当前，课堂教学最大的问题就是缺乏与学生真实生活发生有关、有趣、有用的连接，而新课程理念下的大单元教学就在一定程度上解决了这个问题。所以在语文学科教学中，我们常常进行大单元设计和主题式教学，中英文双语共读、实践教学来落实综合育人的目标。它知识点不再是简单的相加，而是最小的课程单元，能够满足不同学生素养发展的要求。在教学活动中，教师不再只盯着知识点、考点，而是“左顾右盼、上挂下连”，从课内课外到校内校外，视野从学习领域扩大至生活领域，真正实现陶行知先生“学习即生活”的教育观。

在实践中，我们也将大单元教学与跨学科学习相整合。例如，在八年级山水散文单元教学中，王老师发现很多学生在阅读古代山水散文时，由于时代久远和生活经验的欠缺，很难走进作者笔下的山川美景，感悟其意境。为此，在了解了同学们地理知识储备、美术绘画、信息技术水平的基础上，王老师组织学生开展了“漫” 游三峡一一游戏设计师的跨学科项目化设计和实践，通过小组合作、自主探究的方式，帮助学生全面深入地感受到郦道元笔下三峡的景色之美。这样的大单元教学，着眼于学生在实际生活中解决问题的能力，学生的素养得以真正提升。

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At present, the biggest problem of classroom teaching is the lack of relevant, interesting and useful connections with students' real lives, and the large-unit teaching under the new curriculum concept solves this problem to a certain extent. Therefore, in the teaching of language subjects, we often carry out large-unit design and theme-based teaching, Chinese and English bilingual co-reading, practical teaching to implement the goal of comprehensive education. It is no longer a simple addition of knowledge points, but the smallest curriculum unit that can meet the requirements of different students' literacy development. In teaching activities, teachers no longer only focus on knowledge points and test points, but "looking left and right, up and down", from inside and outside the classroom to inside and outside the school, expanding the vision from the field of learning to the field of life, and truly realising the educational concept of Mr Tao Xingzhi's "Learning is life".

In practice, we also integrate large-unit teaching with interdisciplinary learning. For example, in the eighth grade landscape prose unit teaching, teacher Wang found that many students in reading ancient landscape prose, due to the age and lack of life experience, it is difficult to enter the author of the beauty of the mountains and rivers, to feel its mood. For this reason, on the basis of understanding the students' geographic knowledge base, art and painting, information technology level, Wang organised the students to carry out a "roaming" tour of the Three Gorges, a game designer of interdisciplinary project design and practice, through group cooperation, independent investigation, to help students to fully and deeply feel the beauty of the scenery of the Three Gorges under the writing of Li Daoyuan. The beauty of the Three Gorges in Li Daoyuan's writing. The teaching of such a large unit focuses on the students' ability to solve problems in real life, and the students' literacy can be truly enhanced.

在哈罗重庆，只要课程或主题适合，我们就会尽量使用跨学科式学习。这样的跨学科式学习，让那些对某一学科不太自信或不太感兴趣的学生仍然能够享受到学习的乐趣。很多时候，孩子们并不喜欢所学的每一门学科，因此，将这门学科与他们喜欢的学科融合在一起是非常有用的。这样，就可以用孩子们更熟悉、更喜欢学的东西来掩盖难懂的话题，从而让孩子们参与其中。

例如，在《詹姆斯与巨桃》为主题的英文课上，我们能够以多种方式轻松地将科学课和英语课融合在一起。课堂上，我们撰写关于发现巨型桃子的新闻广播，并讨论小说中的树以前没有长出桃子的原因，这让孩子们能够更灵活地使用词汇、提高词汇量。与此同时，我们的科学课则侧重于桃子的生命周期以及植物健康成长所需的条件。而在拍摄有关巨型桃子的报道时候，一些关键的科学词汇也将巧妙纳入英语课程中。

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At Harrow Chongqing, we try to use interdisciplinary learning whenever the curriculum or subject matter is appropriate. Such cross-curricular learning allows students who are less confident or interested in a particular subject to still enjoy learning. Often, children do not enjoy every subject they learn, so it is useful to blend the subject with their favorite subjects. In this way, difficult topics can be covered with something that children are more familiar with and enjoy learning, thus keeping them engaged.

For example, in our English lessons on the theme of James and the Giant Peach, we were able to easily integrate science and English lessons in a variety of ways. In class, we write news broadcasts about the discovery of giant peaches and discuss the reasons why the fictional tree has not grown peaches before, which allows the children to use their vocabulary more flexibly and improve their vocabulary. Meanwhile, our science lessons focus on the life cycle of a peach and what plants need to grow healthily. While filming the story about the giant peach, some key science vocabulary will be cleverly incorporated into the English lessons.