Application Of UbD Theory In Chemistry Unit Teaching In Junior High School

In July 2021,China implemented the "Double Reduction" policy,aiming to alleviate the burden of homework and extracurricular training on students in the compulsory education stage.In response to this national policy,teachers should shift their teaching concepts,effectively improve their teaching levels,and strive to enable students to consolidate their knowledge within class.Simultaneously,with continuous reforms in education,China’s talent cultivation needs are also changing.The old education model no longer fits the current society,and the need to enhance students’ ability to transfer,transform,and apply knowledge is imminent.Therefore,it is necessary to find a teaching model that can promote student understanding.Originating from the American Understanding by Design(UbD)model,the UbD model is a teaching design model aimed at promoting student understanding.It begins with clear learning outcomes,focuses on assessment in the design,and selects a rich and diverse range of teaching materials to support the teaching process,thereby promoting student development.The UbD model is a teaching design model led by "big concepts",advocating for the integration of scattered,trivial knowledge into structured content.This requires the reintegration of traditional dispersed knowledge into more coherent units for teaching.The "Chemistry Curriculum Standards for the Compulsory Education Stage(2022 Edition)" also clearly indicates the importance of unit teaching led by big concepts in the chemistry curriculum,suggesting that curriculum objectives that conform to student development should be formulated and evaluations conducive to student development should be conducted.Hence,the current educational requirements in China align closely with the design thinking of the UbD theory.Therefore,this study,based on the UbD theory,determines unit objectives,assessment methods,and designs teaching activities.The main content of this study includes: Part One: By reviewing books and literature,this study summarizes the current domestic and foreign research status on the UbD model and unit teaching;it introduces the purpose,significance,thought process,and methods of this research.Part Two: This section elaborates on the theoretical foundations needed for this research,such as "Situated Learning Theory","Systems Theory",and "UbD Theory";it also defines concepts involved in this research like "UbD Theory" and "Unit Teaching".Part Three: To understand the interest and proficiency of teachers and students in ninth-grade chemistry courses and chemical terminologies,the teachers’ teaching habits,and their understanding and attitude towards this model,surveys are distributed to all ninth-grade students in the practice school,and interviews are conducted with the teachers.The collected materials provide support for this research.Part Four and Five: After obtaining the survey results,an overview of chemistry teaching design based on the UbD model is presented.This includes a detailed description of the steps in chemistry teaching design based on the UbD model.According to the students’ learning conditions and the arrangement of teaching progress,a detailed design of the review course on ninth-grade chemistry terminology is made in conjunction with the design template.Part Six:After teaching experimental and control classes separately,the feasibility of the UbD theory in junior high school chemistry courses is verified through the completion of performance tasks in the course,student test scores,surveys of experimental class students after the lesson,and interviews with teachers.The research conclusion of this study is obtained.Finally,based on the conclusions of this study and reflecting on its shortcomings,suggestions and prospects for the application of UbD theory combined with unit teaching in junior high school chemistry are put forward.The results of this study indicate that the combination of UbD theory and unit teaching has achieved good teaching effects for both teachers and students.For students,this model can effectively enhance their interest in learning chemistry,enabling them to learn knowledge from a more holistic perspective,and it is beneficial for students to improve their understanding and transferability of knowledge.They can also apply the chemistry knowledge they have learned in contexts outside the textbook,integrating chemistry into their lives.For teachers,it provides a systematic and feasible design scheme,enriches teaching methods,greatly enhances teachers’ sense of achievement and happiness in teaching,and promotes the development of teachers’ professional level.It is expected to provide a certain thought process and direction for future research and also provide some reference for frontline ninth-grade chemistry teachers.