The Research Of Geography Big Concept Teaching Design Based On UBD Theory In Junior High School

At present,the new curriculum reform advocates that we should attach importance to the subject concept as the core to make the curriculum content structured.In the middle school geography teaching,the phenomenon of attaching more importance to memory than understanding is still very prominent.What kind of teaching design can better promote students’ understanding has become a common problem for educators to think about.As a kind of instructional design pursuing understanding,UBD theory emphasizes the formulation of teaching objectives and the design of evaluation,giving full play to the principal position of students.Integrating UBD theory into big concept teaching can promote students to have a deeper understanding of subject knowledge from the perspective of big concept,which has important research significance and practical value for geography teaching in middle school.This paper adopts literature research method,case analysis method,practice research method and questionnaire survey method.First of all,the research background and significance of this paper are determined by collating relevant literatures,and the relevant researches on big-concept teaching at home and abroad are analyzed.On this basis,the research content,methods and ideas of this paper are determined.Second,it defines the core concepts of big concept teaching and UBD theory,and expounds the theoretical basis of big concept teaching.Thirdly,on the basis of sorting out and summarizing the UBD theory and the basic research of big concept in geography and other disciplines,the dimensions of case analysis of big concept teaching in geography are drawn up.Based on the dimensions,case analysis is carried out to summarize the status quo of big concept teaching.Fourth,based on the existing research and analysis of the current situation,we construct a big concept teaching design path for middle school geography based on UBD theory and the principles of big concept teaching design.Fifth,according to the path of the selection of lessons to carry out the design and implementation of big concept teaching,analysis of the implementation effect,put forward the implementation of UBD theory based on the geography of big concept teaching suggestions.Finally,summarize the main conclusions,innovations,deficiencies and prospects of this paper.According to the existing research,five dimensions of the case analysis of big concept teaching are drawn up: the establishment of teaching objectives,the determination of big concept,the evaluation method,the teaching method and the overall design idea,and the systematic analysis of 20 journal paper cases.From the whole point of view,the current teaching design of the big concept is gradually improved,in the determination of teaching objectives and the overall teaching ideas,there are many worthy of reference.At the same time,there are still some problems:(1)the teaching goal of the big concept is not enough to fit the big concept;(2)There are various bases for the determination of the big concept,but it still needs comprehensive determination in many aspects;(3)The evaluation method is relatively simple,mainly performance evaluation;(4)The teaching situation does not run through the whole teaching design,and the selection of teaching methods lacks pertinence.Based on the research of literature related to big concept teaching and UBD theory,combined with the problems found in the case analysis,this paper puts forward the design path of big concept teaching of junior high school geography based on UBD theory:(1)Select the teaching topic and determine the big concept;(2)Clear concept hierarchy and integrate big concepts;(3)presuppose the learning result and reveal the big concept;(4)Determine the evaluation method and evaluate the big concept;(5)Design teaching activities and construct big concepts.Taking "Russia" as an example,teaching design and implementation are carried out according to the path.The analysis of the implementation effect of lesson examples shows that:(1)Big concept teaching can improve students’ learning participation;(2)Students have a good understanding of geography concepts and knowledge points;(3)Students have an overall grasp of the main content of the class,and can achieve in-depth understanding and transfer application;(4)Students can understand geography from the perspective of big concepts.According to the teaching practice,the author puts forward the following suggestions on the teaching of big concepts of geography based on UBD theory:(1)Establishing the generalization of big concepts and clarifying the hierarchical structure of concepts;(2)Pay attention to the operability of teaching objectives and improve the efficiency of classroom teaching;(3)Diversified teaching methods and situational penetration;(4)Pay attention to the process of teaching implementation,combining problem traction with students’ understanding;(5)The pursuit of in-depth understanding,pay attention to the assessment of students’ understanding.The innovation of this paper lies in the new perspective of research.From the perspective of UBD theory,this paper discusses the teaching design of big concept of geography in junior high school in pursuit of understanding.Based on the teaching status of big concept of geography based on case analysis,this paper proposes the teaching design path of big concept of geography in junior high school based on UBD theory,and carries out the design and implementation of lesson examples,with a new research perspective.