Teaching Practice Of Organic Chemistry In Senior High School Based On UbD Model

Understanding by Design(UbD),also known as ’reverse instructional design’,is a new model of instructional design that prioritizes assessment over classroom activities.It not only helps students to truly understand knowledge,but also has a significant impact on developing core literacy skills.It not only helps students to truly understand knowledge,but also has a significant effect on the development of students’ core literacy.With the development of the new curriculum reform,Chinese teaching model is gradually shifting towards promoting students’ deep learning and improving their understanding of knowledge.Therefore,the UbD model echoes the philosophy of our curriculum reform.Organic chemistry is a very important part of the content of Chinese high school chemistry system.Due to the wide variety and complex structure of organic substances and the diverse types and applications of organic reactions,organic chemistry content has become one of the difficult contents of high school chemistry.Thus,this study aims to apply the UbD teaching mode to the teaching of basic organic chemistry,which provides teachers with new teaching ideas on the one hand,and develops students’ ability to transfer and apply their knowledge on the other.The content of this study is divided into six main parts,as follows:The first part: The Introduction.Explaining the background of the study and identifies the purpose and significance of the paper,the content of the study,the research methods and the research ideas.The second part: Concept definition and theoretical basis.This part first defines the two concepts of UbD model and six dimensions of understanding,and then theoretically analyses the application of UbD model-based high school chemistry instructional design in secondary school chemistry from three perspectives: constructivist theory,multiple intelligence theory and mastery learning theory,providing theoretical support for the whole thesis.The third part: Current status of domestic and international research.Based on a review of relevant literature and books,the current status of domestic and international research focusing on the UbD model and the teaching of organic chemistry in high school is reviewed.The fourth part: Pre-survey and analysis of results.A questionnaire survey is conducted with senior students to understand students’ perceptions of the chemistry curriculum,the current situation and problems of students’ learning in chemistry,the status of students’ ability to learn chemistry,and the way students expect chemistry to be taught and assessed.Interviewing the senior chemistry teachers were conducted to find out about the current state of chemistry instructional design,and the understanding and application of UbD theory.The statistical results and analysis of the survey provide data support for the whole study.The fifth part: Theoretical constructs of teaching and learning in high school chemistry based on the UbD model.This part describes the principles of the UbD model applied to the design of high school chemistry instruction and the three-stage teaching steps based on the UbD model.The sixth part: Design and implementation of the UbD model for teaching organic chemistry in high school.This section presents the design and implementation of the UbD model for teaching organic chemistry in the first year of chemistry,using ethanol and acetic acid as examples.This is followed by an analysis of the effectiveness of the implementation in terms of student performance comparison,analysis of student self-assessment scales,completion of performance tasks and teacher interview feedback,and a reflection on the teaching practice.Finally the following conclusions are drawn based on this study:(1)The application of the UbD model helps to achieve the integration of "teaching,learning and assessment".(2)The application of the UbD model can improve students’ classroom performance.(3)The application of the UbD model helps to enhance students’ core literacy in chemistry.(4)The application of the UbD model transforms teachers’ conceptions of instructional design.At the same time,reflect on the shortcomings that exist in specific practices.Research on the design of teaching and learning in high school chemistry based on the UbD model is advancing with far-reaching implications,and the promotion of new teaching models should be a joint effort of teachers in the future.