Research On The Application Of UbD Backward Theory In English Unit Teaching Of Big Idea In Senior High School

With the traction and advancement of the concept of deep learning,the concept of English teaching under the key competency has been gradually deepened.After the new round of curriculum reform,English learning emphasizes comprehension and transfer learning,forming critical and innovative thinking skills,and cultivating students’ key abilities,pointing to deep learning.The current proposal of unit teaching based on key competency is to make up for the shortcomings of traditional class period teaching.However,due to the lack of the support of the superordinate concept,the implementation process of unit teaching is vague due to the lack of directional guidance.Problems such as incomplete integration of units,in-depth exploration of themes,and formalistic course evaluation inhibit the in-depth development of English teaching.UbD backward theory has a long history in foreign countries.In the past two years,with the development of China’s curriculum reform and the concept of fostering virtue through education,it has gradually entered China and the teaching field.UbD backward teaching emphasizes the transfer of knowledge understanding,advocates the “big concept”as the core,takes students’ understanding basis as the assessment blueprint,and connects teaching objectives and teaching processes to form integrated teaching.This theory caters well to the current trend of curriculum reform in our country,meanwhile,it also conforms to the direction of educating people in our country.Under the macro guidance of UbD backward theory and combined situational learning theory,this paper brings UbD backward teaching into the authentic English class based on “big idea”,and proposes three questions at the same time: What is the process in the teaching design of high school English unit teaching if use UbD theory?What is the effect in high school English class after using UbD backward theory? Will students’ attitudes to English learning be changed by applying UbD backward theory?Based on the research questions above,this study adopts the action research method and implements three rounds of teaching actions according to UbD backward theory framework.The questionnaire method is used to conduct pre-test and post-test surveys in the action research class so as to compare the changes in students’ learning attitudes and interests.Use the observation method to observe the behavior of students in the classroom to trace the dynamic changes of the students,and determine the interviewees.The interview method is applied for observing the students’ learning effect and confusion in three rounds of action research,which is conducive to teaching reflection and improvement.Finally,the existing problems,improvement measures and implementation effects of the three rounds of action research are systematically analyzed.The study found that UbD backward theory has a good effect in the teaching of high school English class,mainly as follows: first,the teaching objectives are clearer,and the teaching activities are operable;second,the student subject is more in place,and the meaning construction can be achieved;third,the awareness of evaluation is deeper,and cooperative exploration can be carried out;fourth,the metacognitive view is more effective,and the transfer of understanding can be generated.According to the implementation effect,five suggestions for the application of UbD backward theory in English teaching are put forward: first,teachers should create the overall situation of the unit based on the big idea.Second,teachers should focus on the individual differences of students and implement personalized teaching.Third,teachers need to change the timing of evaluation and configure evaluation tools scientifically.Fourth,teachers have to reorganize teaching resources to focus on student experience.Finally,teachers should change the role of teachers to highlight the value of education.