Unit Instructional Design And Practice Of Information Technology In Junior High School Based On UbD Theory

Understanding by Design(UbD)was proposed by Grant Wiggins and Jay Mc Tighe,experts of American teaching reform.The theory divides understanding into six dimensions: "interpretability","interpretability","application","insight","empathy" and "self-awareness".It is believed that curriculum design should help students obtain multi-dimensional understanding.From the characteristics of information technology discipline and the current situation of classroom teaching,teaching design calls for the attention of in-depth "understanding".UbD theory is a good idea to solve the problems existing in junior middle school information technology teaching,such as unsatisfactory achievement of goals,low understanding level of students,lack of attention to knowledge transfer and application,and lack of attention to cooperation among students.Unit instructional design is an overall instructional design carried out by a specific teaching theme.UbD theory advocates reverse instructional design and organized teaching with unit as the basic unit,providing a basic model for unit instructional design.Based on system theory,this study reorganizes unit content and focuses on "How to use UbD theory to carry out junior middle school information technology unit instructional design? For this core issue,literature analysis and interview method are adopted to analyze the current teaching situation of information technology in junior middle school and the elements of UbD theory such as "big concept","basic problem","Six aspects of understanding" and "WHERETO".Besides,the instructional design process of UbD theory is sorted out in combination with the three stages of reverse design: setting expected results,determining evaluation evidence and designing teaching activities.The practice of the theory needs to be verified in combination with the specific teaching process.In terms of the influence and practical effect of the UbD theory on the teaching of information technology in junior middle school,this study adopts the action research method to apply the UbD theory into practice.According to the specific process of the teaching design of junior middle school information technology unit: setting learning objectives,basic problems,continuous understanding and learning results;Determine performance tasks,other evidence,student selfassessment evidence;Design teaching activities that attract interest,introduce performance tasks,organize learning progression,continuous evaluation,complete performance tasks and students’ self-reflection,carry out specific unit design,and explore and optimize the UbD theory unit instructional design approach in three stages in real junior middle school information technology teaching situation.Collect and analyze the process data such as classroom observation,student works and teacher interviews,explore the effect of combining the theory of UbD with the subject of information technology in junior middle school,and solve the problems in classroom teaching.Based on the above research,this study summarized and discussed the research results from the aspects of the achievement of learning objectives,the change of understanding level,the transfer and application of knowledge and the improvement of students’ cooperation ability,and optimized the instructional design process framework.Finally,this paper puts forward five suggestions on teaching design of junior middle school information technology unit based on UbD theory:(1)pay attention to the continuity and connection of unit content integration;(2)To promote continuous understanding as the orientation of setting learning expectations;(3)Performance task as the starting point to determine the diversity evaluation evidence;(4)Advanced learning activities based on understanding six dimensions and WHERETO design;(5)Organize teaching activities based on meaning construction and learning transfer.