Analysis of the Effectiveness of Teaching Design Corresponding to the “Understanding” Feature of Reverse Teaching under the OBE Concept—Taking Junior High School Music Appreciation Class as an Example

Abstract

With the integration of teaching theory information from China and abroad, diverse teaching models have gradually emerged in domestic music classrooms. Reverse teaching, guided by core literacy and extracting the “big concept” thread, is also a prominent manifestation of integrated teaching. Reverse teaching first establishes the expected outcome, then reverse-builds an evaluation system that matches the goal, and finally designs teaching activities that fit it. This paper mainly explores two specific convergence points: one is the commonality between the OBE concept and reverse teaching; The second is the correspondence between the six levels of the “understanding” feature of reverse teaching (explanation, clarification, application, insight, immersion, self-awareness) and the three steps of instructional design. Taking the junior high school music appreciation class as a case, and in combination with the requirements for the teaching quality of aesthetic education courses, verify the application value of reverse teaching in the junior high school music classroom.