基于UbD理论的小学科学六年级“能量”单元教学设计研究
Research on the Teaching Design of the Energy Unit for Sixth-Grade Elementary Science Based on the Understanding by Design (UbD) Framework

“能量”单元涵盖的内容与日常生活息息相关，但抽象程度较高，学生在学习该内容时容易受到错误概念的影响，难以真正掌握和理解。UbD理论围绕大概念架构学习内容，对促进学生的深度理解和知识迁移具有重要意义。为了学生能够更好地理解、应用和迁移与能量相关的知识，基于UbD理论，从课程标准提出的建议和目标要求出发，对教科版小学科学六年级上册“能量”单元进行教学设计，并总结得出应用UbD理论进行单元教学设计的启示。
The “Energy” unit encompasses content closely related to daily life, yet its abstract nature often leads students to struggle with misconceptions, making it challenging for them to truly grasp and understand the concepts. The Understanding by Design (UbD) framework organizes learning around big ideas, which is instrumental in promoting students’ deep understanding and knowledge transfer. To enable students to better comprehend, apply, and transfer knowledge related to energy, this study designs a teaching plan for the “Energy” unit in the sixth-grade science textbook (upper volume) published by the Education Science Press, based on the UbD framework. This design is informed by the curriculum standards’ recommendations and objectives. Finally, the study summarizes insights gained from applying the UbD framework to unit teaching design.