Research On The Application Of UbD Theory In Senior High School Chemistry Teaching Design

With the continuous advancement of the new curriculum reform,the educational concept is aimed at enhancing students’ understanding,promoting students’ in-depth learning and improving students’ key competence.Traditional teaching is faced with severe challenges.The "Chemistry Curriculum Standards for General High Schools（2017 Edition 2020 Revise）" clarifies the specific content of the key competence of the chemistry discipline and also promotes the research on the core literacy by experts,scholars and front-line teachers,but how to effectively cultivate the core literacy of students still needs to be constantly explored.UbD（Understand by Design）theory originated in the United States,and is also known as "design for understanding".It is a reverse design principle that takes expected learning results as a starting point and teaching evaluation precedes teaching activities.It emphasizes that teaching should enable students to understand knowledge.What’s more,students are able to transfer knowledge and apply knowledge to solve the practical problems.The current educational reform concept in China is similar to the teaching concept advocated by UbD theory.Therefore,teaching design and organization of teaching based on UbD theory has gradually become an issue worthy of in-depth study and discussion.Under the support of UbD theory,constructivist learning theory and goal theory,this research mainly adopts literature research method,questionnaire survey method,interview method and teaching experiment method to explore the application of UbD theory in high school chemistry teaching design and carry out teaching practice based on high-school chemistry teaching cases under the guidance of the UbD theory.It aims to comply with the requirements of the new curriculum reform and provide teachers with more choices for teaching design.It also provides an effective way to promote students’ understanding,implement the concept of "teaching,learning,and evaluation" integration,and improve students’ core literacy in chemistry.First of all,through the investigation of the current situation of chemistry learning of high school students and the current situation of teaching design of front-line chemistry teachers in senior high schools,it is found that the teaching objectives of traditional teaching design are not very targeted,resulting in students’ poor ability to memorize,retrieve and transfer chemistry knowledge.It is unable to construct the meaning of knowledge and it is difficult for students to keep long-term memory of the knowledge learned.There is a certain gap between the evaluation mode of traditional teaching design and the requirements of the new curriculum standard.Thus,the application and promotion of UbD theory has a very broad prospect.Secondly,in response to the problems found in the investigation process,this study summarizes the basic teaching principles and possible teaching strategies that need to be followed when the teaching design is based on UbD theory.It is also required to anticipate the learning results,determine the appropriate evaluation basis and design the learning experience,which is a three-stage reverse process to practice.In the process of specific practice,the teaching objectives are set from the three perspectives of "learning understanding,application practice,migration and innovation" and refine to specific expected learning results.The "comprehension of six aspects" is used as a reference to test the rationality of teaching evaluation basis.Specifically speaking,there are six perspectives: "goal（G）,role（R）,object（A）,situation（S）,product or performance（P）,Standard（S）".These six perspectives helps to evaluate students by construct tasks based on real teaching situations.Also,the "WHERETO" elements are employed to design the learning experience,that is to say,there are seven aspects to design the learning tasks: the indication of the learning direction,the attraction of the students’ attention,autonomous exploration,the reflection and revision,the evaluation,the modification of the teaching methods in accordance with the students’ ability and promotion of the students’ deep understanding.Only in this way can the entire teaching process be truly taught for understanding.On the basis of the above research,two teaching contents of "redox reaction" and "active metal element-sodium" in the first volume of compulsory high school chemistry of the People’s Education Edition are selected to design teaching cases and carry out teaching practice and organize teachers who participate in teaching practice to evaluate the teaching activities.The interviews with class evaluation teachers and the feedback of the evaluation are recorded and analyzed.Finally,the overall effect of teaching practice is analyzed.From the effect of teaching practice,on the one hand,the use of teaching design under UbD theory to organize teaching can not only help students truly understand what they are learning,promote their in-depth learning,improve classroom teaching efficiency,and ensure the achievement of teaching goals,but also design based on real situations.Expressive tasks are not only the carrier of improving the core literacy of students’ subjects,but also can increase the interest in the teaching process,thereby mobilizing students’ learning interest and enthusiasm;on the other hand,UbD theory also provides new ideas for teachers to design teaching.It helps teachers to change their teaching concept and improve their professional ability.The research results show that the teaching design under the UbD theory optimizes the traditional teaching design to a certain extent,and provides an effective way to implement the integration of "teaching,learning and evaluation" and improve the core literacy of the discipline.