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twistle and Ramsden(1982:193)further expanded the connotation of DL intocomplex cognitive and metacognitive processes.They thought DL should not onlyinvolve the connection between knowledge,but also go through the process ofre-recognition of oneself.

The interpretation of the connotation of DL is relatively concentrated amongdomestic and foreign scholars.There are three widely recognized concepts of it.

Firstly,DL is a learning method that is different from Surface Learning(SL).Scholars define DL by comparing it with SL and believe that DL,requiringcomprehensive memory and involving high-order thinking and having strongtransferability of learning outcomes,is an active,productive learning method(Biggs,1987:381;Beattie,Collins&Mcinnes,1997:1;Jing,Chen&Zhao,2011:27).

Secondly,DL is a learning process.It refers to a process in which studentscritically accept new ideas and facts based on understanding,integrate them into theirexisting cognitive structure,establish connections between new and old knowledge,and ultimately apply the learned knowledge to specific situations to make decisionsand solve problems(Bransford,Brown&Cocking,1999:65;He&Li,2005:29;He,2018:111-115;Yang&Ni,2017:43-47).

2.2 Studies on English Unit Integrity Instruction

The research on EUII includes theoretical research on definitions,models,andempirical research on applications.

2.2.1 Definition of English Unit Integrity Instruction

Goodman(1992:188-199)first proposed the holistic language teaching method.Goodman and Bird(1990)clearly explained the key points of the whole languageteaching.Edelsky(1993:548-550)further elaborated on'holistic linguistics',whichwas a gradual and in-depth learning process that took language learning as adistinguishing part of a whole.Theuerling(2004),Nunan(1988),Yvonne andFreeman(1992)mentioned in detail how to carry out the overall language teaching.Cunningsworth(1995:15-23),Bruce and Rudnitski(1995),Carlo(1995)proposed tocombine holistic language teaching with unit teaching,and first proposed the UII.

So far,domestic and foreign scholars have different views and explanations onthe concept of UII.Through comprehensive analysis of the concept of it,it can beroughly divided into two types.One is the overall teaching under the rearrangement ofsingle unit content,and the other is the overall teaching under the reorganization ofmultiple unit content to form a large unit.

Chapter Three Theoretical Study of the Design of Deep Learning-oriented English Unit Integrity Instruction in Senior High School ....................... 17

3.1 Internal relationship between Deep Learning and English Unit IntegrityInstruction ...................... 17

3.2 The Theoretical Foundation of the Design of Deep Learning-oriented EnglishUnit Integrity Instruction in Senior High School ..................... 18

Chapter Four Experimental Study on Deep Learning-oriented English UnitIntegrity Instruction in Senior High School .................. 36

4.1 Research Subjects and Instruments ............................ 36

4.2 Research Procedures ........................... 37

Chapter Five Conclusion ................................. 61

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