Research on Value-Oriented Guidance Paths of Dialogic Discourse Reading and Thinking Classes in Junior High English from the Perspective of Understanding by Design (UbD): A Case Study of Unit 2 Section A 2d, PEP Grade 8 Book 2

Abstract

The 2022 curriculum standards emphasize that English teaching should be fundamentally based on discourse and actively implement moral education through the seamless integration of reading and thinking methodologies. However, the current reverse design research within China is predominantly focused on extensive, long-form reading materials, revealing a significant lack of research concerning the value guidance of 2d for specific discourse texts. Furthermore, Understanding by Design (UbD) studies conducted abroad frequently lack stratified value guidance practices that effectively combine local cultural elements with patriotism. Based on the foundational three-stage theory of UbD, this paper takes the specific text "Volunteer Service for the Elderly" found in Unit 2 Section A 2d of the People's Education Edition of Grade 8 as a primary case study. The objective is to construct a comprehensive, integrated teaching path consisting of expected educational goals, hierarchical assessment evidence, and stepwise reading and thinking activities. Consequently, the study builds a robust three-level value escalation chain progressing from text empathy to Chinese respect for the elderly and patriotism, and ultimately reaching a global consensus on a community with a shared future for mankind. Practical application demonstrates that this innovative model effectively breaks through the traditional predicament of emphasizing mere language training over profound value infiltration in dialogue classes. By utilizing pre-education evaluation and stratified reading and thinking tasks, this research provides a highly replicable and practical model for localized junior high school English education within the broader discourse subject.