%0 Journal Article
%T 理解先行，逆向设计——“大概念”视域下的教学设计新范式
Understanding First, Reverse Design—A New Paradigm of Instructional Design under the Perspective of “Big Concept”
%A 王冬梅
%J Advances in Education
%P 59-66
%@ 2160-7303
%D 2025
%I Hans Publishing
%R 10.12677/ae.2025.152208
%X 新课标理念下在教育教学上强调素养育人导向下的以培养学生学科核心素养为中心的活动型教学设计，深度教学、深度学习理念更是要求重视培养学生的深层理解、自主思考、高阶思维能力。大概念教学提出构建学科大概念网络框架代替以往的学科知识中心理念下的知识内容散乱、问题泛化的现实状况，从而实现课程内容结构化，素养落地真实化。通过阅读格兰特·威金斯、杰伊·麦克泰格合著的《追求理解的教学设计(第二版)》，认识学习到教学设计应以理解为核心，融合学科大概念进行逆向设计，从而实现学生深度学习，学科核心素养落地。
The concept of the new curriculum emphasizes the activity-based teaching design to cultivate students’ disciplinary core literacy under the guidance of literacy education, and the concepts of in-depth teaching and in-depth learning require that importance be attached to the cultivation of students’ deep understanding, independent thinking, and higher-order thinking ability. Big Concept Teaching proposes to build a network framework of big concepts in the discipline instead of the previous knowledge content under the concept of knowledge center of the discipline scattered, problem generalization of the real situation, so as to achieve the structuring of the curriculum content, literacy landing real. Through reading Grant Wiggins, Jay McTeigue co-authored “the pursuit of understanding of instructional design (second edition)”, recognize the learning that instructional design should be understanding as the core, the integration of the discipline of the big concepts of reverse design, so as to realize the depth of student learning, the discipline of the core literacy landing.
%K 逆向教学，
%K 大概念，
%K 教学设计
Reverse Teaching
%K Big Concepts
%K Instructional Design
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=106770