Research On The Application Of UbD Model In High School Physical Geography Teaching Desig

Under the background of the new curriculum reform,the teaching concept of focusing on cultivating students’ core literacy gradually penetrates into school teaching,promoting students’ knowledge understanding and transfer becomes the primary task of teaching in all subjects,and the new reform trend has strongly promoted the renewal and development of teaching design.The content of high school physical geography course is complex,abstract and logical,which has a high demand on students’ capacity of comprehensive and analytical thinking.From the feedback results at the front line of geography teaching,the traditional model of instruction has not yet achieved better results.Therefore,seeking instructional design models that promote students’ understanding is a necessary way to improve high school physical geography teaching.Through literature research and case study analysis,the concept,origin and characteristics of Ub D(Understanding by Design)instructional design model are summarized.The model is structured by "basic questions",focuses on expressive tasks and process evaluation,and is an instructional design model truly dedicated to students’ understanding.Therefore,this paper takes high school physical geography teaching as the carrier and Ub D teaching design model as the method.Firstly,on the basis of reviewing relevant literature and works,the theoretical origin,basic features and teaching steps of Ub D model are explained.Secondly,From the characteristics of Ub D mode,physical geography knowledge characteristics and application value of three aspects of the application of Ub D mode in high school physical geography teaching design is analyzed,and then the content of the textbooks of Geography 1 and the selective compulsory 1of Natural Geography is sorted out with the orientation of "basic problems",which provides a data base for the application of Ub D model;again,through questionnaires and interviews with students and teachers,we understand the current problems in high school natural geography learning,high school natural geography teaching design and teachers’ views and attitudes towards Ub D model,and summarize the existing problems and revelations,which provides a basis for better integration of Ub D model with physical geography teaching in senior high school.Finally,four principles of Ub D model were put in to use in physical geography teaching design were proposed,instructional devise and practice of typical cases were conducted,problems were identified,and implementation suggestions were made in three dimensions: before,during,and after class.The following conclusions were obtained.First,by studying the theoretical origins,basic features and core concepts of the Ub D model,we found that it is feasible for teaching physical geography,and based on this,we conducted a "basic questions"-based knowledge sorting of high school physical geography textbooks to provide a data base for the application of the model.Secondly,through questionnaires and interview surveys,we found that students have certain internal drive in learning physical geography,but lack understanding learning;teachers are limited by traditional teaching design thinking and lack the courage to innovate,but through interviews,it was found that teachers were positive about the concept and application value of Ub D mode,which has a good application prospect.Thirdly,combining the research and survey results,we proposed four principles for the application of Ub D model to the teaching design of high school physical geography,which are:(1)the principle of clearing the logical relationship of geographical knowledge led by objectives;(2)the principle of promoting the integration of "teaching,learning and assessment" guided by assessment;(3)the principle of structuring authentic and effective learning experiences with activities;and(4)the principle of optimizing teaching design by integrating geographical characteristics with understanding as the root.Fourthly,the contents that were difficult to understand were selected for the design and practice of teaching cases under Ub D model,and it is found that Ub D mode has good practical effect in teaching practice.Teachers should innovate and develop by integrating geographical characteristics on the basis of original theories,so as to cultivate students’ overall geographical perception and thinking ability.