Primary school PE teachers' teaching reflection 1 physical education class needs teachers' careful preparation and their own teaching mode. However, in the teaching process, there are often events and problems that cannot be designed by teaching design. How to deal with these events and problems has a great relationship with teachers' teaching ideas, their own quality, teaching experience and teaching tact. When problems arise, it is time for teachers to show their talents. How to solve the materials that can reflect teachers' ability to deal with emergencies, change passivity into initiative and transform education is beneficial to the development of education and teaching activities. Improper handling will affect the development of teaching activities and may affect the prestige of teachers and the relationship between teachers and students.
(1) Let students fly freely like birds.
Do students really like physical education class? This problem makes the PE teacher feel confused and confused. Everyone will be tired of the fixed teaching mode and puppet teaching method. However, with the space for everyone to think and create, the game class has been injected into life, and it has become a carrier, a carrier for students to fly freely. At this time, students won't mind that physical education class is bored, but doing better and having more fun is their pursuit.
(2) Let the spark of thinking never go out.
Are students really not creative? It's really touching to watch the students' performance and think about their own practices. Teachers themselves are used to a certain formula, so are students. In the process of getting used to it, the students' thinking ability has shrunk under the teacher's "teaching", the originally lively students have become "self-serious", and everyone's thoughts have become more and more unified, and finally they have become identical "qualified" products. In view of the phenomenon that teachers are in an absolute dominant position in traditional physical education class, and repeated practice and training become the main teaching means, the curriculum standard proposes to improve the effectiveness of teaching activities, and emphasizes helping students to learn independently, practice independently, learn cooperative learning and inquiry learning, so as to improve their physical education learning ability. In this kind of game class, students will turn all kinds of games into another kind of tricks when they let go of their power, which is much better than the teacher's arrangement, and the degree of improving students' passion in the process of activities far exceeds the teaching mode arranged by the teacher in advance. The potential of students is a volcano buried underground. As long as the teacher gives a space, the sparks of their thinking will gush out!
(3) Don't miss the opportunity easily.
Physical education teachers are first and foremost teachers, shouldering the task of cultivating students. Many teachers know how to improve students' sports skills and stimulate their interest in sports, but they often ignore the education of students. Even if there is, it is only preaching and teaching to solve doubts or taking advantage of the situation to oppress the people. Students are superficial and psychologically dissatisfied. When there is a problem, it is the time for the teacher to show his talents. How to solve it properly can reflect a teacher's ability to deal with emergencies. In fact, in our teaching, there are many such opportunities, which are often wasted or even have the opposite results because we have not found them or handled them improperly.
Reflections on the teaching of physical education teachers in primary schools II. For example, in the teaching of standing long jump, sand pools were used in the past, and students lined up to practice, so the practice density was low and the grades were poor. Because it runs through the game teaching, students' grades and practice density are greatly improved. For example, students can imitate the shape and movements of rabbits on the flat ground, and bring some encouraging words in their exercises. Let the students put their hands on both sides of their heads to make rabbit ears, and then jump forward with their feet. Before jumping, ask the students, "How do rabbit's ears move?" Then let the students imitate the rabbit's ears for a while, and then the teacher said, "Let's see who jumps best and farthest and who looks like a rabbit the most." In this way, first improve students' interest in learning, then enhance their competitive psychology, and finally practice, so that students can practice actively without feeling tired and bored. But some textbooks can't all use competitive games.
For example, the endurance running textbook (50*8 round-trip running) can be practiced with games such as "chasing the ball", "spiral running" and "S-shaped running". It can not only stimulate students to exercise actively, but also meet the requirements of durable running, so that students don't feel tired and bored. After the above games, walk in circles, and then play a game of "finding partners" to stimulate students' interest in learning again. Finally, the arrangement and movements are replaced by a singing tour, which can not only achieve the purpose of relaxation, but also keep the students relaxed and happy at last.
Therefore, it can effectively run through the game teaching in physical education class, which can not only stimulate students' interest in learning and arouse their enthusiasm for learning, but also eliminate students' "rebellious psychology" and is also a method to improve teaching quality.
Reflections on the teaching of physical education teachers in primary schools. In classroom teaching, teachers should master the rhythm. A complete physical education class is composed of several teaching contents in a certain order. As far as an exercise itself and the whole classroom teaching are concerned, it has a certain rhythm. The rhythm of each class includes two aspects: exercise load and class density, which are both different and related. Generally speaking, exercise load and class density are directly proportional to class rhythm, that is, the bigger the former, the more tense the rhythm, and vice versa. Generally speaking, the pace of class should be tight, so as to make full use of time, improve the capacity of the class and stimulate students' interest in learning. If the rhythm is loose and the students' discipline is lax, the purpose of keeping fit will not be achieved. Teachers should correctly grasp the classroom rhythm, starting from students' psychological and psychological characteristics, which varies from person to person. For example, in the teaching of jumping high jump in the fourth grade of primary school, the jumping point and stepping point of students are particularly important. Generally, the jumping point is about 60 cm away from the shadow of the crossbar, and the angle is about 30 to 40 degrees away from the crossbar. When measuring step points, generally multiply the normal stride by "2" and subtract two steps, so that the rhythm will be clear when jumping. On this basis, in order to make students better master the correct technique of passing the pole, the cross bar can be fixed at an appropriate height, and students are required to practice the technique repeatedly at this height. In shot put teaching, in order to make students master the correct angle correctly, a certain crossbar can be set, and the shot put by students must pass through the crossbar. Practice has proved that correctly grasping the movement rhythm in classroom teaching is very beneficial to improve the quality of classroom teaching and solve the key and difficult points of classroom teaching.
The child is energetic, positive and excited, and willing to accept practice. They don't like mechanical repetition, but prefer diverse and novel practice methods. Therefore, in physical education classroom teaching, we should analyze specific problems according to these characteristics, and strive for flexible and diverse teaching methods, so as to cultivate students' interest in sports, mobilize students' learning emotions and improve teaching quality.
Reflections on the teaching of physical education teachers in primary schools. The challenges faced by modern teachers require teachers to assess their work and professional ability at any time, establish the awareness of lifelong learning, keep an open mind and regard the school as their own learning place. Only by studying in practice, constantly studying and reflecting on our own education and teaching, and rearranging our own knowledge and experience, can we constantly adapt to new changes.
In the teaching process, teachers, students and textbooks make students become a dynamic and unified process through complex interaction. In this process, teachers adopt certain organizational teaching forms to complete certain teaching tasks, so as to achieve the purpose of "teaching" by teachers and "learning" by students. However, there is no fixed teaching method, and any teaching method and organization form are changed according to certain teaching contents and teaching objects. How to do a good job in the teaching organization of physical education class in primary schools and better serve the teaching?
As a primary school physical education teacher, I take students as the center, proceed from the school reality, and briefly talk about "rope fun" teaching activities.
First, "practice jumping with rope"
Skipping rope is a kind of sports activity that primary school students like very much. It is necessary for students to master various skipping methods by "jumping with rope". At the same time, in order to enliven the classroom teaching atmosphere, I let students pair up and encourage each other in the form of competitions, so that students can achieve the purpose of "practicing jumping", which can not only receive good teaching results, but also promote students' physical and mental development and improve their jumping ability, sensitivity and coordination. In addition, "practice skipping with rope" means that students can make full use of the rope in their hands and practice skipping in various forms. Such as: the front swing and the back swing of the short rope, the one-leg jump with arms crossed, the combination jump and the exchange jump, and the one-leg jump, the shuttle cross jump and the group jump with double swing jump and double jump. Allowing students to choose freely and give full play is a practical way to arouse their enthusiasm for learning and cultivate their creativity.
Second, "replace the pole with rope"
Skipping rope is not just for jumping. Teachers should pay attention to innovation and give play to other functions of skipping rope, such as "replacing the pole with rope". In the teaching of high jump, the two ends of the long rope can be tied with a certain weight and hung horizontally on the top of the jumping head instead of the crossbar, so that the "rope pole" is straight, safe and easy to carry, and more importantly, the psychological burden caused by beginners' fear of the crossbar can be alleviated.
Third, "replace the line with rope"
Physical education class's teaching often needs to draw lines, and sometimes it can be changed to "replace lines with ropes". Because the rope can be straightened and bent, it is easy to adjust, convenient and economical. For example, a straight rope placed on the ground can be used as a simple starting line, jumper and finish line; In addition, according to the needs of students' classroom exercises and games, the teacher will also arrange the short ropes on the ground into various geometric figures such as triangles, squares and rectangles. Practice has proved that sometimes the proper use of "rope instead of thread" in teaching will arouse students' interest in learning.
Fourth, "play games with ropes"
Using skipping rope to play games can not only interest students, but also interest them, which is feasible in rural primary school physical education teaching. Teachers can arrange corresponding games according to the situation of the school and the characteristics of the activity place. For example, teaching materials such as "Skipping Rope Relay", "Tackling Key Problems" and "Jumping Fast", and some healthy and beneficial games can be compiled. For example, various game teaching methods, such as "tug-of-war", "three-person wrestling" and "three-legged walking".
Verb (abbreviation for verb) "Practice with rope"
In physical education class Middle School, teachers can arrange rope exercises according to the characteristics of ropes on the basis of unarmed exercises. With things in hand and music, students are more interested in learning. Their rope exercises not only have the same value as unarmed exercises, but also play an important role in cultivating sensitivity, accuracy and balance.
In short, under the premise of the main teaching material of skipping rope, the use of skipping rope runs through the whole classroom, giving full play to the function of "one rope for multiple purposes". In the basic part of skipping class, in addition to arranging the skipping content stipulated in the teaching plan, we can also appropriately increase the contents of "throwing rope" and "rope game" to further coordinate the activities of upper and lower limbs. At the beginning of the rope class, you can arrange the rhythm and rope practice related to ropes, and at the end of the class, you can also arrange music and dance related to ropes to relax. Practice has proved that students do not need to change a variety of equipment in skipping class, but can do various exercises by using the skipping rope in their hands.
It has been more than two months since primary school PE teachers came to Shangliao School unconsciously. This school year, I served as a first-grade physical education teacher and started my brand-new job-teaching physical education class in the first grade of primary school.
I think physical education class, a good first-grade elementary school student, is entertaining and entertaining, which can not only ensure the development of intelligence, but also help students cultivate their ability to use their hands and brains. On the one hand, it can achieve teaching objectives and complete learning tasks, on the other hand, it can also cultivate students' habit of loving sports activities and lay the foundation for lifelong physical exercise.
It is a child's nature to love playing activities. Dissecting and disassembling the physical education textbooks of the first-year students, taking games as the leading factor, making the textbooks gamified, integrating entertainment, interest, knowledge and teaching, meeting the psychological and physiological requirements of students to play and be active, and completing the teaching tasks at the same time.
According to the specific situation, the content of physical education textbook is divided into several parts and put into several games for teaching, and the effect is ideal. For example, the formation content in the textbook is assembly, dissolution, attention and being at ease. Through the game of standing in circles, students can understand and master it well while doing it. Draw as many circles as the number of students with colored chalk before class, and each colored circle forms a formation pattern. When the bell rings, we should first lead the students to play games-stand in a circle. The teacher asked each student to stand in a circle freely to see who moved fast. Then the teacher guides the students out of the circle and compares who listens best. Repeatedly, every time a request is made, students naturally understand the meaning of assembly and dissolution, learn to stand at attention and be at ease, and can make standardized actions according to the teacher's certain password.
On the basis of the standing circle game, the teacher instructed the students to play the game between the master and the dwarf with different colors of circles. The master and the dwarf set each other off in the game, and different formation patterns such as square, circle and triangle are displayed in front of the students in turn, which makes everyone feel fresh and excited. Seize the opportunity, the teacher will string the transposition game in again, alternating with the game of master and dwarf, so that each student has the opportunity to choose to appear in different formations, experience the fun of queuing, experience the ever-changing beauty of the formation, enjoy the harvest and success of personally participating in the creation of beauty, and improve the interest in learning sports. Let students realize the strength of the collective, the heat is the collective, and let their hearts be close to the collective. After learning to queue, you can stand in various formations. In this way, the boring queuing formation teaching materials come alive after gamification, and the edges are much more interesting.
Reflection on Primary School Physical Education Teachers' Teaching 6 physical education class, a junior student, most of them know that they should take this course seriously and like to play in the open air. However, there are always some students who can't help but violate discipline in class. This is mainly because it is difficult for junior students to concentrate for a long time, so they are easily disturbed by some external things in class and attract attention. At the same time, their self-control ability is still in a low state, and they can't force themselves to concentrate on a good class within 40 minutes. Therefore, teachers should use games to combine with the main teaching materials for teaching.
Reflection on Primary School PE Teachers' Teaching for 7 semesters, and under the impetus of "2+2" experiment, continue to deepen the concept teaching of new curriculum standards. Guided by the all-round development of students' quality and the teaching concept of "health first", we should conscientiously implement the relationship between "teaching and learning" in physical education class to improve students' physical and mental exercise, enjoyable activities and technical skills.
Physical education class teaching has been optimized this semester, such as "intuitive" teaching method. In the past, the teacher's teaching was mainly based on demonstration, but this semester, the teacher asked the students to learn from each other, and the teacher summarized and corrected them, which accelerated the progress of students' knowledge learning. Through their own experience, students have deepened their impression of the sports they have learned, quickly mastered the correct sports posture and saved their study time. The students' study is relaxed and enjoyable, and their body and mind have been exercised. The teaching method embodies the concept of "people-oriented". For example, in the teaching process of jumping short rope, the teacher only gives tour guidance and individual corrections, which saves the time occupied by demonstration and explanation, increases the time for students to learn and explore themselves, and consciously gives students the opportunity to learn from each other, so that children can understand the technical movements, understand the process of skipping rope and master the essentials of skipping rope. Only students can show, communicate, compare and discuss in one class, which fully reflects. Although the seriousness of "teaching and learning" has been improved and students' learning has been greatly improved, there are still some problems, such as the lack of "finishing touch" means in teaching methods. For example, in the process of skipping rope, although students have learned the basic skills of jumping short rope, they have not mastered the methods of jumping short rope well enough. Many students almost sway around the rope ring with their forearms instead of their wrists, thus increasing the rope sway. In view of this problem, I further study the difficulties of teaching materials, consider many factors that affect teaching materials learning from many aspects, and find the best way to solve teaching materials. In the process of itinerant correction, we should carefully observe students' learning and exercise, optimize students' methods of learning knowledge, and strive to explore new ideas of "correction" teaching method under the new curriculum teaching, so as to finally solve this problem.
Seeing the children's bright smiles, I also smiled!
Reflections on the teaching of physical education teachers in primary schools. Physical education teachers should establish the guiding ideology of "health first", improve students' mental health and social adaptability through physical education teaching, and then improve students' physical and mental health level, guide students to master basic sports skills, learn scientific physical exercise methods, cultivate the habit of adhering to extracurricular exercise, and enhance the all-round development of physical fitness, mental health and social adaptability.
Pay attention to students' development: pay attention to the healthy growth of every student. Traditional physical education is centered on teachers, teaching materials and classrooms. Students follow the teacher, and the teacher follows the textbook. Teachers are not interested in teaching and students are not interested in learning. The new curriculum takes "everything is for the development of every student" as its highest purpose and core concept, and requires teachers to take every student's emotional and physical and mental health in mind, take students as the main body and the master of learning, take the development of students as the center and put the all-round development of students in the first place. For example, first of all, according to the differences of students' physical fitness and basic sports skills, the teaching objectives are determined and the teaching contents are arranged so that all students have equal opportunities to participate in sports activities. Secondly, pay attention to students' needs, attach importance to students' emotional experience, stimulate students' learning motivation and interest, and let students learn to learn, enjoy learning and develop a sound personality in the process of autonomous learning.
Flexible use of various teaching methods and learning methods: The new curriculum emphasizes that the teaching process is an interactive process of teacher-student interaction and development. In the teaching process, we should properly handle the relationship between imparting knowledge and cultivating ability, pay attention to cultivating students' independence and autonomy, guide students to question, investigate and explore, cultivate independent thinking ability in autonomous learning, cultivate problem-solving ability in inquiry learning and improve cooperative communication ability in cooperative learning. For example, in the lesson of "jumping short rope", in the past, teachers generally used teaching methods and students' repeated exercises to complete teaching tasks.
At present, in terms of teaching methods, I try to teach by stimulating interest and encouragement, and achieved good results. Before class, stimulate students to imitate animals such as rabbits and kangaroos to jump. Then, assign small animals the task of learning skipping faster, so that students can practice freely. In practice, some students with good foundation quickly complete the tasks assigned by the teacher. In order to keep students' interest in practice, on the one hand, we should guide them to learn pattern skipping, and on the other hand, let them be classmates that little teachers can't teach. Whenever I find students' slight progress, I will praise them, sometimes make a surprised expression, and sometimes deliberately lose to students. Encouraged and driven by me, the students were full of interest in skipping rope. Not only did physical education class jump up and go home, but he also jumped up ten minutes before class. As soon as the students saw me, they ran to me with skipping rope and asked me to count. Facing the progress of students, I am deeply gratified by my success.
Physical education teaching methods emerge one after another, such as situational teaching method, happy teaching method, game competition method, motivation transfer method, successful teaching method, creative thinking method, interest teaching method, etc., in order to change the single teaching method and flexibly use various teaching methods and learning methods in teaching practice, which is the basic requirement for teachers in the new curriculum reform.
Reflections on the teaching of physical education teachers in primary schools. Through years of physical education teaching practice, I found that primary school students have a playful and active nature, and they don't like to listen to the teacher's careful explanation and do what the teacher requires. They always like to play sports according to their hobbies and imaginations. In fact, this is a unique feature of primary school students of this age. They are always curious about all kinds of things. Therefore, as insightful teachers, they should proceed from this point and carry out teaching exploration.
The interest characteristics of primary school students determine that physical education teaching should pay attention to the combination of "teaching" and "playing". Primary school students have a wide range of interests and strong curiosity, and are often driven by direct interests. This requires that physical education should adopt flexible and diverse forms according to students' interest characteristics, which can not only enhance students' interest in participating in sports activities, but also reflect the content of physical education in entertainment games to achieve the purpose of physical education teaching.
1. The physical quality of primary school students determines that we should pay attention to the combination of "teaching" and "playing" in physical education teaching. Primary school students are in the stage of physical development and education, and their bones are low in hardness and high in toughness, and easy to bend and deform; Small muscle strength and poor endurance; Fast heart rate, small vital capacity, poor negative oxygen capacity and easy fatigue. All these show that the exercise load of young students should not be too heavy and the exercise time should not be too long. Otherwise, they can't keep fit when they go to physical education class, but they will have an impact on their health. Therefore, it is undoubtedly necessary to combine "teaching" and "playing" organically in physical education teaching, so that young students can relax in the process of going to physical education class.
2. Pupils' receptivity determines that we should pay attention to the combination of "teaching" and "playing" in physical education teaching. Primary school students, especially junior students, have poor understanding and application ability. In the process of physical education teaching, teachers often speak clearly, but students don't understand, which shows that it is not enough to emphasize "teaching" in physical education teaching, and it must be combined with "playing" to inspire students to understand the teaching content through interesting activities such as playing games, so as to achieve subtle effects.
3. Pupils' demand for success determines that attention should be paid to the combination of "teaching" and "playing" in physical education teaching. The purpose of physical education teaching is to educate people, that is, to train qualified talents for the socialist cause. This requires that physical education teaching should reflect the ability to develop students' intelligence, personality, physique and morality. To achieve this goal, teachers' careful teaching and students' self-exercise are needed. "Teaching" can make students clear about the purpose, principles and methods of physical education class. "Play" can promote students' digestion and understanding of teaching content and enhance their practical ability. At the same time, through purposeful "play", students' potential can be brought into play, their personality can be developed and their creativity can be improved.