随着校园足球运动的蓬勃发展，当前高校足球公共体育课的教学方法逐渐暴露出 其局限性，诸如教学手段单一、课堂练习乏味以及学生学习积极性不高等问题日益凸 显。本文积极响应教育部号召，致力于推动高校足球公共体育课教学改革，引进国外 先进的成果导向理论，以期优化足球课堂教学效果。该理论在多个实践项目中已展现 出其显著有效性，本文将深入开展相关研究，探索其在我国高校足球教学中的应用潜 力与价值。区别于传统足球课堂教学方法，本研究以成果导向理论(Outcome Based Education)为基石，以学生在结课时应当获得的学习成果为导向，以提高高校足球公 体课堂学习效果为研究目的，解决学生在足球课中“学到什么”和“能做什么”这两 个问题，颠覆以往的教学设计顺序，在足球公体课中主要针对足球技术动作采用反向 教学设计方案，将易错点作为教学切入点，增加学生对正确技术动作的感知觉次数， 减少错误动作的出现频次，使正确感知觉得到正强化，同时激发学生对足球学习的积 极态度和兴趣，探讨 OBE 理念下的教学方法对提高大学生足球技术、战术意识、身 体素质、学习态度和团队合作意识的课堂学习效果。本研究采用文献资料法、问卷调查法、实验法和数理统计等研究方法，以北京师 范大学珠海校区 2023 级足球公体课中的 46 名学生作为实验对象，分别选取一个运用 传统教学法的班级为对照组和一个运用成果导向理念下反向教学设计模式的实验组实 施教学实验，得出以下结果:（1)成果导向理念下的反向教学设计能显著提高足球公体课学生的学习态度， 结果显示实验组的认知维度、情感维度、行为维度均<0.05，而传统法下的对照组无 显著性变化。(2)成果导向理念下的反向教学设计能显著提高学生的足球基本技战术水平， 实验结果显示反向教学设计法和传统教学法都能提高学生的足球技战术，但相比较而 言，实验组在一分钟累计颠球、脚内侧踢球、头顶球和掷界外球四项指标上以及战术 意识上明显优于对照组，这表明反向教学设计有助于学生更好地掌握足球技战术。(3)成果导向理念下的反向教学设计能显著提高学生的合作意识水平，实验后 两组的合作意识指标水平都有提升，但实验组的效果更加显著。(4)成果导向理念下的反向教学设计能显著提高学生的身体素质，实验后结果 显示实验组学生的速度素质、耐力素质和柔韧素质均得到提高，但女生群体的耐力素 质进步不显著。综合学生学习态度的转变、足球技战术的提升、身体素质的增强几个维度的指 标来说，成果导向下的反向教学设计有效地提升了足球公体课堂的学习效果。因此， 在高校足球公体课中，可以尝试引入 OBE 理念，针对理论、实践知识设计反向教学 方案，提高课堂的教学效率，弥补传统教学法的不足。

With the vigorous development of campus soccer, the current teaching methods of college soccer public physical education classes have gradually exposed their limitations, such as a single teaching method, boring classroom exercises, and students' low motivation to learn and other problems are becoming more and more prominent. This paper actively responds to the call of the Ministry of Education and is committed to promoting the teaching reform of college soccer public physical education classes, introducing advanced foreign outcome-oriented theory in order to optimize the teaching effect of soccer classroom. The theory has shown its significant effectiveness in many practical projects, and this paper will carry out related research to explore its potential and value in the teaching of college soccer in China.Different from the traditional soccer classroom teaching methods, this study takes Outcome- based Education as the cornerstone, and focuses on the teaching of soccer.
Based Education (OBE) as the cornerstone, the study is oriented to the learning outcomes that students should obtain at the end of the class, and aims to improve the learning effect of the college soccer public classroom, solving the two problems of “what students learn” and “what they can do”, and subverting the previous teaching methods. To solve the two problems of “what students learn” and “what they can do” in the soccer class, we subvert the previous teaching design sequence, adopt the reverse teaching design scheme for the soccer technical movements in the soccer public sports class, use the error-prone points as the entry points for teaching, increase the number of students' perceptions of the correct technical movements, reduce the frequency of incorrect movements, so as to make the correct perceptions feel positively reinforced, and at the same time, stimulate the positive attitudes and interests of students in soccer learning. teaching method to improve the classroom learning effect of college students' soccer skills, tactical awareness, physical fitness, learning attitude and teamwork awareness.This study adopts the research methods of literature data method, questionnaire survey method, experimental method and mathematical statistics, and takes 46 students in the soccer public body class of grade 2023 in Zhuhai Campus of Beijing Normal University as the experimental subjects, and selects a class using the traditional teaching method as the control group and an experimental group using the reverse instructional design mode under the concept of outcome-oriented to implement the teaching experiments, and comes up with the following results:
(1) The reverse instructional design under the concept of outcome orientation can significantly improve the learning attitudes of students in soccer public sports classes, and the results show that the cognitive, affective, and behavioral dimensions of the experimental group are all <0.05, while there is no significant change in the control group under the traditional method.(2) The reverse instructional design under the concept of outcome orientation can significantly improve students' basic soccer skills and tactics. The experimental results show that both the reverse instructional design method and the traditional method can improve students' soccer skills and tactics, but in comparison, the experimental group is significantly better than the control group in the four indexes of one-minute cumulative ball overturning, kicking the ball with the inside of the foot, kicking the ball with the top of the head, and throwing the ball out of bounds as well as the tactical awareness, which shows that the reverse instructional design This indicates that the reverse teaching design helps students to better master soccer techniques and tactics.(3) The reverse teaching design under the concept of outcome-oriented significantly improves students' cooperative consciousness, and the cooperative consciousness indicators of both groups are improved after the experiment, but the effect of the experimental group is more significant.(4) The reverse teaching design under the concept of outcome orientation can significantly improve the physical quality of students, and the results after the experiment show that the speed quality, endurance quality and flexibility quality of the students in the experimental group have been improved, but the endurance quality of the female group has not progressed significantly.Comprehensively, the change of students' learning attitude, the improvement of soccer skills and tactics, and the enhancement of physical quality are several dimensions of the indicators, the results-oriented reverse teaching design effectively improves the learning effect of the public sports classroom of soccer. Therefore, in the college soccer public sports class, we can try to introduce the OBE concept, design the reverse teaching program for theoretical and practical knowledge, improve the teaching efficiency of the classroom, and make up for the shortcomings of traditional teaching methods.