Design And Application Of Problem-based Teaching In Senior One Chemistry Based On UbD Theory Practical Research

Against the backdrop of rapid social development,cultivating high-level talents that meet the development needs of the new era has become a focus of attention in China.Deepening education reform is an important measure to improve the quality of talent cultivation,and the reform of curriculum and teaching is undergoing a value transformation centered on literacy.In the 2017 edition of the General High School Chemistry Curriculum Standards,it was mentioned that "emphasis should be placed on the core concept of the subject,structuring the course content,and promoting the implementation of the core competencies of the subject." This has attracted people’s attention to the concept,and how to use the concept in practical teaching to concretize literacy has become a hot research topic.The Ub D theory focuses on cultivating students’ understanding based learning,advocating for teaching concepts such as understanding first and big concepts to be consistent with the requirements of literacy oriented curriculum reform.The abstract and complex concept can be applied to single class classroom teaching through problem-based teaching.Therefore,the discussion of problem-based teaching based on Ub D theory is also conducive to the implementation of core competencies in the subject,and has certain research significance.This article adopts a literature analysis method to systematically sort out relevant literature on Ub D theory and problem-based teaching,and summarizes its research progress and hot issues.It also defines the connotations of Ub D theory and problem-based teaching;Based on Transfer of learning theory,Meaningful learning theory,constructivist learning theory and the prototype of Ub D theory,this research constructs a problem-based teaching process based on Ub D theory from the perspective of big concept.This design process integrates the three stages of Ub D theory,uses the "end to start" design thinking to strengthen understanding,takes the big concept as the command,constructs a big concept unit structure map,and implements classroom teaching with the basic problem chain linked together,Assist students in constructing structured and systematic knowledge to gain a holistic understanding of the unit.Through experimental research on the effectiveness of the design process: guided by the design process,the teaching plan for the "ion reaction" unit was designed.The experimental research method was used for teaching implementation,and the survey questionnaire,experimental class,and control class test scores and performance tasks were analyzed.The research results showed that teaching under the design process can promote the development of understanding,help students understand the major concepts of the subject,and inspire students’ thinking,Mobilize students’ interest in learning and classroom participation,and enhance their core chemical literacy.Research has shown that the problem-based teaching design process based on Ub D theory constructed in this article from the perspective of big concepts can help students understand learning,provide implementation paths for effective implementation of core competencies in classroom teaching,and provide practical experience for teachers to implement big concepts in single class teaching classrooms.As the current research is still in the preliminary exploration stage,the problem-based design process based on Ub D theory constructed by the author still needs to go through long-term practice and continuous improvement during the argumentation process.