基于UbD理论的高中化学分层教学设计研究——以北京十一学校为例  

High School Chemistry Stratified Teaching Design Based on UbD Theory——Taking Beijing National Day School for Example

作　　者：余彩芳[1] YU Caifang(Beijing National Day School, Beijing 100039, China)

机构地区：[1]北京十一学校,北京100039

出　　处：《教育参考》2018年第2期12-18,共7页Education Approach

基　　金：中国教育学会十三五规划重点课题"基于学生不同发展需求的中学化学分层课程建设研究"(课题编号1601060855C)研究成果之一

摘　　要：分层教学通常让人想到的是为不同层级的学生提供不同难度的学习内容,具有很大局限性。UbD理论,可以让我们理解不同维度的划分,来实现相同学习内容下的分层教学。这是把学生能力水平、优势特点等各方面组合起来的更有针对性的分层教学,是从原有的内容主导的分层方式转向为学生学习能力和思维能力的分层教学,是一种学习内涵上的能力分层,是一种更科学、更精准的分层教学,更是一种在教学多个环节均可实现标准化的分层教学。结合教学实践,给这种全新的分层教学思路提供了一些可参照的样例,为读者提供新的教学启示。When it comes to stratified teaching, it often refers to providing different learning contents to students at different levels, which has its own limitations. According to the theory of ＂Understanding by Design＂ （UbD）, we can realize the stratified teaching of the same learning content by means of the classification of different understanding dimensions. Combining students＇ ability, learning advantages, and being more targeted, it is changing from the original content-based stratification approach to a learning and thinking ability-focused one. It is a more scientific and accurate approach and can be standardized on various teaching steps. Based on teaching practice, this article provides some referential examples of this new teaching ideal and provides readers with teaching enlightenment.

关 键 词：分层教学 UbD理论 化学教学 教学设计 

分 类 号：G633.8[文化科学—教育学]