ResearchBackground 41.2Studysignificance 41.2.1TheoreticalSignificance 41.2.2PracticalSignificance 51.3Researchmethods 51.3.1Literatureanalysismethod 51.3.2Textanalysismethod 61.3.3Interviewmethod 6Chapter2:ALiteratureReview 62.1Theoreticalbasis 62.1.1Overallteachingdesignoftheunit 62.1.2Overallteachingobjectivedesignoftheunit 72.2Researchstatusathomeandabroad 7Chapter3:StudyDesign 103.1Basicinformationofthestudysubjects 103.2CurrentstatusoftheoverallteachingobjectivedesignofprimaryschoolEnglishunits 113.2.1Distributionofknowledgedimensionsinunitobjectives 113.2.2Distributionofcognitivedimensionsinunitobjectives 123.2.3Distributionofknowledgedimensionsintheclasshourobjectives 13Chapter4ProblemsexistingintheoverallteachingobjectivedesignofprimaryschoolEnglishunits 144.1Problemsexistingintheunittargetdesign 144.1.1Therearemissingknowledgetypesintheunittargetdesign 144.1.2Lackofattentiontohigh-orderthinkinggoalsintheunitgoaldesign 154.2Problemsexistinginthedesignofclass-hourteachingobjectives 164.2.1Thespanofhighandlowcognitivelevelsistoolarge 164.2.2ClasshourgoalsThehigher-ordercognitivegoalsareinconsistentwiththeteachingprocess 164.3Therearemanynon-analyticaltargets 174.3.1Non-analyticaltargetdistribution 174.3.2Listemotions,attitudes,valuesandgoalsseparately 18Chapter5:CountermeasuresfortheoverallteachingobjectivedesignofprimaryschoolEnglishunits 195.1Updatetheconceptofteachers'teachingobjectivedesignthroughregionaltraining 195.1.1Guideteacherstopayattentiontothesubjectstatusofstudents 195.1.2Clarifyingtherelationshipbetweenunitobjectivesandclasshourtargetdesign 195.2Abilitytodesigntheoverallteachingobjectivesofteachersbasedonschoolteachingandresearch 205.2.1Communicatetheknowledgeoftheoverallteachingobjectivedesignofthelearningunitthroughreading 205.2.2Studyandcultivateteachers'soverallunitteachingobjectivedesignabilitywithlessonexamples 215.3Teachersshallcomprehensivelypositiontheoverallteachingobjectivesoftheunitbasedonknowledgetypes 215.3.1Focusonandoptimizethedesignofmemorygoals 215.3.2Strengthentherationalapplicationofmetacognitiveobjectives 22ConclusionsofChapter6 22參考文獻(xiàn) 24致謝 25附錄：訪談提綱 26基于單元整體教學(xué)的小學(xué)英語教學(xué)活動(dòng)設(shè)計(jì)摘要：由于強(qiáng)調(diào)人的全面發(fā)展，單位的整體學(xué)習(xí)是課題研究中的重要課題。在此基礎(chǔ)上，提出了新的、有針對(duì)性的、有針對(duì)性的、可行的、可持續(xù)的、可操作的、有意義的、有目的的、有規(guī)劃的?！读x務(wù)教育英語課程標(biāo)準(zhǔn)（2022年版）》指出:“推進(jìn)單元整合教學(xué)，在單元教學(xué)目標(biāo)指導(dǎo)下，構(gòu)建單元目標(biāo)、章節(jié)目標(biāo)和課時(shí)目標(biāo)三級(jí)目標(biāo)體系，讓孩子逐步建立對(duì)單元主題的全面理解?！蓖ㄟ^對(duì)小學(xué)英語單元整體教學(xué)目標(biāo)的研究，可以指導(dǎo)整個(gè)英語單元的整體教學(xué)，有效落實(shí)新課程改革的需要?；诓剪斈返摹爸R(shí)類型+認(rèn)知過程”概念，分析了48個(gè)單元、211個(gè)課時(shí)的整體教案，研究了涉及的課程目標(biāo)。研究發(fā)現(xiàn)，單元目標(biāo)存在理解不足，對(duì)高級(jí)思維目標(biāo)、與課程目標(biāo)的相關(guān)性、知識(shí)的復(fù)雜性、高、中、高認(rèn)知水平和實(shí)際情況關(guān)注不夠，情感態(tài)度和價(jià)值觀分別列出，目標(biāo)無效類別較多（如目標(biāo)主體錯(cuò)位、目標(biāo)表述寬泛），教學(xué)活動(dòng)混亂。通過對(duì)學(xué)生的問卷調(diào)查，得出總體教學(xué)目標(biāo)的實(shí)施有兩個(gè)原因:一是教師自身的原因，二是學(xué)校方面的原因。面對(duì)小學(xué)英語單元整體教學(xué)目標(biāo)的設(shè)定及其原因，研究者給出了以下對(duì)策:（1）利用區(qū)域訓(xùn)練，教師聚焦學(xué)生的主體地位，理清單元目標(biāo)與整個(gè)教學(xué)目標(biāo)之間的聯(lián)系，同時(shí)，也有助于教師把握整個(gè)單元設(shè)計(jì)的要求，以更新小學(xué)英語教師在制定單元整體教學(xué)目的時(shí)的思路和認(rèn)識(shí)。（2）在學(xué)校研究的基礎(chǔ)上，教師應(yīng)設(shè)計(jì)單元的總體教學(xué)目標(biāo)，即在閱讀和分享中，學(xué)生應(yīng)了解學(xué)習(xí)單元的總體教學(xué)目標(biāo)并加以研究，從而達(dá)到有效使用并反饋給他們的目的。這樣，教師在設(shè)定單元的整體教學(xué)目標(biāo)時(shí)可以達(dá)到更高的水平。（3）在全面學(xué)習(xí)和了解學(xué)生的基礎(chǔ)上，全面確定和優(yōu)化學(xué)生的學(xué)習(xí)目的。在此基礎(chǔ)上，應(yīng)適當(dāng)增加高級(jí)思維目標(biāo)的數(shù)量，更好地應(yīng)用元認(rèn)知知識(shí)的教育目的。關(guān)鍵詞：單元整體教學(xué)目標(biāo)；知識(shí)類型；認(rèn)識(shí)過程

DesignofEnglishTeachingActivitiesinPrimarySchoolsBasedonUnit-integratedTeachingAbsrtact:Duetotheemphasisontheoveralldevelopmentofpeople,theoveralllearningoftheunitisanimportanttopicinthesubjectresearch.Onthisbasis,anew,targeted,targeted,feasible,sustainable,operational,meaningful,purposefulandplannedisproposed.TheEnglishCurriculumStandardforCompulsoryEducation(2022edition)pointsout:"Promoteunitintegratedteaching,undertheguidanceofunitteachingobjectives,buildathree-levelgoalsystemofunitobjectives,chapterobjectivesandclasshourobjectives,sothatchildrencangraduallyestablishacomprehensiveunderstandingofunittopics."ThroughthestudyoftheoverallteachingobjectivesofprimaryschoolEnglishunits,wecanguidetheoverallteachingofthewholeEnglishunit,andeffectivelyimplementtheneedsofthenewcurriculumreform.BasedonBloom'sconceptof"knowledgetype+cognitiveprocess",theoveralllessonplanof48unitsand211classhoursofthemwereanalyzed,andthecourseobjectivesinvolvedwerestudied.Thestudyfoundthattheunitobjectiveshaveinsufficientunderstanding,insufficientattentiontotheadvancedthinkingobjectives,thecorrelationwiththecourseobjectives,thecomplexknowledge,thehigh,mediumandhighcognitivelevels,andtheactualsituation,theemotionalattitudesandvaluesarelistedrespectively,andtheobjectiveshavemoreinvalidcategories(suchasthedislocationofthetargetsubject,thebroadtargetexpression),andtheteachingactivitiesareconfused.Throughthequestionnairesurveyofstudents,itisconcludedthattheimplementationoftheoverallteachingobjectiveshavetworeasons:oneisthereasonsoftheteachersthemselves,theotheristhereasonsoftheschoolside.InthefaceofprimaryschoolEnglishunitoverallteachinggoalsettingandthereasons,theresearchersgivethefollowingcountermeasures:(1)theuseofregionaltraining,theteachersfocusonthemainpositionofthestudents,clarifytheunitgoalandtheconnectionbetweenthewholeteachingobjectives,atthesametime,alsohelptheteachersgraspthewholeunitdesignrequirements,inordertoupdatetheprimaryschoolEnglishteachersinmakingunitoverallteachingpurposeofideasandunderstanding.(2)Onthebasisofschoolresearch,teachersshoulddesigntheoverallteachingobjectivesofunits,thatis,inreadingandsharing,studentsshouldunderstandtheoverallteachingobjectivesofthelearningunitandstudythem,soastoachievethepurposeofeffectiveuseandfeedbacktothem.Inthisway,teacherscanreachahigherlevelinsettingtheoverallteachingobjectivesoftheunit.(3)Onthebasisofcomprehensivelearningandunderstandingofstudents,thepurposeofstudents'learningiscomprehensivelydeterminedandoptimized.Onthisbasis,thenumberofhigherthinkinggoalsshouldbeappropriatelyincreased,andtheeducationalpurposeofmetacognitiveknowledgeshouldbebetterapplied.Keywords:unitoverallteachingobjectives;knowledgetype;cognitiveprocess

Chapter1Introduction1.1ResearchBackgroundTheEnglishCurriculumStandardsforCompulsoryEducation(2022edition)proposesthatinordertocultivatestudents'comprehensiveunderstanding,teachersshouldmakeacomprehensivedesignforthewholeclassroom.Onthisbasis,theconceptof"curriculumdesign"isputforward.Therefore,intheEnglishclass,theEnglishteachersareofgreathelpandguidancetotheteachingofthewholeunit.Therefore,thestudyoftheoverallgoalofthejuniormiddleschoolEnglishunitisaveryvaluablesubject.Intheoverallteachingdesignoftheunit,itshouldbetakenasthestartingpoint,andwhetheritcanmeetthetrainingneedsofitsprofessionalcorequalitydependsonthedegreeofitssetting.Educationalobjectivesrefertotheextenttowhichteachersexpectchangesfromstudentsinthelearningprocess.Underthe"unitintegral"teachingmodeadvocatedbythenewcurriculumreform,itisparticularlynecessarytocarryouttheresearchof"unitintegral"teaching.TheMinistryofEducationhasissuedtheEnglishCurriculumStandardsforCompulsoryEducation(2022edition)."NewEnglishCurriculumStandard"isanimportantmeasureof"people-oriented"and"people-oriented"proposedbytheNationalEnglishCurriculumReformCommission,conformingtoXiJinpingthoughtofSocialismwithChineseCharacteristicsforaNewEraandimplementingtheteachingconceptof"people-oriented",whichisanimportantmeasureofthereformanddevelopmentofschoolEnglishteaching.ThereisaclearstipulationintheStandard:"Topromotethedevelopmentoftheoverallunitteaching,teachersshouldestablishatargetsystemcomposedofunitobjectives,chaptersandclasshourobjectivesundertheguidanceoftheunitteachingobjectives,sothattheycangraduallyestablishacomprehensiveunderstandingofthetopicoftheunit."Therefore,theoverallgoalofstudyingtheEnglishunitisnotonlytherequirementofstrengtheningthe"integration"putforwardbythenewEnglishcurriculumstandards,butalsotorespondtothecallofTheTimesofcultivatingpeoplebyvirtue.1.2StudysignificanceTherefore,unitholisticlearningbasedonindividualdifferenceshasbecomeanimportanttopicofsubjectresearch.Asthestartingpointforteacherstocarryoutthewholecurriculum,butalsoastartingpointofthewholecurriculum,therefore,ithasaverypositivesignificancetoresearchandpractice.1.2.1TheoreticalSignificanceProjecttobloom's"curriculumdesign"theoryasaguide,toBloom's"cognitivetargetsystem"asthebreakthroughpoint,to"English"astheresearchobject,throughtheinvestigation,analysisandreflection"Bloom's"cognitivetargetsystem"asthebreakthroughpoint,toinvestigate,analysisandreflectionofthe"totalelements"design,toenrichthe"totalelements"onthebasisof"curriculumdesign"researchcontent.Atthesametime,thisprojectwillalsobebasedontheresultsofBloomcognitiveclassification,throughtheprimaryschoolEnglishteachersinlearningfieldsinvolvedinvariousknowledgeofempiricalresearch,soastofurtherimproveandperfecttheBloom"learningpurposeclassification"researchresults,butalsolayafoundationforthedevelopmentandimprovementofotherdisciplines.1.2.2PracticalSignificanceAccordingtoBloom'stheoryof"classificationofcognitivepurpose",thispaperanalyzestheproblemsexistingintheimplementationofEnglishcurriculuminprimaryandsecondaryschools,andputsforwardsomeimprovementmeasuresinordertoimprovetheprofessionallevelofEnglishteachersinprimaryandsecondaryschoolsandtheunderstandinglevelofstudents.Throughresearch,wecanhelpteacherstodeveloptheirownteachinggoals,helpthemtoestablishtheirownstudentideas,scientificplanningofthewholecourse,soastopromotetheirprofessionalgrowth,soastomaketheireducationandteachingleveltobegreaterimprovement.Inaddition,theresearchcanalsohelpteacherstofocusontheneedsofunitintegratedteaching,intheprocessofthinkingandansweringthequestions,toimprovetheclassroomteachingqualityandefficiency,soastopromotethedevelopmentofthewholestudent.1.3Researchmethods1.3.1LiteratureanalysismethodBasedonthedefinitionofthetopicandtarget,theauthorsstartedtostudythegeneralobjectivesofELTandEFLteachersathomeandabroad,soastofindouttheiropinionsaboutthegeneraleducationalobjectivesofEFLunitsandtheirapproachestoanalysis.Inaddition,throughthereviewofrelateddocuments,wehavediscoveredthattherearesomeissuesandlackofvisioninEnglishlanguagelearninggoals.ThroughlookingupalotofperiodicalsandPhDthesesfromChinaHowNet,wehavefoundoutaboutthetheoreticalbasisofTEFLandIEP,andgotanoverviewofthepresentstatusquoofEFLteachers'ELTinourcountry,whichwillgiveussomeguidanceforfuturework.Thisarticleuses"WholeTargetDesignforElementarySchoolEnglishUnit","GradingObjectives"and"KnowledgeCategorizationinEnglishMajors".1.3.2TextanalysismethodTextualanalysisofinstructionalprogramisoneofthemostcommonlyusedanalyticalapproachesinpedagogicalresearch.Inthisarticle,wehavecarriedoutasurveyonthegeneraleducationalgoalsforelementaryEnglishteachers,whichconsistsofatotalof48modules(211ofwhichareequivalentto48modules).Thedetailedanalysisprocedureisasfollows.Firstofall,thispapermakescleartheclassificationstandardoftheknowledgecategoryandthecognitionprocedureinthewholegoalofELT.Firstofall,thispapermakesclearthattheEnglishcurriculumisrelatedtoBloom'scognitiontargetclassification.Secondly,itisnecessarytodefinethecognitionofbehaviorverbsinaccordancewiththeaimofinstruction,andclassifytheexplicitbehaviorverbsintonon-analyticobjects,andthenanalyzethemseparately.Then,basedonthesetofanalyticalcriteria,thispapermakesananalysisontheunittargetandthegradetargetinthewholeeducationtarget,andcalculatestheallocationoftheknowledge,cognitionprocessandsyntheticdimension.Third,thispapersumsuptherelationoftheunittargetandtheclasstargetbasedontheexampleofthewholeeducationtarget,andthenanalysesthequestion.1.3.3InterviewmethodInterviewisoneofthemostcommonlyusedwaysineducationalresearch.Inthisstudy,12elementaryEnglishteachersinGuangdong,ShantungandLiaoningprovinceswereinvestigatedbymeansofPEPmaterials.Chapter2:ALiteratureReview2.1Theoreticalbasis2.1.1OverallteachingdesignoftheunitJuMeiFang(2013),thedesignofEnglishprofessionalunitteaching,isundertheguidanceofatheory,theEnglishcurriculumstandardsandtextbooks,theunderstandingoflearning,todeterminethepurposeofaspecificunit,thearrangement,arrangement,optimization,thereasonableoperation,itseffectiveevaluationandcontinuousimprovement.ZhuPu(2018)pointedoutthattheoverallteachingofEnglishsubjectsreferstothescientific,systematicandscientificteachingarrangementoftheteachingcontentbyeachunitoftheteachingcontentasawhole.Tothisend,thearticleputsforwardawholeEnglishunitofteachingdesign,itisacenteredonthewholeunit,tothestudent,theunitoftheteachingobjectivesandhoursofeducationpurpose,thecomprehensivedesignoftheteachingactivities,theteachingmethod,theteachingmethods,theevaluation,butalsototheevaluation,butalsohascarriedonthefurtheroptimizationandimprovement.2.1.2OverallteachingobjectivedesignoftheunitOnthisbasis,anew,targetedandoperablemethodisproposed.WeiHui(2021)believesthatintheteachingdesignofthewholeunit,"thedesignoftheoverallteachingobjectivesoftheunit"isanimportantstep.Intheprocessofmakingthegoal,thegoaloftheunitmustbedesignedaccordingtothetopicandspecificcontextoftheunit.Inthisstudy,intheprocessofformulatingtheoverallteachingobjectivesoftheunit,teachersshoulddesignthetextbookindetailaccordingtothecontent,curriculumstandardsandstudents'learningsituation.Inthispaper,weaimattheoverallgoalofthewholeunit.Thesettingofunitteachingobjectivesistheeffectthattheteacherexpectstoachieveafterseveralstagesoflearning.Thesettingofclassroomteachingobjectivesreferstotheexpectedlearningeffectthatteachersexpecttostudentsaftercompletingtheteachingtaskofacredithour.Inthecourseofcurriculumimplementation,theteachersshouldmakeacomprehensiveevaluationofthestudentsaccordingtotheiractualsituation.Theformulationofthecurriculumobjectivesshouldbeguidedbythecurriculumobjectives,whicharebothpartialandoverall.2.2Researchstatusathomeandabroad(1)ThedesignbasisfortheoverallteachingobjectivesofprimaryschoolEnglishunitsInviewofthefoundationoftheintegrationofEnglishunitsinprimaryschools,ZhuPu(2018)believesthattheoverallteachingobjectivesystemofprimaryschoolEnglishunitsbasedonthe"MinistryofEducation",theMinistryofEducationandtheEnglishcharacteristicsofprimaryschoolstudents.YeChang(2021)proposedtounderstandandgraspthe"unitcourseobjectives"fromthethreeaspectsof"curriculumstandard","Teachingmaterial"and"Students".Atthesametime,curriculumstandards,teachingmaterialsandstudentsarenotisolatedfromeachother,andthereacloseinterconnectionandintegration.AccordingtoZhangHongli(2022),theoverallgoaloftheEnglishunithasbeendeterminedaccordingtothethreeaspectsofCurriculumStandard,TeachingMaterialsandStudents'LearningSituation.Fromthegeneralpointofview,theauthorhasthreefoundationsforthesettingoftheoverallteachingobjectivesofEnglishunitsinprimaryschools:curriculumstandards,thecontentofteachingmaterialsandstudents'learningsituation.(2)TheprocessandmethodofdesigningtheoverallteachingobjectivesofprimaryschoolEnglishunitsMiaoLiuhua(2014)believesthatthedifferencesofstudentsshouldbefullyconsideredintheformulationofEnglishunitintegrationteachingobjectives,andthestudentsshouldbeevaluatedonthisbasis.Basedonthenewcurriculumstandard,thefivedimensionsof"skills","knowledge","emotion","strategy"and"culturalcognition"arecoordinated.Thecontinuityofteachingobjectivesshouldbereflectedinoneunit,andtheconnectionbetweenthewholeofeachunitandthegoalofsometimeshouldbemastered,sothatthetimeobjectivesoftheclassroomshouldbecenteredonthewhole.Thegoalofthesamelevelofcredithoursshouldbeconsidered,andgraduallyachievedfromlowtohighthroughthecoordinationandcooperationofvariousgoals.Tohighlighttheorientationofthe"people-oriented"teachingpurpose;ZhuMingwen(2015)believesthatintheprocessofformulatingtheoverallteachingobjectivesoftheunit,eachunitmoduleshouldbeorganicallycombinedtodeterminetheirownlanguageabilityandthepurposeofuse.Byreadingthecontentofthetextbookindetail,toclarifytheiremotions,attitudeandculturalobjectives.Throughthepracticeoforganizingstudents'pragmaticexperience,thepurposeofstudents'learningstrategyisclearlydefined.Thecoursecontentandtheunitobjectivesareorganicallycombinedtomakecontactwitheachother.(3)ThedesignprincipleoftheoverallteachingobjectivesofprimaryschoolEnglishunitsXieShuzhen(2019)elaboratedtheprinciplesofsettingtheoverallteachingobjectivesofprimaryschoolEnglishunits,pointedoutthatteacherscanestablishaclueandpurposetoconnecteachlinkoftheunit,andpointedoutthreeprinciplesforthesettingoftheoverallteachingobjectivesoftheunit:continuity,progressiveandintegrity.GuXuedan(2021)believesthatthecurriculumobjectivesof"unitintegration"shouldhavefourcharacteristics:"integrity","association","progressive"and"comprehensive".HuoTieying(2021)proposedthatwhenimplementingtheoverallteachingobjectivesoftheunit,thereshouldbethreedimensionsoforientation,integrityandrelevance.AccordingtoXuHang(2022),thegoalof"unitintegration"shouldincludethreebasicprinciples:systematization,comprehensivenessandprecision.Atthesametime,thegoalofeachunitandclasshourshouldreflecttheinternalcoherenceandprogression,sothatstudentscanachievethehierarchicalunitteachingpurposeundertheconditionofcompletingthecoursegoal.ZhangHongli(2022)gaveaguidelinefortheformulationofunitteachingobjectives,whichincludescomprehensive,operational,measurable,evaluable,practicalandstudent-orienteddevelopment.Ingeneral,peopleofprimaryschoolEnglishunitoverallteachinggoalhasabroadidentity,itincludestheintegrityofstudentdevelopment,comprehensiveprinciple,unitgoalsandcreditgoalofsystematicandprogressiveprinciple,thestandardizationoftargetexpression,targetcanplayagoodroletotheimplementationofeducation.(4)ProblemsandcountermeasuresexistinginthedesignoftheoverallteachingobjectivesofprimaryschoolEnglishunitsZhangYanyan(2020)analysesandsumsuptheproblemsinexpressingthegeneralgoalsofEnglishunitsinelementaryschools,forexample,vaguerepresentationofobjectobjectsandvaguerepresentationofobject'sactions.Italsoindicatesthattheobjectobjectmustbedefinedclearly,itsbehaviourcanbemeasuredanditslevelmustbespecified,itsbehaviourmustbespecified.ShiLuqiong(2019)carriedoutapilotresearchontheimprovementofEnglishlanguageinstructiongoals.HanPeihua(2022),bymeansofasurveyandaninterview,hasdiscoveredthattherearemanyissuesinthetargetdesign,forexample,theyarenotfullyintegratedwiththelearners,theyarenotstandardized,theirobjectivesarenotclear,andtheirobjectivesarenotclear.Meanwhile,somestrategiesareproposed:toreinforcetheindependentstudyofteachers,toraisetheirtheorylevel,toincreasetheirawarenessofreflectionandtoimprovetheirobjectives.Therefore,itisnecessaryfortheschooltodecreasetheworkloadofteachersandenhancetheirtraining.Therefore,itisnecessaryforaschooltobuildupamonitoringandassessmentsysteminordertoenhancethewholeeducationalobjectivesofEnglishteachers.Generallyspeaking,thedesignofthewholeeducationaltargethasattractedmoreandmoreattentionfromthefirstlineteachers,physicians,andmasters.Generallyspeaking,thereisnotmuchstudyaboutthegeneralgoaloftheunit.Basedontheabove-mentioneddocuments,theauthorshaveidentifiedthefollowingissues:Firstly,itisunclearaboutthetheoryofthewholetargetdesignofEnglishunitsinelementaryschools.Throughthereviewoftheabove-mentioneddocuments,wehavediscoveredthatthebasictheoryofELTisbasedonHolisticLanguageandGestaltPsychology.Second,thereisashortageofknowledgeanalysisinthewholecourseofEnglishLanguageUnit.Knowledgeisalearningunit.Accordingtothetheoryofconstructionism,knowledgerequirestheinitiativeofthestudents.Soitisveryimportanttodealwiththeknowledgeinordertodesignthewholeeducationalgoal.Butinthepast,wehavediscoveredthattherearefewrelatedstudiesabouthowtoincorporateknowledgeintoEFLlearninginordertoconveyteachinggoals.Third,thereisashortageofcognitionlevelinthewholecourseofEnglishLanguageUnit.Sincethestudentsaretheprincipalpartoftheprocess,itisnecessarytodesigntheteachinggoalwhichisinaccordancewiththecognitionlawofthestudents.Thus,bysummarizingabove,itisdiscoveredthatthereisnohierarchystudyonthechoiceofbehaviorverbsintheteachinggoal.TheaimofelementaryEnglisheducationisveryshallow.Itdoesn'tconcernwiththeaimoflearningprocess,anditdoesn'tdealwiththecategoryofknowledgeandthelearningprocessofthestudents.Fourth,mostofthestudiesonELTarecarriedoutbymeansofquestionnairesurveyandinterview,whilethoseonthewholeaimofELTarenotstudied.Onthewhole,itisafactthatEnglishunitisanintegralcomponentofthewholeEnglisheducationprogram.Intermsoftargetstructure,thewholeeducationtargetconsistsofunittargetandclasstarget.SoifwewanttoknowthepracticalissuesanddifficultiesinthegeneraleducationalgoalsofelementaryEnglishteachers,weneedtomakeatextualanalysisonthem.Basedonthedocuments,itisdiscoveredthatstudentspaymoreattentiontothegeneralgoalofELT,butfewstudieshavebeendoneontheintegrationofELTandELT.Meanwhile,thereislittleconcernabouttheknowledgeissuesthatareinvolvedinthewholeeducationaltargetdesign.Meanwhile,Englishtextbookitselfisaunit,whichincludesmanylessons.Soitisnecessarytocarryoutananalysisofthewholeeducationalgoalincombinationwiththeaimoftheclassroom.Onthebasisofthedocuments,theauthoranalyzestheissuesinEFLteachingobjectives,andputsforwardasystematicanalysisofEFLinstructionobjectives,whichcanbeusedasaguidancetoolforEFLteachers.Chapter3:StudyDesign3.1BasicinformationofthestudysubjectsThispapermainlydiscussestheallocationofvariousknowledgetypesandcognitiveprocessesinvolvedinunitlearninginprimaryschoolEnglishcurriculum.InviewoftheproblemsexistingintheEnglishtextbooksforcompulsoryeducation,thispaperselectsthePEPtextbookastheresearchobject.InChina,thehumantextbookiswidelyused,whichprovidesabasisforsubsequentresearch.ThePEPtextbook"PrimarySchoolEnglish"hasbeenwidelyusedinGuangdongprovince,ShandongprovinceandLiaoningProvince.Tothisend,thisstudyselected48EnglishtextbooksusingPEPtextbooksfromthreeprovincesfor48itemsoftheunitoverallteaching,including48itemsand211items.Intheoverallunitdesignschemeof48students,10wereinthirdgrade,12infourthgrade,14infifthgradeand12insixthgrade.Thecourseschedulescollectedinthisinstituteareallfromtheclassroomdesignoffront-lineEnglishteachers,andtheteachingdesignofthewholeunitiscollectedonthefront-lineEnglishteachers'educationplatformssuchas"OneTeacher","OneExcellentTeacherClass","KunpengTeacherEducation"and"MasterStudio".3.2CurrentstatusoftheoverallteachingobjectivedesignofprimaryschoolEnglishunits3.2.1DistributionofknowledgedimensionsinunitobjectivesAccordingtoBloom'sclassificationofcognitivepurpose(accordingtothepurposeof"knowledgetype+cognitiveprocess",thelearningplanof48Englishunitsissummarizedandsummarized),atotalof634items.Ofthefourcategoriesof634objects,227wereaboutfacts,representingapercentageof35.8%.Amongthem,thereare88conceptualknowledge,accountingfor13.9%.Amongthem,thereare275programknowledge,accountingfor43.4%oftheanalyticalunitindex.Therewere44self-reflections,accountingfor6.9%.Table3.1KnowledgedistributioninthesixelementsofEnglishsubjectteachingcontentinunitobjectivesAttheleveloffactualknowledge(seeTable2.1),thefollowingistheallocationofsixelementsofteachingcontent:Thereare12factualknowledgegoalsinthechaptersofeducationalcontent,accountingfor5.3%oftheoverallfactualknowledge,suchas"whentheprotagonistinthetextbeginsclass".IntheEnglishfield,thereare202practicalknowledge,whichisthehighestproportionofallfactualknowledge,reaching89%.ZhaoLianjieproposedthatEnglishfactknowledgeisakindofexplanatoryknowledge,whichisthesubjectofEnglishandalsothebasicelement.Thereare13factualunderstandingsaboutculturalknowledge,accountingfor5.7%ofthetotalfactualunderstandings,suchas"thebannerofthemajorethnicgroups".Figure3.1Theproportionofthesixelementsoftheteachingcontentinthefactualknowledge3.2.2Distributionofcognitivedimens