Research On UbD Of Unit Overall Teaching Design

Unit integrated teaching is one of the main forms of primary school Chinese language teaching materials compiled by the Ministry of Education.With the development of the times,there is a greater need to cultivate talents with high-level thinking and core literacy both domestically and internationally.This also puts forward new requirements for curriculum teaching.Unit integrated teaching design is a new teaching design that deepens Chinese language teaching reform,actively explores the core literacy of the subject,and adapts to future educational development.This teaching design is intended to change from designing a single knowledge point or class hour to designing a large unit,and to coordinate the unit situation and tasks to cultivate Chinese discipline quality.However,the overall teaching research of the unit is currently only focused on the transformation of the teaching process,without breaking through traditional teaching ideas.Traditional teaching ideas usually manifest as determining teaching content based on textbooks,conducting teaching activities based on teaching content,and implementing evaluations.This teaching design has always followed the traditional fixed teaching ideas,but has only undergone a single transformation of the teaching process,Whether such changes have made substantial breakthroughs in teaching effectiveness still requires in-depth consideration.Therefore,this study focuses on the overall teaching design of the primary school Chinese language unit in the Ministry Edition,and attempts to introduce the theory of reverse teaching design in response to the main problems in the current overall teaching of the unit.By combining reverse thinking with traditional teaching thinking,the existing teaching ideas are optimized,and a plan to optimize the overall teaching design of the unit is explored.This study is divided into four parts.The introduction section mainly reviews the current status of unit teaching,unit holistic teaching research,and reverse design teaching both domestically and internationally.Based on this,the core issues and research ideas of this study are proposed.The first chapter explores the theoretical origins of reverse instructional design,clarifying the core concepts and characteristics of reverse instructional design,exploring the differences between reverse instructional design and traditional instructional design,the internal relationship between reverse instructional design and core competencies,and introducing operational processes and design templates that combine reverse instructional design.Chapter 2 conducts a survey of the current situation of unit overall teaching,analyzes the existing problems and reasons of unit overall teaching,and reveals the necessity of using reverse teaching design to optimize unit overall teaching design.Chapter 3 conducts the overall teaching design of the unit based on the guidance of reverse teaching design,taking the fourth grade science popularization exposition unit compiled by the combined department as an example.In Chapter 3,the reasons for using science popularization expository texts as an example for reverse teaching design are analyzed.At the same time,the analysis is conducted from three aspects: unit objectives,evaluation design,and learning activities.A reverse teaching design framework for optimizing unit overall teaching is proposed and case design is carried out.