追求理解的教学设计 (Understanding by Design，简称“UbD”)是一种以逆向设计为整体框架，追求核心概念理解的教学理论。通过实证研究发现，UbD教学设计在培养学生批判性思维和独立思考能力方面有十分积极的影响。同时通过对比实验研究，发现UbD在提升学生的学术成绩方面也有显著的效果。但经调查研究，UbD在被引入我国之后，教师在实际运用方面遇到许多困难。因此，本文期望通过设计一套教师培训，来为我国一线的教学工作者普及UbD的理念和使用技能，从而为UbD在我国教学实践的开展提供一点帮助。

通过国内外文献调研，在国外，部分国家已经开展全面的UbD实践，并且取得了积极的成效。我国也早在2001年就引入UbD理论并进行相关研究，但并未有相关的教师培训设计框架。本研究基于专业的教师培训理论，如连锁生效理论，教师专业发展连续性理论等，科学地设计了一套基于UbD的中学物理教师培训框架。

本文的教师培训设计同样以UbD逆向设计为整体框架，包含UbD核心大概念的介绍，逆向设计第一阶段设计的教学，逆向设计第二阶段的讲解以及逆向设计第三阶段的指导教学等四个步骤。在流程的基础上，为实现此教师培训的大规模应用，本研究还开发了提供给学员的支撑材料和详细的教学内容框架。   

开发过程中，本研究邀请物理教育研究者，对基于UbD的中学物理教师培训设计进行了全面审查，并根据专家意见进行了修改，生成最终包含教师培训详细流程与相关材料的基于UbD的中学物理教师培训设计。通过以上设计与修正过程，此设计可以对中学物理教师进行UbD核心概念以及相关技能的培训指导。

Understanding by Design (UbD) is a teaching theory that pursues core concept understanding with a backward design as the overall framework. Through empirical research, it has been found that UbD instructional design has a very positive impact on cultivating students' critical thinking and independent thinking skills. Meanwhile, through comparative experimental research, it has been found that UbD also has significant effects in improving students' academic performance. However, after investigation and research, it has been found that UbD has encountered many difficulties in practical application by teachers after being introduced into China. Therefore, this article hopes to design a set of teacher training to popularize the concept and use skills of UbD for front-line teaching workers in China, so as to provide some help for the development of UbD in teaching practice in China.

Through literature research at home and abroad, some countries have already carried out comprehensive UbD practices and achieved positive results. China also introduced the UbD theory and conducted related research as early as 2001, but there is no relevant teacher training design framework. Based on professional teacher training theories such as the chain effect theory and the continuity theory of teacher professional development, this study scientifically designs a set of UbD-based teacher training frameworks for middle school physics teachers.

The teacher training design in this article also uses UbD backward design as the overall framework, including the introduction of UbD core big concepts, the teaching design for the first stage of backward design, the explanation for the second stage of backward design, and the guidance for the third stage of backward design. On the basis of the process, in order to achieve large-scale application of this teacher training, this study also developed supporting materials and detailed teaching content framework for the participants

During the development process, this study invited physical education researchers to conduct a comprehensive review of the UbD-based middle school physics teacher training design, and made modifications based on expert opinions to generate a final UbD-based middle school physics teacher training design that includes detailed procedures and related materials for teacher training. Through the above design and revision process, this design can provide guidance for middle school physics teachers on training in UbD core concepts and related skills.