High School Physical Education Teaching Reflection Sample Essay 800 Words (Generic 5)
As a teacher who arrives at the post soon, one of our jobs is to teach in the classroom, and for the teaching skills we have learned, we can record them in our teaching reflections, how do we go about writing our teaching reflections? Here is my collection of high school physical education teaching reflection essay 800 words (general 5), welcome to share.
High School Sports Teaching Reflection 1
I. Activity Objectives:
1, to be able to play more than one stick, and learn the ability to cooperate with peers.
2, through the stick's multiple play, develop the ability of hand-eye coordination.
3, experience the fun of the game, feel the emotion of cooperation with peers.
Second, the activities of the preparation:
1, stick manpower, red, yellow, green hula hoop each 4, 6 balance beams, 3 boxes.
2, 3 hurdles, 3 arches, big ball, small ball each 10 (labeled with red, yellow, green band).
3. Music.
3. Activity process:
1, follow the music to do stick exercise. "Today, the monkey mother gave you a magic wand to do exercise, please feel free to get it, and then come to the monkey mother."
2. Ask children to play freely. "Move your monkey head, two good friends to see how the magic wand can be played.
3. Summarize the children's various ways of playing, praise the children for coming up with ways to play, and also let everyone try. Jumping bamboo poles, building caves, carrying palanquins and so on.
4, the game A: "Yesterday, the monkey mother bought a lot of watermelon, and now I want to ask you to take the watermelon to the warehouse, are you willing to help me?"
"Willing."
"Now mommy monkey gives you a small watermelon, can one person move it? (Yes, you can.) Now jump on the bamboo poles in the way you have figured out to carry them to the warehouse."
Setting up obstacles: do it in three groups, the one with the red ball stands at the beginning of the red line, and so on. Walk through the small wooden bar (four magic wands) - stone path (four hula hoops) - large wooden bar (a balance beam) - cave (arch) - warehouse (box)
5, the game is carried out 1 time, summed up a person to take a small watermelon is very easy, and quickly transported! It's a good idea to take the watermelon. "Next, the monkey mother let you challenge the high degree of difficulty, transporting a large watermelon, a large watermelon is very heavy, and can not be transported by hand watermelon, with what?"
"Use a magic wand" "So one magic wand will do?" "It takes two people and two magic wands" "Baby monkey is so smart, so let's do it together."
6, game B: let the children practice two people relative to each other with a magic wand to clip the watermelon, after practicing, over the small obstacles: stone road two side by side - large wooden bars - small hill (hurdle) - cave - warehouse. The game is played 3 times.
7, summed up the two relative clamp watermelon across, the speed should be the same. "The baby monkeys cooperated wonderfully, all the watermelon to the warehouse. Now you have to accept a more difficult challenge. It is two people cooperate one in front of the other clamping the watermelon forward, let's try it?" Young children free to practice.
8, game C: set up obstacles: the game began, the stone road - hill - ramp (two balance beams composed of) - warehouse. The game is played 3 times, remind the children, the hand can not touch the ball, and can not fall on the ground.
Fourth, the end of the activity:
Praise the rule-abiding baby monkeys, and listen to the music to do relaxation exercises, exit.
High school sports teaching reflection 2
A change of mind, the implementation of "healthy sports"
The so-called change of mind, on the one hand, refers to the change of physical education is not important thought, on the other hand, mainly refers to the change of physical education class teaching ideas. High school physical education class has always taken a mechanized path, that is, around the competitive project organization teaching, and then let the students repeatedly practice. In the rigid physical education classroom, it is difficult to stimulate students' interest and improve their participation. Therefore, it is necessary to respond to the call of the new curriculum reform, and it is necessary to set up a correct guiding ideology, to put students' health in the first place, and to insist on healthy sports. It is necessary to pay attention to the cultivation of students' motor skills as well as to respect the position of students as the protagonists of the classroom, consider students' interests and hobbies, and make students enjoy physical education classes. Organically combine the teaching of motor skills and students' interests. Only in this way can students enjoy mastering motor skills, to achieve the purpose of promoting students' physical and mental health.
Second, switch positions, build a student-based classroom
Teachers and students are an important part of the classroom, in the past sports teaching, the teacher is in the position of the educator, the leader of the position of the students are in a passive position, the teacher is the protagonist, the students are accompanied by. This kind of teaching greatly weakened the initiative and enthusiasm of students, which is not conducive to the construction of efficient classroom. The new curriculum reform requires teachers to change their roles, in fact, it is advocated that teachers and students should be appropriate to switch positions. To change from students adapting to teaching to teaching adapting to students, and to build a student-based classroom. Teachers should choose the appropriate teaching mode according to the needs of students, to the necessary integration of compulsory and elective courses of physical education processing, for elective courses not suitable for students to learn the part of some difficult sports skills part, to adjust the difficulty of the complex technical movements to be transformed, the elective course is to take a tiered approach to teaching or voluntary learning, so that students to play their right to initiative and autonomy. At the same time, according to the school site, equipment, etc. to develop a sports program that can promote the development of students, to stimulate the enthusiasm of students to participate.
Three, innovative forms, to create a colorful classroom
People are always curious about the unknown. If the physical education class is stuck in the mechanical repetition mode, it is easy for students to feel bored. Therefore, it is necessary to innovate the form of physical education class, so that students feel the colorful physical education class. Multimedia can be used to assist the teaching of physical education classes, appropriate physical education positions back to the classroom, the use of multimedia tools for students to play some national fitness video, so that students set up a lifelong awareness of sports, play some competitive sports video, such as, the Olympic Games, the World Cup, etc., to improve students' understanding of competitive sports. You can use the form of competition to make the physical education class full of competitive, stimulate the students' competitive spirit, cultivate the students' sense of competition and teamwork.
High school sports teaching reflection 3I am teaching the content of the ball game, in the second (1) class class I prepared 2 small ball, the students divided into men and women into two large groups to create the game. After the grouping I told the rules of the game, but most students showed no interest in the look, in the activities I found many students quietly stand aside to see or a few better partners to do other games together, just individual students like the ball in the chase, pass the ball, and so on. Such a class is obviously a failure, it kills the students' interest in actively participating in the activity. At the end of the class I asked the students why they weren't playing with the ball. The students said, "I don't like to play like this," "I can't grab the ball," "I like to do the game of eagle catching chickens, etc." Yes, students' interests are different, so how can such a monotonous game satisfy students' interests? And not to mention the creation of new games.
Summarizing the feedback from the students in the last class, since some students don't like teachers leading them to play, why don't I try to let them play on their own, and see how effective this class is in the end? So I prepared 8 balls for the two lessons in class 2(2) and class 2(3). In class, I told the students, "Teacher, here are 8 balls, how do you want to play, the students said a variety of ways to play, such as: some students said: "This ball can be shot to the basketball as a basketball, can be kicked as a soccer ball, you can shoot the ball game, can be a number of partners together to pass the ball, roll the ball, the head of the ball, and so on, it is really novel and chic, far more than I imagined, but also the students according to the number of students and the number of balls class average The students can be grouped evenly according to the number of students and the number of balls in the class, and most of the students are looking for their usual good partners to play together. Of course, there were some students who did not get along well with their classmates, and after this grouping, they were really alone, so I mobilized the small group to accept them. Once the activity started, I circulated to attend each group and instructed appropriately. In the process of playing the most important feature is that the eight groups play differently, the students play with particularly high interest, order is also more organized, there is still a need to worry about them not playing well? Worry about their order will be chaotic? Worried about the organization of the formation mobilization of reasonable or not? These are in the students' autonomy, cooperation with peers to be dealt with. From this I y feel that there are some small coefficient of risk of the game should let go and let them play, to create their own game methods. The effect of this teaching method is far more than that of the teacher leading the way. So believe in the students, as long as they are given enough space, enough conditions, each of them is the best performance.
High School Physical Education Teaching Reflection 4In the basic part of this lesson for jumping rope teaching process I found that most of the students holding the rope standing still, some students put the rope on the ground jumping around, some students practicing the front swaying two-footed jumping is very hard, some students in place jumping very well, and some students raised their hands and said they can already marching rope skipping. I called on the students to practice from their own basics, according to the different groups of different bases, set different requirements, 6-7 people in a group, set up a group leader, a group to practice marching rope skipping, that is, running while jumping; a group to practice in situ jumping foot hopping or weaving flower jumping or a group of two people with a one-jump; a group to practice the front rocking double-footed jumping or front rocking single-footed jumping; a group of people by me personally to lead the practice of the original place of the rope shake, start jumping, stopping rope. I personally lead one group to practice the shaking rope, jumping and stopping the rope in the same place. The students' interest in practicing has increased, and each group, led by the group leader, is open-minded and actively creating, using the rope to make games.
For students with large physical differences, lively and active, in order to cultivate students' sense of ownership and stimulate their interest in learning, in the teaching of the students through independent choice of learning content and learning methods, from their own basic practice, according to the basis of the different subgroups, set up different requirements: a group of practice marching rope skipping, that is, jumping while running; a group of practice in situ jumping foot hopping or flower jumping or a two-person team One group practiced jumping with one band; one group practiced jumping with two feet or one foot; one group practiced shaking the rope, jumping and stopping the rope in the same place led by me. Group activities in small groups are one of the most used forms in teaching. Students in small groups, people have to carry out a variety of exchanges, but also cooperate with each other to carry out a variety of activities, which is actually the epitome of social interaction between people. A group of two people with a jump, three people in a group jump rope practice is to let the students experience the importance of mutual cooperation in the practice, so that each learn to experience the power of a single individual is not enough, so that students fully feel the joy of autonomy and cooperation, so that the students personally experience the feelings of the activity, because the success and failure are harvest, sweet and sour, bitter and spicy are nutritious.
Positive evaluation, teachers in the classroom team students' main speech and behavior full of passionate and sincere praise, such as "you're really good!" "Dance really good!" "Really good!" Let the students in the teacher's evaluation fully feel a sense of pride and pleasure in the success of the emotion.
Purposeful group practice under the guidance of the teacher to build a stage for students to show their talents, cultivate students' sense of active participation, self-management ability and the spirit of cooperation, so that they can fully enjoy the fun of learning activities. Fully embodies the equality, trust, two-way emotional interaction . A new type of teacher-student relationship, creating an open, democratic classroom atmosphere, respect for students, understanding of students and trust in students, so that students become laborers, seekers and designers in the teaching process. What's not to like about a method that can make teachers and students *** enjoy the joy of teaching?
High school sports teaching reflection 5
This lesson closely follow the "health first" guiding ideology, give full play to the role of the student body, this lesson I choose
100 meters running as the main content of this lesson, through learning to improve the physical quality of the students, to cultivate the students of the spirit of hard work, solidarity and cooperation. Nowadays, most of the students are only children, from childhood at home lack of interaction and cooperation with others in the atmosphere, in the school subjective consciousness is very strong, winning and strong, not easy to get along with their peers, physical education class learning gives them such a good opportunity. To accomplish the task of taking a good class this **** the same task it is necessary for all members to work together, **** the same sharing of responsibility, **** the same progress and improvement, so as to gradually establish harmonious interpersonal relations, with a good spirit of cooperation, and to achieve the goals of the field of social adaptation. Strive to achieve the best results. Through the teaching of this class, I feel that there are successful places and parts that need to be improved.
I feel successful
1, the class design is interlocking, close and reasonable.
The teaching content of this lesson is mainly 100 meters full run, the approximate flow of the class is this: (1) running around the track and field, (2) unarmed exercise, moving the joints (3) 100 meters running, first do auxiliary exercises, and then do the specialized movement exercises. Such a cascading and interlocking teaching process. (4) Students practice to improve (5) Students relax, teachers evaluate and summarize. The whole teaching process allows students to practice from easy to difficult, from the experience of perception to rational understanding. In the design of the teaching attention to the use of group teaching form of organization of students to practice, in order to improve students' interest in practice and cultivate students' enthusiasm for practice.
2. Implementing the guiding principle of "health first" and reflecting the students' subjectivity everywhere
In the process of teaching, the teacher, through appropriate guidance, creates the conditions for the students to become the master of the classroom, and plays the role of the students' subjectivity in the learning of the main textbook. Students by individual, multi-person, the whole for practical learning, in the exercise through group inquiry, self-evaluation and mutual evaluation, as well as the teacher's individual guidance, exercise, cultivate a sense of cooperation. Then through the teacher's summary, explanation, demonstration, timely correction of errors, and finally through independent practice, to further improve their own physical quality.
3, make full use of teaching resources
In order to give full play to the main role of students in the process of teaching, I let the sports committee to assist the teacher to participate in teaching management. This not only helps students who have difficulty in learning technology, but also makes them have something to do in the classroom to help them find a sense of success. In the arrangement of preparatory activities and relaxation activities, the use of music, venue and other teaching resources to organize teaching, make full use of teaching resources.
Second, the shortcomings of this lesson is that the classroom capacity is large, part of the students who did a good job failed to praise in a timely manner to help increase students' interest in learning.
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