Main Article Content
The abstract notion of a "Big Concept" is derived from specific factual and conceptual elements, serving as a link between individual concrete concepts, ultimately contributing to the development of a comprehensive understanding and framework of migration. The individual assumes the role of overseeing the organization of course content, development of teaching activities, and implementation of teaching evaluation methods. Understanding by Design (UbD) is a pedagogical framework that integrates two fundamental concepts. The focus of teaching and evaluation in the field of learning and cognition research is centered around the importance of understanding. Another aspect to consider is that the process of acquiring understanding is a continuous endeavor that contributes to the development of educational curricula. In the context of contemporary China, it is evident that certain issues persist in the realm of instructional designs within junior high schools. The lack of clear articulation of teaching objectives and the inability of traditional instructional approaches to adapt to the dynamic educational landscape are evident. The evaluation of teaching and learning is insufficient in terms of effectiveness. Understanding by Design has recently been introduced in China and has the potential to be effectively utilized in various contexts. This paper aims to examine the connotation and significance of the Big Concept and UbD teaching design. It explores the application of UbD teaching design in junior middle schools through specific case studies. The findings of this study offer novel insights into English unit design and facilitate the integration of core English subject competencies in the classroom.