An Instructional Design Of Chinese Comprehensive Course In International Schools Based On UbD Model ——YCIS Y1 Chinese Class Case Study

UbD model,also known as Backward Design.Since it was proposed by Grant Wiggins and Jay Mc Tighe（1998）,this model,with its "To begin with the end in mind" design principle,has helped a large number of instructional designs guide learners to achieve "conceptual understanding" and transfer knowledge to realworld situations.By analyzing the situation of learners and environment,this paper determined the feasibility of CAL（Chinese as an additional language）teaching based on this model.After that,under the guidance of this model,we designed some units in the order of "desired results","assessment evidence" and "learning plan",and completed "Interesting Chinese Characters","The Autumn","Spring Festival" and other units of teaching practice.At the same time,we used the performance tasks as the main evidence,combined with the "six aspects of understanding" proposed by the model to evaluate the teaching results.Finally,on the basis of observations and interviews with teachers and students,we reflected on this research.According to the practical results and feedback,it is efficient and worthy of promotion to apply the UbD model to instructional designs in the K-P（kindergarten to primary school）stage of childhood.For learners,first,this model not only reduces the novices’ learning barriers before and after class placement,helps them establish the connection between language knowledge and concepts,but also stimulates learners’ interest in Chinese learning and develop their learning routines.Second,a high degree of content integration and diverse assessment methods enrich students’ language life and provide support for them to develop different learning strategies.For teachers,this model provides a new design process reference and ideas for how to achieve "transferable input ".For the UbD model itself,this research has enriched its scope of application and relevant practice.