Research On Design Of High School Chemistry Large Unit Teaching Based On UbD Theory

The General High School Chemistry Curriculum Standards(2017 Edition)proposes the development of core literacy in chemistry as the central theme and constructing a high school chemistry curriculum objective system that comprehensively develops students’ core literacy in chemistry.It puts forward higher requirements for high school chemistry teaching.The traditional teaching model can no longer meet the current teaching needs,and more and more educators are exploring new teaching strategies.The UbD(Understanding by Design)theory advocates taking learning objectives as the starting point and emphasizes that teaching assessment precedes teaching activities,aiming to promote students’ understanding of what they have learned and enhance their knowledge transfer ability.The author considers the combination of UbD theory and large units in high school chemistry instructional design to help students solve learning problems and improve the current situation of chemistry teaching and conducts a study on UbD theory.First of all,by searching the literature and reading monographs,I decided to use UbD theory to guide the teaching design of large units in high school chemistry."The study will also clarify the background of the study,the current situation of the study,the content and significance of the study,the research methods and ideas,and elaborate the basic concepts and theoretical foundations involved.as the theoretical foundation of this study.Secondly,conducting a preliminary survey to analyze the feasibility and necessity of UbD theory,on the one hand,questionnaires were distributed to high school students to understand the current situation of students’ chemistry learning.On the other hand,direct interviews were conducted with front-line chemistry teachers to understand the current status of chemistry teachers’ instructional design,and finally,the results of the survey were statistically and analytically analyzed,and it can be tentatively determined that this study has some exploratory significance in promoting high school students learning,understanding,transferring and applying chemistry knowledge.Again,based on the above,the principles of systematicity,scientificity and integration of "teaching,learning and assessment" were chosen as the guiding principles,an operational procedure for constructing a large unit instructional design based on UbD theory,we selected "hydrocarbons" as the subject matter of the instructional design,and organized the knowledge of organic compounds in high school chemistry concerning the framework of the large unit,and carried out the instructional design strictly according to the procedure.Finally,a class from the internship school was selected to conduct a teaching activity on the theme of "alkanes".Before the teaching activity,a diagnostic test was given to understand the cognitive barriers of students in learning the introductory organic chemistry module.To test the effectiveness and feasibility of the teaching design strategy,a questionnaire was distributed after the teaching activity to analyze the students’ learning effects.The results found that the instructional design strategy helped to promote positive changes in students’ interest in the subject and learning outcomes and was conducive to further understanding,transfer and application of chemical knowledge.In summary,the design of large units based on UbD theory has positive significance in the reform of high school chemistry,which is conducive to promoting students’ deep understanding of the learning process,effectively implementing the integrated teaching system of "teaching,learning,and assessment" and improving the teaching status of introductory organic chemistry in high school.On the other hand,this strategy demands teachers’ comprehensive teaching ability and provides some reference for the teaching design of other units.