Research On Unit Instructional Design Of Argumentative Essay In Middle School By UbD Mode

Argumentative essay teaching is an important and difficult part of Chinese teaching in middle school.With the use of unified textbooks and the official release of the 2022 version of the “Chinese Curriculum Standards for Compulsory Education”,many Chinese teachers are attempting to try to develop Unit instructional design of argumentative essays to achieve core competencies and values.However,the current state of these designs is not optimistic.Ub D(Understanding by Design)mode emphasizes the concepts of“Understanding” and “backwards design” and advocates for Unit-integrated learning.The Ub D mode plays an important role in promoting Unit instructional design.This study takes the Ub D mode as the theoretical guide,takes the Unit instructional design of the Argumentative essay in middle school as the research object,and takes the second unit of the ninth grade first volume as an example to combine theory and practice,so as to realize the application of the Ub D mode in the Unit instructional design of the Argumentative essay in middle school,and provide an effective scheme for the Unit instructional design of the argumentative essay.This paper is divided into five chapters to discuss the Unit instructional design of argumentative essay in middle school by the Ub D mode.The first chapter is an introduction.The research background,significance and research status of this topic are introduced in detail,and the ideas of this paper,the specific methods of research,and the innovation and shortcomings of research are discussed.The second chapter is the theoretical part,which provides a comprehensive theoretical interpretation of the Ub D mode.Firstly,the concepts of “understanding” and“backwards design”of the Ub D mode are interpreted;Secondly,Summarizing the core elements of the Ub D mode,including big concepts,basic problems,six aspects of understanding,GRASPS elements and expressive tasks.Finally,Introducing the operation process of the Ub D mode and provide a basis for the specific path.The third chapter is the current situation and problem analysis of Unit instructional design of argumentative essay,From the three dimensions of unit objectives,unit evaluation and unit activities.It is found that the Unit instructional design of argumentative essay of middle school has the following problems: lack of unit objectives,poor integration and integration;The design of unit activities is fragmented and formal,and the situation creation cannot provide students with a real learning experience;Unit evaluation methods are single,standards are vague,and evaluation results are valued and the evaluation process is underestimated.Generally speaking,the current Unit instructional design of argumentative essay has little effect in practice due to the lack of effective theoretical guidance.Chapter 4 analyzes the advantages of this mode from the requirements of the new curriculum standard for core competencies and values and solving the problem of Unit instructional design of the argumentative essay.Chapter 5 Path Exploration is the focus of this paper,according to the Ub D mode backwards design three stages,that is,“clear expected goals-determine evaluation evidence-design learning experience and teaching”,taking the second unit argumentative essay of the ninth grade first volume as an example to explore the specific path of the Unit instructional design of the argumentative essay.