Unit Teaching Research Based On UbD Theory ——Taking Conic For Example

At present,China's elementary education curriculum reform has entered a new period,which has clearly put forward the need to focus on the development of students' core literacy system,and how to implement the cultivation of students' core literacy has become an educational hotspot in recent years.The unit teaching takes the textbook as the foundation,and plans the elements orderly under the idea of holistic view so as to improve the teaching effect and implement the development of students' core literacy.UbD(Understanding by Design)can be regarded as the theoretical cornerstone of design unit teaching.Conic curve is one of the important and difficult contents of the whole high school,and it is a good carrier for unit teaching.Therefore,we try to use the unit teaching based on UbD theory to provide a practical template for front-line teachers to carry out the teaching design of subject literacy.This paper mainly focuses on the following issues:(1)What is the difference between unit teaching based on UbD theory?(2)What are the main problems of conic in the current teaching?(3)What is the teaching process of conic unit designed based on UbD theory?(4)What kind of teaching mode has finally formed?The research contents include: firstly,it analyzes the coincidence between the theoretical basis,basic framework and unit teaching design of UbD,and the practice of domestic and foreign scholars in the specific teaching of UbD theory;secondly,combined with the data,this paper analyzes the main problems of conic in the current teaching;thirdly,the elements of unit teaching design are analyzed and combined with the three stages of UbD theory,the "teaching case of conic concept based on UbD theory" is designed;finally,a fixed unit teaching mode is formed for reference.This study draws the following conclusions:(1)The unit teaching based on UbD theory is called "reverse teaching",the "reverse" is mainly reflected in the reversal of the order of teaching activities and teaching evaluation in the previous courses,and unfolding according to the procedure of "objective evaluation activity",so as to find out the problems in teaching and make adjustments in time.(2)The main problems in conic teaching include: students' poor overall cognitive ability,mismatch between teaching and evaluation,students' poor learning habits and students' low mathematical literacy.(3)The teaching process of conical unit designed based on UbD theory is as follows: the teacher first defines what knowledge the students want to acquire according to the learning results,then determine the teaching objectives that can implement the core literacy of mathematics,and clarify the priority of various learning objectives,thinking again about how students can achieve their learning goals,and prove it with the help of "understanding the six dimensions" and other evaluation evidence,finally,a new teaching activity is designed according to the teaching objectives and evaluation evidence.(4)The unit teaching design based on UbD theory "from the beginning to the end" evaluates the whole teaching,is guided by teaching objectives,through "understanding the six dimensions" and other forms of evaluation evidence,so as to improve the level of students' mathematics core literacy.(5)Finally,the "TUEA" unit teaching mode based on UbD theory is formed.