Research On The Design And Practice Of Geography Instruction In High School Based On UbD Mode

Understanding by Design(UbD),which originated from the United States,is a new instructional design mode that takes clear learning objectives as the starting point and emphasizes the priority of instructional evaluation design over course design and instructional activities.It can meet the needs of students for more meaningful learning and has obvious effects in cultivating the key competences,cooperative inquiry and knowledge transfer of contemporary students.With the continuous advancement of the new curriculum reform in China,the emphasis of school instructional has gradually shifted to promoting students' deep learning,improving students' knowledge understanding and transfer ability,and cultivating students' key competences.Thus,UbD mode adapted to the new curriculum reform in our country.Classroom instruction is an important link to promote the comprehensive development of students,and effective instructional design is an important guarantee of classroom instruction effect.As one of the best instructional design modes suitable for teachers,which has been fully promoted and promoted by the American Association for Supervision and Curriculum Development(ASCD)and has been widely welcomed by the market,UbD mode has been gradually introduced into the classrooms of some primary and secondary schools in China in recent years.In this paper,aiming at the current situation that the study of UbD mode implemented in geography is still rare,it is planned to take high school geography as the carrier,and on the basis of consulting and analyzing domestic and foreign literature and writings related to UbD mode,elaborate the theoretical basis and related concepts of UbD mode.Combining UbD mode with high school geography classroom instruction,the applicability of UbD mode-based instructional design in high school geography teaching is verified through teaching practice.This paper first introduces the UbD mode's proposal and research significance,then combs the current research status of UbD mode at home and abroad,defines the concepts of "UbD mode" and "geography instructional design",and probes into the characteristics and theoretical sources of UbD mode.Then,the current situation of high school geography instructional design was investigated by means of questionnaire survey,and the existing problems in the current high school geography instructional design were analyzed and the cognition degree of geography teachers to the UbD mode was understood.By virtue of the opportunity of educational practice,the geography instructional design based on UbD mode is carried out based on the new geography instructional material published by people's education edition as the carrier.Finally,the effectiveness of UbD mode in high school geography teaching is verified by experimental method.The main experimental feedback includes the comparison of students' test scores,the questionnaire on students' learning feelings and the interviews with teachers.Based on the experimental feedback,this paper makes a reflection and summary,and further proposes the suggestion of applying UbD modein high school geography class.The experimental results show that the instructional design based on UbD mode can make the teachers' thinking of instructional design clearer,the evaluation more accurate,and the classroom teaching more practical.Teachers' appropriate application of UbD mode in instructional design is conducive to enhancing the pertinence of students' learning,helping students to clarify their learning tasks,and improving students' ability to understand and transfer knowledge.