A Study Of Reverse Unit Instructional Design To Develop Physical Concepts

Since the release of the brand new curriculum standards for each subject in 2018,in order to promote the cultivation of core literacy and the construction of a holistic knowledge system,scholars have focused on how to effectively use the unit teaching design model in the classroom.Under the multiple guidelines of new policies,new textbooks,and new college entrance exams,how can students acquire meaningful and valuable knowledge in the classroom? How can we design assessment evidence and instructional activities that promote student understanding and facilitate mastery of comprehension around instructional objectives?In this paper,we choose "energy concept" as one of the four components of core literacy,and try to promote students' understanding of energy concept by reversing the unit teaching design model.Firstly,the author collected a lot of literature to determine the conventional models of "unit teaching" and "reverse teaching design" at this stage,integrated the two models to get the basic model of reverse unit teaching design,and selected the unit of "Law of conservation of mechanical energy" for case design.Secondly,in order to build up students' understanding of the general concept of energy,we integrated all the modules containing energy in all the knowledge contents of high school physics,and determined the energy knowledge system in a hierarchy of "energy concept-energy core concept-energy secondary concept" first,and then combined with the six-sided division of the degree of understanding in reverse teaching to establish the energy The level of conceptual understanding and the corresponding performance of students.After a two-month teaching experiment using the reverse-unit instructional design model in two classes selected from the first middle school in city F,province A,and tested in three ways: teacher interviews,performance-based task results,and changes in test scores,the following conclusions were reached: First,the energy understanding level criteria established in this paper are appropriate.Second,the reverse-unit instructional design was able to improve students' level of understanding of energy concepts.Third,the increase in understanding level does not show significant difference in gender.In summary,this model is conducive to the holistic construction of students' knowledge by integrating unit knowledge.The reconstructed teaching procedure first determines the level of understanding corresponding to students' performance to facilitate the observation of the degree of achievement of students' learning objectives,and can effectively improve students' understanding of the concept of energy.