Reverse Teaching Design Of Junior Middle School Physics Based On UbD Theory

Proper physics teaching design can help students better understand physics knowledge and promote efficient classroom teaching.China’s Physics Curriculum Standards for Compulsory Education(2011 Edition)emphasizes the importance of assessment reform,the integration of formative and summative assessment,and the concept of "consistency in teaching and assessment".Reverse instructional design is a kind of instructional design that aims to achieve students’ understanding of knowledge.The steps of its implementation include first determining teaching and learning objectives,then determining observable,assessable and measurable assessment bases based on the teaching objectives,designing teaching activities based on the content of the assessment bases,comparing students’ performance in and out of class with the assessment evidence,and finally determining whether the expected teaching objectives are achieved.Therefore,it is a new type of instructional design with assessment antecedents compared to traditional instructional design.In this thesis,we used many research methods,including documentary analysis,observation,and interview,and based on cognitivist learning theory,constructivist learning theory,goal classification theory,and comprehension education theory,we conducted a reverse instructional design for the chapter of "Mass and Density" in the eighth grade physics of Shanghai Science Edition.This thesis firstly explains the significance of studying and applying the inverse instructional design in teaching and the current research status.After that,the concepts of reverse instructional design,instructional design and Ub D theory are defined,and the theoretical foundations involved are sorted out.Secondly,this thesis takes Chapter 5 "Mass and Density" of junior high school physics of Huke edition as an example.Firstly,through the analysis of the textbook,the conceptual level of this chapter is determined,and four major concepts of the unit are identified to guide the teaching of this unit,and the specific knowledge that students need to master.After that,the curriculum standards were dismantled and the content standards were refined in terms of the core literacy requirements for the knowledge of the unit.In determining the assessment evidence,the assessment content was determined from the "six dimensions of understanding" and based on the requirements of the different dimensions,and the question "What knowledge do students need to understand? To what extent?" The content of the assessment is divided into the following categories: "What knowledge do students need to understand? It also introduces the WHERETO elements that should be considered when designing teaching activities.Again,under the guidance of the above-mentioned elements,the unit reverse instructional design and lesson design of the chapter "Mass and Density" were carried out according to the specific steps of each stage of the reverse instructional design.This included identifying what students needed to understand in the unit,the evidence to test students’ understanding,and the questions to help students understand the knowledge.After that,the lesson content was analyzed,and the teaching objectives,teaching priorities,teaching tools,and assessment evidence developed from the six aspects of understanding were determined for each lesson,and teaching activities reflecting students’ achievement of the assessment evidence were designed to observe students’ performance and test students in teaching,and to assess whether students have achieved the requirements of the assessment evidence as a basis for evaluating students,so as to achieve consistency in teaching,learning,and assessment.The consistency of teaching,learning,and assessment.During students’ learning,teachers observe students’ responses against the assessment evidence to determine whether students have understood the knowledge points.After students complete the unit,teachers assign appropriate performance tasks for students and collect lab reports to summarize and analyze students’ completion,which is used to determine how well the reverse teaching is implemented.After that,we interviewed the front-line teachers of secondary school physics to understand their knowledge and willingness to practice the reverse teaching design in pursuit of understanding,and analyzed and summarized the interview results.Finally,we summarized the advantages and shortcomings of the Ub D theory-based reverse instructional design in the actual implementation of secondary school physics teaching,and the prospect of future research on the combination of physics subject teaching and reverse instructional design.Through carrying out the above research activities,it is found that the reverse teaching design based on Ub D theory has the following obvious advantages: firstly,the reverse teaching design can help students clarify the direction of learning,improve students’ learning efficiency,and students can complete expressive tasks with non-unique answers well,which cultivates students’ ability to use knowledge to solve problems and transfer and apply physics knowledge.Secondly,the use of reverse teaching design makes teachers’ evaluation criteria for students more specific and observable,and the assessment of students at each stage is based on the assessment,which can better help teachers get timely feedback and help teachers pay attention to students’ absorption of knowledge,so as to better cultivate students’ core literacy in physics.