杭 州 师 范 大 学

本科生毕业设计（论文）外文文献翻译

设计理解

——创建高质量单元的指南

原文作者 Grant Wiggins，Jay McTighe

美国著名课程与教学理论专家杰伊·麦克泰(Jay Mc Tighe)和格兰特·威金斯(Grant Wiggins)共同撰写的《设计理解——创建高质量单元的指南》，本文共139页，这里选取与论文相关的第四章的一部分——开发一个初始单元草图，对其进行翻译。

摘要：本章主要的目的是用逆向设计的三个阶段勾勒出最初的单元设计，专注于期望的学习，而不是内容简单的覆盖或教学。希望能够帮助单元设计者理解到：在这三个阶段绘制一个单元草图，可以让设计者快速体验到逆向设计的逻辑及其力量以及逆向设计模板能够使设计者有效地进行单元组合，这是所有高质量单元设计的关键。

关键词：教育的目的； 逆向设计； UbD思想；单元教学

进行最终单元测试不能简单地说：“我希望我的学生学习分数”或“我希望他们了解罗密欧与朱丽叶”，这些陈述只是重申了将要教的内容，而不是学生应该从过程中特别学到的知识以及在这两个“我希望”的陈述中，没有任何内容说明我们要在该单元的学习中看到学生什么样的表现。两位老师之间的以下虚构对话将使这一关键思想更加鲜明，即从“学习，而不仅仅是教书”中进行逆向设计。

您的学习目标是什么？学习关于宪法和政府的三个部门。

该学习的预期结果是什么？我想让学生理解宪法和政府的三个部门。

不，你只是重复了这个话题，关于这些主题的理想取向是什么？了解政府的三个部门及其不同职能。

我猜我还不够清楚。学习了宪法并了解了政府的三个分支之后，学生将来理解并能够做些什么？我不清楚你的问题。

他们至少应该了解有关《宪法》规定的所有关键事实，但这真的是您唯一的目标吗？请问您讲这些事实的理由是什么？他们掌握了这些关键事实后应该留下什么？利用这些事实，他们现在应该在生活中能够看到和做什么？嗯，我想我不确定当您这样说时该怎么回答。您不希望我只列出关于这三个分支的更具体的“内容”，是吗？

不。我要问一个有关您的教学效果的问题。如果他们确实了解此内容，那么他们会看到和做些什么？教授该内容有什么意义？哦，现在我明白了。好的，这是怎么回事，我想让学生了解我们的政府是有组织的，因此没有一个组织会拥有过多的权力，因为存在权力腐败的趋势。只有存在不断的制约作用，分支机构才能不断地在受限的权力之上保持力量。我希望他们认识到，很早以前成立政府的方式对我们都很重要。例如，我希望他们了解为什么会有根据最高法院裁决做出的国会行动，或者为什么总统可能否决立法提案，或者为什么两个主要政党不同意如何使用这些权力。

嗯，现在已经很清楚了，目标明确！那就是我要的。那就是您必须从寻求的理解中进行逆向设计，而不仅仅是事实。你看得到差别吗？换句话说，学习课程的目标仅仅是“学习内容”是不正确的。内容实际上是学习者获得一些重要的知识性新知识和能力的手段，其中，内容是有意义和有益的。

我们需要养成习惯：从学习者的思维和行动的变化中逆向思考。我们经常只考虑要学习的内容和活动的短期目标，以至于有时我们很难考虑几个简单的问题：为什么我们首先要教它？该教学的长期和最低目标是什么，足以证明首先进行教学是合理的？通过活动和内容，学习者应该完成什么并且将来能够完成？下面的目标可以帮助您更轻松地从理解和迁移的角度来制定与内容相关的目标：如果这是知识，那么您希望学生了解什么？如果这是技能，那么哪些理解将使学生能够更明智地应用它？

用这种方式思考需要做的不仅仅是识别和教授有价值的内容。UbD的中心前提是掌握内容目标列表并不是任何单元的长期期望结果，尽管这可能是该单元中一些课程的目标。如果您想让学生掌握一两个技能，为什么呢？如果您希望他们学习一些单词，日期或其他事实，那为什么呢？换句话说，学习特定的技能或知识可以帮助您实现哪些有价值的长期和现实的构想和成就？那些需要内容知识和技能的长期而复杂的想法和成就才是教学的底线。以技能为中心的预期结果这是另一场有关技能相关目标的对话：那么，您的目的是什么？学习这项技能的预期结果是什么？重点是什么？

在图形数据上，他们可以绘制数据图。不，这是一种技能。有什么意义，让他们学习这种技能的目标是什么？你什么意思？如果该单元专注于一项技能，那么该技能的目的是什么？为什么要学习？该技能以及与之相关的其他技能使您能够自己做真正重要的事情？什么样的转移任务需要这种技能？哦，我知道我的目标是帮助学习者了解不同的视觉显示如何帮助人们理解潜在的令人困惑的数字并观察可能不明显的模式。我还希望他们了解某些类型的表达对于某些类型的数据和用途会更好。我希望学生不仅能够解释数据表达，还能够熟练地为不同情况创建合适的表达。再次，请注意逆向设计方法的内在思维：通过阐明对视觉展示的重要理解和能力，教师可以更好地计划教和评估它们。可能尚未完全清楚但非常重要的是，有关目的的新答案将分别显着影响阶段2和阶段3评估和教授内容的方式。长期理解目标如何影响内容获取的短期教学和评估长期理解目标将影响您处理短期知识和技能获取目标的方式。最明显的含义是，由于是死记硬背而不是长期目标，仅对短期记忆进行教学和测试是不足以实现理解的。让我们考虑对驾驶员的教育（模块B中使用的示例以帮助您更好地了解模板和UbD），以了解对技能和知识的短期工作始终如何通过对长期含义和转移目标的认识而得到显着塑造教它。驾驶课程必须从学生在实际道路上胜任驾驶的能力逆向设计。实际的绩效目标不仅会影响非常有限的学习时间的使用，还会影响学习方法。如果目标仅仅是通过书面考试来获得许可证，那么仅教师讲课，看书和测验才有意义。但是任务是将新手变成一个足够的自律和周到的驾驶员——在实际可用的时间上拥有知识，技能和实际表现优秀的驾驶员。

以下两个提示性问题可能有助于进一步阐明教学技能的更大目标。如果这是技能，那么什么理解将可以有效地使用它和其他相关技能？如果这是技能，那么哪些任务或情况需要有效使用此技能和相关技能？最后，这种学习将使我实现重要的事情是什么？阐明单位的目的可能有很多问题：单元的目的是什么？为什么这个单元值得教？为什么这个内容很重要？

外文文献出处：http://www.cnki.com.cn/(知网)

附外文文献原文

Take final unit test

So, you cant simply say, 'I want my students to learn fractions' or 'I want them to understand Romeo and Juliet. Those statements just restate the content that will be taught not what students should have specifically learned from the encounter and be able to do with the content in the future. Nothing in those two I “want' statements says what we need to see in student performance as a result of the unit.

The following imaginary conversation between two teachers should sharpen this key idea of designing backward from ' learnings, not mere teachings.

Whats your unit about?

Its about the Constitution and the three branches of government.

What are the desired results of the unit?

I want students to understand the Constitution and the three branches of government.

No, you just repeated the topic. What are the desired leanings about the topics?

Understanding the three branches of government and their different functions.

I am not being clear enough, I guess. Thatrsquo;s the same answer-the topic. having studied the Constitution and learned about the three branches of government, what will students come away having understood and able to do in the future?

I am unclear on your question. They should at least know all the key facts about what the Constitution says.

But is that really your only goal? Whats the point, your reason for teaching these facts? What should they leave having grasped about those key facts? What should they now be able to see and do in their lives using such facts?

Hmm, I guess I am not sure what to answer when you put it that way. You don t want me to just list more specific 'content' about the three branches, do you?

No. I am asking a question about the effect of your teaching. If they really did understand this content, what would they then see and do differently? Whats the point of teaching that content?

Oh, now I see what you want. OK, how about this: I want students to understand that our government is organized so that no single group will have too much power, because there is a tendency for power to corrupt.

Great. Why does that understanding matter？

Well, as a result, there is a constant push and pull, where the branches constantly spar over restricted power. I want

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杭 州 师 范 大 学

本科生毕业设计（论文）外文文献翻译原文

设计理解

——创建高质量单元的指南

原文作者 Grant Wiggins，Jay McTighe

文献原文

Take final unit test

So, you cant simply say, 'I want my students to learn fractions' or 'I want them to understand Romeo and Juliet. Those statements just restate the content that will be taught not what students should have specifically learned from the encounter and be able to do with the content in the future. Nothing in those two I “want' statements says what we need to see in student performance as a result of the unit.

The following imaginary conversation between two teachers should sharpen this key idea of designing backward from ' learnings, not mere teachings.

Whats your unit about?

Its about the Constitution and the three branches of government.

What are the desired results of the unit?

I want students to understand the Constitution and the three branches of government.

No, you just repeated the topic. What are the desired leanings about the topics?

Understanding the three branches of government and their different functions.

I am not being clear enough, I guess. Thatrsquo;s the same answer-the topic. having studied the Constitution and learned about the three branches of government, what will students come away having understood and able to do in the future?

I am unclear on your question. They should at least know all the key facts about what the Constitution says.

But is that really your only goal? Whats the point, your reason for teaching these facts? What should they leave having grasped about those key facts? What should they now be able to see and do in their lives using such facts?

Hmm, I guess I am not sure what to answer when you put it that way. You don t want me to just list more specific 'content' about the three branches, do you?

No. I am asking a question about the effect of your teaching. If they really did understand this content, what would they then see and do differently? Whats the point of teaching that content?

Oh, now I see what you want. OK, how about this: I want students to understand that our government is organized so that no single group will have too much power, because there is a tendency for power to corrupt.

Great. Why does that understanding matter？

Well, as a result, there is a constant push and pull, where the branches constantly spar over restricted power. I want them to recognize that the way the government was set up long ago matters to us today-every day. For example, I want them to understand why there are congressional actions based on Supreme Court decisions, or why a president might veto proposed legislation, or why the two major parties disagree about how those powers are used.

Ah, now thats a clear understanding - focused goal! Thats what I was asking for. Thats what you have to design backward from-the understanding sought, not just the facts.

Do you see the difference? You want to design backward from these particular meaningful' take-aways, not simply from a list of content objectives. In other words, its not true that the goal of a course of study is merely to 'learn the content. The content is actually the means to some important intellectual end-new insight and ability in the learner in which content is meaningful and useful going forward.

Thinking backward from the changes in the learners thinking and action takes some getting used to. We are so accustomed to thinking about just the short-term goal of content to be learned and activities for doing so that we have difficulty sometimes considering a few simple questions: Why are we teaching it in the first place? What are the long-term and bottom-line outcomes from the teaching that justify teaching it in the first place? What should the learner have accomplished, and be able to accomplish in the future, as a result of the activity and the content?

The stems below can help you more easily frame your content-related goals in terms of understanding and transfer：

If thatrsquo;s the knowledge, what do you want students to understand about it?

If thats the skill, what understanding(s) will enable students to more

wisely apply it？

Thinking in this way requires you to do more than identify and teach worthy content. A central premise of UbD is that mastering a list of content objectives is not really the long- term desired result of any unit(though it may be the objective of a few lessons in the unit). If you want students to master a skill or two, why? If you want them to learn some words, dates, or other facts, why In other words, what worthy long-term and real-world ideas and accomplishments does learning that particular skill or knowledge help you achieve? Its those longer-term and complex ideas and accomplishments requiring content knowledge and skill that are the bottom-line aims of teaching.

Skill-Focused Desired Results

Here is another conversation, this time about skill-related goals:

So, whats your unit

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