Reverse Teaching Design for Cultivating Students’ Life Concept Based on UbD Theory—Taking “Ecosystem” as an Example

生命观念是核心素养的标志和关键，以终为始的逆向教学设计模式，为帮助学生达成对概念的深入理解提供有效途径。本文采用逆向教学设计模式，以初中生物学“生态系统”章节为例，选取太湖生态系统作为主题情境，围绕生命观念形成的路径设计评估证据与学习活动，旨在充分发挥生物学课程的育人价值，促进学生知识内化与核心素养提升。Life concept is the symbol and key of the core literacy. The reverse teaching design mode, which starts with the end, provides an effective way to help students achieve an in-depth understanding of the concept. This paper uses the reverse teaching design model, taking the “ecosystem” chapter of junior high school biology as an example, selects the Taihu Lake ecosystem as the theme scenario, and designs the evaluation evidence and learning activities around the path of the formation of life concept, aiming to give full play to the educational value of biology courses, and promote the internalization of students’ knowledge and the improvement of core literacy.