在新课程改革浪潮的推动下，随着义务教育体育与健康新课标的正式出台， 初中教育教学的目标已悄然从传统的“三维目标”转向对学生体育学科“核心素 养”的培育。这一转变不仅体现了教育教学理念的更新，更对教学设计提出了新 的挑战与要求。《义务教育体育与健康课程标准（2022 年版）》明确指出实施大 单元教学，强调在进行大单元教学设计时需注重其课程的整体性与系统性 [1]。尽 管体育教育研究者们已经对大单元教学进行了较为深入的理论讨论和实践研究， 但是，很多一线的体育老师对于大单元教学设计的理解还不够透彻，大单元教学 设计的实施流程尚不清晰。因此，本研究聚焦于初中体能大单元的教学设计，深 入剖析其实际操作的流程与方法，并系统阐述大单元教学的根本目标、核心内容 以及实施途径，旨在为一线体育教师提供切实可行的参考，能够更好地理解和实 施大单元教学，从而进一步提升体育与健康课程的教学质量与效果。 本论文在理论总结和问卷调查的基础上，提出初中体能大单元教学，基于大 单元教学设计的理论依据，建构初中体能大单元教学设计流程，并检验其流程是 否行之有效，为今后中学体育教师体能教学探索实践方向。 论文采用文献资料法、问卷调查法、逻辑分析法、数理统计法，以体育学科 核心素养理论、大单元教学设计的格式塔心理学、布鲁纳结构主义教学理论、皮 亚杰建构主义理论、杜威经验主义理论作为理论工具展开研究。 通过本研究的理论探索与数据分析得出以下结论。（1）目前初中生对体能 练习缺乏一定的主动性和积极性，且大部分学生有一定的体能相关知识基础及运 动能力基础，但是还有很大的提升空间。同时，绝大多数教师认为在初中开展体 能课程具有教育价值以及必要性，具有一定的大单元教学设计的能力，也有较强 烈的意愿进行相关培训。（2）结合初中体能教学现状，围绕课程标准（2022 年 版）和体育学科核心素养的内涵、要求提出针对初中体能大单元教学设计的五大 设计原则——整体性原则、以学生为本原则、系统性原则、科学性原则和针对性 原则（3）初中体能大单元教学设计流程，包括体能大单元教学主题确定、教学 目标设置、教学内容选择、教学实施策略以及教学评价设计五大环节，并按照各 个部分的确定依据对体能大单元进行了设计，初步验证了设计原则和流程的合理 性和有效性，达到培养学生体育学科核心素养的目的。

Driven by the wave of the new curriculum reform, with the official introduction of the new standard of compulsory physical education and health, the goal of junior high school education and teaching has quietly shifted from the traditional "three-dimensional goals" to the cultivation of students' "core literacy" in physical education. This change not only reflects the renewal of the concept of education and teaching, but also puts forward new challenges and requirements for teaching design. The Physical Education and Health Curriculum Standards for Compulsory Education (2022 Edition) clearly indicates the implementation of large-unit teaching and emphasizes the need to focus on the holistic and systematic nature of the curriculum when designing large-unit teaching. Although physical education researchers have conducted more in-depth theoretical discussions and practical studies on large-unit teaching, many frontline physical education teachers do not have a thorough understanding of large-unit teaching design, and the implementation process of large-unit teaching design is not yet clear. Therefore, this study focuses on the teaching design of junior high school physical fitness large unit, analyzes in depth the process and methods of its actual operation, and systematically elaborates the fundamental objectives, core contents and implementation pathways of large-unit teaching, aiming at providing practical references for front-line physical education teachers, so that they can better understand and implement the large-unit teaching and thus further improve the quality and effect of the teaching of physical education and health courses. Based on the theoretical summary and questionnaire survey, this dissertation proposes the large-unit teaching of physical fitness in junior high school, constructs Abstract III the design process of large-unit teaching of physical fitness in junior high school based on the theoretical basis of large-unit teaching design, and examines whether the process is effective and efficient, so as to explore the direction of practice for the physical fitness teaching of secondary school physical education teachers in the future.The dissertation adopts literature research method, questionnaire survey method, logical analysis method, mathematical and statistical method, and takes the core literacy theory of physical education discipline, the Gestalt psychology of large-unit instructional design, Bruner's structuralist teaching theory, Piaget's constructivist theory, and Dewey's empiricism theory as the theoretical tools to carry out the research. Through the theoretical exploration and data of this study, the following conclusions are drawn: (1) At present, junior high school students lack certain initiative and enthusiasm for physical exercises, and most students have certain physical knowledge foundation and sports ability foundation, but there is still much room for improvement At the same time, the vast majority of teachers think that it is of educational value and necessity to carry out physical fitness courses in junior high schools. They have a certain ability of large-unit teaching design and have a strong willingness to carry out relevant training. (2) Combining with the current situation of physical fitness teaching in junior high school, this paper puts forward five design principles for junior high school physical fitness teaching design around the connotation requirements of curriculum (2022 edition) and core literacy of physical education discipline, namely, holistic principle, student-oriented principle, systematic principle, scientific principle and targeted principle. (3) The design process of junior high school physical fitness teaching design includes five links: determining teaching theme, setting teaching objectives, selecting teaching content, selecting teaching implementation strategy and teaching evaluation design. According to the determination basis of each part, the design principle and process are preliminarily verified In order to achieve the goal of cultivating students' core literacy of physical education.