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UbD + PBL Integrated Model in Junior High School Geography Teaching: A Case Study on Rural Revitalization via Agri-Product Promotion

Author(s)

Congying Zeng

Affiliation(s)

Jianyang Middle School, Chengdu, Sichuan, China

Abstract

The UbD+PBL integrated model combines the strengths of UbD and PBL. It uses projects as teaching vehicles, guiding project implementation with preset outcomes and assessment evidence. Integrating projects and evaluation throughout the teaching process, it ensures consistency between learning objectives, assessment evidence, and instructional design. This model enhances students' geographical literacy and practical abilities. Taking "Promoting Rural Revitalization through Agricultural Products" as an example, it demonstrates the teaching process of the UbD + PBL model, providing valuable insights for junior high school geography teaching from the perspective of core literacy.

Keywords

UbD; PBL; Local Cuisine; Natural Environment; Live Broadcast Sales

References

[1] Ministry of Education of the People's Republic of China. (2022). Compulsory Education Geography Curriculum Standards (2022 Edition). Beijing: Beijing Normal University Press. [2] Mo, Z. (2020). Experimental Exploration of Interdisciplinary Teaching of Art for the Fifth Grade under the UBD Teaching Theory. Changsha: Hunan Normal University. [3] Wang, C. (2018). Application of Project-Driven Teaching Model Based on Constructivist Theory in the "Airline Geography" Course. Modern Educational Science, (9), 62-66. [4] Wiggins, G., and McTighe, J. (2017). Designing for Understanding. Shanghai: East China Normal University Press. [5] Xia, X. (2021). Project-Based Learning Design: International and Local Practices from the Perspective of Learning Literacy. Beijing: Educational Science Publishing House.