《义务教育体育与健康课程标准(2022年版）》明确提出体育学科的核心素 养目标，强调“教—学—评”一体化。格兰特·威金斯和杰伊·麦克泰格提出 最好的设计应该是“以终为始” ①，UbD理论逆向教学设计作为一种新兴的教学 理论，强调单元教学的一体化，以“学”定“教”的逆向教学理念，逆向教学 设计的三个阶段为：确认预期结果、确定真实评估证据与设计教学活动，促进 学生知识的迁移和应用。设计者在开始的时候就要详细阐明预期结果，即学习 优先次序，以及根据学习目标要求或暗含的表现性行为来设计课程。 ②将评价贯 穿于教学活动始终，教师通过反馈及时了解学生学习情况，动态地修改和调整 教学活动和教学计划，学生通过自我反馈等形式加深对所学内容的理解，达到 知识迁移的目的，最终促进学生体育学习兴趣、体育运动动机和足球技术的提高。

        本文以双流棠湖中学高一学生为实验对象，实验组运用UbD理论逆向教学 进行教学设计和实验研究，对照组运用传统教学设计进行教学，采用文献法、 问卷调查法、数理统计法，搜集相关文献资料，对UbD逆向教学在教学中的运用现状进行分析，为将UbD逆向教学运用于在体育学科探索可行路径。研究结果如下：（1）体育学习兴趣：实验后与实验前相比，实验组体育学习兴趣存在显著性差异（P＜0.05），其中运动积极态度，运动消极态度，运动参与程度，对运动的关注四项指标均存在非常显著性差异（p＜0.01），自主探究与学习存在显著性差异（p=0.01＜0.05）;对照组体育学习兴趣在积极态度、消极态度和对足球的关注方面三项指标上存在显著显著性差异（P＜0.05），在运动参与程度和自主探究与学习两项指标上不存在显著性差异（P＞0.05）;实验组与对照组体育学习兴趣各项指标测试结果存在显著性差异（P＜0.05），且实验组各项指标结果皆好于对照组。（2）体育运动动机：实验后与实验前相比，实验组的运动动机存在非常显著的差异（p＜0.01），对照组的运动动机不存在显著性变化（p＞0.05）；（3）足球技术：实验后与实验前相比，实验组在足球颠球技术 、20米绕杆运球技术和运球射门技术三个方面，均有非常显著性差异（p＜0.01 ），比赛能力存在显著差异（p＜0.05），对照组在20米绕杆运球技术方面具有非常显著性差异（p＜0.01）；颠球技术、运球射门和比赛能力三个方面存在显著性差异（P＜0.05），且实验组的四项技术测试结果都要显著好于对照组。

研究结论：

（1）在足球技术方面，与传统教学模式相比，UbD理论逆向教学模式效果 更好。UbD理论逆向教学模式下学生对足球运动的理解更为深刻，通过对足球技术的真正理解促进知识技能的迁移，这是足球技术水平提高的关键。（2）通过运用UbD理论逆向教学模式，学生的运动参与和自主与探究能力显著提高，能够培养学生自主进行体育学习和运动的能力，促进学生自主参与 运动和主动学习，最终达到知识的理解和迁移的目的。 （3）UbD理论逆向教学模式下，学生真正成为学习和思考的主体，多种反 馈形式促进师生互动，提高了学生的学习动机，由此对运动兴趣的激发产生积极效果。

The Standard for Physical Education and Health Curriculum for Compulsory Education (2022 Edition) clearly sets out the core qualification objectives of the physical education discipline and emphasizes the integration of "teaching-learning- assessment". Grant Wiggins and Jay McTeague proposed that the best design should be "beginning with the end", and UbD reverse instructional design, as an innovative teaching theory, emphasizes the integration of unit teaching and the concept of "learning" to "teaching", and the three phases of UbD: confirming the expected outcomes, identifying evidence for authentic assessment, and designing teaching and learning activities to facilitate the transfer and application of students' knowledge. Designers begin by articulating in detail the expected outcomes, i.e. learning priorities, and designing lessons based on learning objectives that require or imply expressive behaviors. Evaluation is carried out throughout the teaching activities. Teachers learn
about students' learning through feedback in a timely manner, dynamically modify and adjust teaching activities and teaching plans, and students deepen their understanding of what they have learnt through self-feedback and other forms of deepening to achieve the purpose of knowledge transfer, which ultimately promotes students' interest in sports, motivation for sports and the improvement of football skills.In this essay, the first year students of Shuangliu Tanghu Junior High School were taken as the experimental targets, and the experimental group used the UbD theory of reverse teaching to implement the pedagogical design and experimental
research, the experimental group uses the UbD theory of reverse teaching to carry out teaching design and experimental research, and The control group was taught using traditional instructional design, and documentary, questionnaire, and quantitative and statistical methods were used to collect relevant documentation, and analyses the status quo of the use of the UbD reverse teaching in teaching and explores feasible paths for the use of the UbD reverse teaching in the discipline of physical education. The results of the study are as follows. The results of the study are as follows: (1) Interest in Sports Learning: there was a remarkable difference in the experimental
group's interested in sports as compared to the pre-experimental group after the experiment. (p < 0.05), of which there is a highly significant difference in the four indicators of positive attitude towards sports, negative attitude towards sports, sports participation, and concern for sports (p < 0.01), and there is a significant difference in independent inquiry and learning (p = 0.01 < 0.05); the control group's positive interest in positive attitude, negative attitude towards sports, sports participation, and concern for sports (p < 0.01). The positive interest of the control group has significant differences in positive attitude, negative attitude and concern for football (p < 0.05), and there is no significant difference in the degree of sports participation and independent inquiry and learning (p > 0.05); there is a significant difference between the experimental group and the control group in the results of sports interest indexes (p < 0.05), and the results of the experimental group are better than the control group in each index. The experimental group was better than the control group in all indexes. (2) Motivation to exercise: there was a highly significant difference in the motivation to exercise in the experimental group after the experiment compared to the pre- experiment (p < 0.01), and there was no significant change in the motivation to exercise in the control group (p > 0.05); (3) Football skills: after the experiment compared with the pre-experiment, the laboratory group had a very significant difference (p < 0.01) in the three dimensions of football bouncing skills, 20-metre dribbling skills around the pole, dribbling skills, and dribbling and shooting skills (p <0.01), and the ability to play the game are all significantly improved (p < 0.01). 0.01), and there was a significant difference in match ability (p < 0.05), and the 20-metre dribbling technique around the pole of the control group students also improved very significantly (p < 0.01); there was a significant difference in bobble technique, dribble shot and match ability (p < 0.05), and the results of the experimental group's four technical tests were significantly better than those of the control group.

Research conclusions:

(1) In terms of football skills, compared with the traditional teaching mode, the UbD theory of reverse teaching mode has a better effect. the UbD theory of reverse teaching mode students have a deeper understanding of football, through the real comprehension of football skills to enhance the transmission of knowledge and skills, which is the key to improve the level of football skills. (2) The use of UbD theory reverse teaching method significantly improves the students' sports participation and autonomous and exploratory ability, which can foster the students' ability to autonomously carry out sports learning and sports, promote students' participation in sports and active learning, and ultimately achieve
the purpose of knowledge understanding and transfer. (3) Under the reverse teaching mode of UbD theory, students really become the
main body of learning and thinking, and a variety of feedback forms promote teacher- student interaction, which stimulates students' motivation to learn, and enables them to have a strong interest in football.