Unit Instructional Design And Practice Research Of High School Geography Based On UBD Model

In recent years,with the deepening of curriculum reform,the state has put forward new requirements for talent training,and teaching has shifted from focusing on the teaching of students’ knowledge to the cultivation of students’ abilities,especially to develop students’ core literacy.The shift from imparting knowledge to cultivating literacy can be achieved through geographical unit teaching that forms knowledge structures,promotes knowledge transfer,and expresses core competencies.The UBD model(Understanding by Design)is a relatively mature unit teaching design model abroad,emphasizing the promotion of students’ true understanding of teaching content,forming knowledge connections,and designing teaching activities with expected learning results as the starting point,providing new ideas for front-line teachers in China to carry out unit teaching design.However,through the questionnaire distributed to front-line geography teachers,it can be seen that the current unit teaching faces problems such as design difficulties,insufficient class time,and lack of environment.The UBD model can make classroom teaching more structured and contextualized,and help unit teaching be better implemented.Based on this,under the background of the new curriculum reform,in order to understand how to apply the UBD model to teach in the teaching design of high school geography,this paper tries to sort out the teaching design process of high school geography units based on the UBD model to provide reference for front-line teachers.The main contents are as follows:First,the research background,research significance and research progress of high school geography unit teaching design based on UBD theory are expounded,and the concept of UBD mode and unit teaching design is described.Second,through the questionnaire,we will understand the current understanding of geography unit teaching in secondary schools and the difficulties they face in practice,understand the attitude of front-line teachers towards the application of UBD model to unit teaching,and explore its feasibility.Third,it sorts out the process of instructional design of high school geography units based on the UBD model,including determining expected outcomes,determining appropriate assessment evidence,and designing learning experiences and teaching.Fourth,according to the process of teaching design of high school geography unit based on UBD mode,the unit teaching design and lesson time design of the "land water and ocean current" chapter of high school geography in Xiangjiao edition were carried out,and the unit teaching practice was carried out,and the improvement effect of high school geography unit teaching design based on UBD model on students’ geography learning effect was analyzed through geography tests,student questionnaires,teacher interviews and other forms.Fifth,research conclusions should be drawn through practice.It is found that the teaching design of high school geography unit based on UBD model can help students clarify learning objectives,participate in classroom activities,understand learning content,and form knowledge structure.When teachers use the UBD model,they can deepen their understanding of teaching objectives,understand students’ learning through evaluation,adjust teaching progress in a timely manner,and play the role of teaching evaluation.