First, sports participation.
Take part in physical education study and exercise
Learning goal: initially form the habit of physical exercise.
After achieving this goal, students will be able to:
Consciously take good physical education and health classes and often take part in extracurricular physical exercise. If you have a simple physical exercise plan and put it into practice, etc.
Evaluation point: Participate in extracurricular physical exercise.
The evaluation method asks students to give examples of the number and time of physical exercise in the past week and evaluate themselves.
Experience the fun and success of sports.
Learning goal: initially form a positive attitude towards sports.
After achieving this goal, students will be able to:
In the process of experiencing the fun of sports, a positive attitude towards sports is initially formed. For example, understand the significance of physical education learning and exercise, express opinions on improving the effect of physical education learning and exercise, take a good physical education and health class seriously, and actively participate in extracurricular physical exercise.
The understanding degree of evaluation points to the significance and value of physical education learning and exercise.
The evaluation method tells students the significance and value of physical education learning and exercise, and evaluates each other's performance during in-class and out-of-class exercise.
Second, motor skills.
Learn sports knowledge
Learning objective 1: Briefly analyze the phenomena and problems in sports competitions.
After achieving this goal, students will be able to:
This paper briefly analyzes some important events and problems in the development of modern sports and Olympic Games. Such as a brief analysis of the Olympic Games, doping, stadium violence and other events and problems.
Evaluation point: understanding of important events and problems in the development of modern sports and Olympic Games.
The evaluation method gives examples to ask students to write short articles about the significance of hosting the Olympic Games.
Learning goal 2: improve the ability of physical education learning and exercise.
After achieving this goal, students will be able to:
(1) Master the basic knowledge and methods of scientific physical exercise. For example, master basic knowledge and methods such as exercise intensity and density, bull's-eye rate, heart rate measurement and exercise control.
Evaluate the mastery of basic knowledge and methods of scientific exercise.
For example, let the students measure their heart rate and tell the relationship between heart rate and exercise intensity and density.
(2) basically form the ability of autonomy, cooperation, inquiry learning and exercise. For example, according to the requirements and actual situation of physical education study or exercise, set personal learning goals and choose learning strategies.
The evaluation point is the ability to find and solve related problems in the process of physical education and healthy learning.
The evaluation method allows students to give examples, find out the problems existing in the self-made exercise plan, and modify it under the guidance of teachers.
Master sports skills and methods
Learning goal: basically master and apply sports techniques.
After achieving this goal, students will be able to:
(1) basically master and apply some track and field skills. For example, basically master and use the skills of sprint, middle and long distance running, orienteering, hurdle running, relay running, long jump, high jump, throwing solid balls and other projects.
Evaluate the correctness, speed, distance or height of the learned technical movements.
Evaluation method evaluates students' mastery of run-up and take-off techniques in long jump with examples.
(2) Master and apply some ball games techniques and simple tactics. For example, basically master and apply the skills and simple tactics of basketball, volleyball, football, badminton, table tennis, tennis, shuttlecock, pearl ball and gateball.
Evaluate the proficiency in using the skills and tactics learned in the competition.
The evaluation method evaluates students' application of dribbling, passing and shooting techniques in basketball teaching competition, as well as their proficiency in passing and intercepting tactics.
(3) Master and apply some gymnastics skills. For example, basically master and use the technical movements and combination movements of instrumental gymnastics, skills, aerobics, street dance, cheerleading and campus group dance.
Evaluate the main points to complete the body posture, rhythm, coordination, flexibility, strength and expressiveness of the learned movements.
The evaluation method evaluates the quality of students' completion of aerobics. The horizontal bar combination moves with one leg swinging into riding support and 90-degree back swing, and the parallel bars combination moves up and down after riding support.
(4) Master and apply some skills of swimming or ice and snow sports. For example, on the basis of mastering and using the basic skills of breaststroke or skating and skiing, learn and master other strokes or skating and skiing techniques with certain difficulties.
Evaluate the mastery of skating and skiing techniques with different strokes or with certain difficulties.
The evaluation method evaluates students' freestyle or skating skills with examples.
(5) Basically master and apply some 1 ~ 2 groups of technical action combinations of Wushu. For example, basically master and use the Wushu routine composed of 9 ~ 10 movements.
The key points of evaluating the continuity, strength and application ability of Wushu routines learned.
For example, take teachers or sports backbones as attackers and observe students' mastery and application of self-defense.
(6) To master and apply the techniques of other complex traditional national and folk sports. For example, master and use basic skills such as bamboo pole dancing, pattern skipping, diabolo and shuttlecock kicking.
Evaluate the correctness, coordination, quantity and application of the learned movements.
The evaluation method gives an example of students' mutual evaluation of extracurricular exercise by kicking shuttlecock technology.
Enhance safety awareness and prevention ability
Learning objective 1: improve the ability of safe sports.
After achieving this goal, students will be able to:
Have strong safety sports ability. For example, master the methods of safe exercise, protecting others and self-protection, and the emergency treatment methods of common sports injuries; Basically master the emergency treatment method of drowning.
Evaluation points: Pay attention to safety in sports activities and competitions and help others exercise safely.
The evaluation method evaluates the performance of students in protecting each other or helping others deal with sports injuries in sports activities with examples.
Learning goal 2: transfer the awareness of safety sports to daily life.
After achieving this goal, students will be able to:
Have the awareness and ability of safe action in daily life. For example, in daily life and in special weather (such as rain, snow, fog, etc.), you should pay attention to safety when walking and cycling. ), and understand the knowledge and methods of active avoidance in natural disasters (such as earthquakes) or emergencies (such as fires). ) happens.
Evaluation points: Pay attention to safe behavior in daily life.
This evaluation method gives students examples and tells them the safety precautions when crossing the traffic jam street.
Third, good health.
Master basic health care knowledge and methods.
Learning objective 1: Understand the relationship between lifestyle and health.
After achieving this goal, students will be able to:
To understand the relationship between nutrition, sleep, smoking and drinking and health. If you know that a balanced diet is good for health, adequate sleep is good for growth and development, and a bad lifestyle is harmful to health; Understand the common causes of food poisoning; Learn how to refuse smoking and drinking; Understand the harm of drugs to individuals, families and society, and refuse drugs.
Assess the understanding of the relationship between lifestyle and health.
Evaluation methods give students examples to illustrate the relationship between reasonable diet and weight control, or name 2-3 effective ways to refuse smoking and drinking.
Learning goal 2: basically master the knowledge and methods of health and disease prevention.
After achieving this goal, students will be able to:
Basic knowledge and methods of disease prevention. If you know the prevention methods of Japanese encephalitis, tuberculosis and hepatitis, don't discriminate against hepatitis B patients and virus carriers; Understand the basic knowledge of AIDS and prevention methods, and do not discriminate against AIDS patients and virus carriers; Do not abuse addictive drugs such as sedation and hypnosis.
To evaluate the main points of understanding the transmission route and prevention methods of infectious diseases.
The evaluation method asks students to tell or write about the harm, transmission route and preventive measures of tuberculosis or AIDS with examples.
Learning objective 3: Basic knowledge of adolescent health care.
After achieving this goal, students will be able to:
Follow the law of physical and mental changes in adolescence and basically master health care knowledge and methods. If we know the characteristics and changing rules of adolescent psychological development, the prevention and treatment methods of common physiological problems in adolescence; Understand the principles of heterosexual communication, learn to identify the risk factors that are prone to sexual assault, and protect yourself from sexual assault; Prevent internet addiction and so on.
Evaluation of adolescents' knowledge of health care.
The evaluation method gives students examples to illustrate the prevention and treatment of common physiological problems.
Develop physical fitness and fitness ability in an all-round way
Learning objectives: improve agility, speed, strength, cardiopulmonary endurance and fitness ability in sports practice.
After achieving this goal, students will be able to:
(1) Improve the sensitivity in various sports exercises. For example, improve the sensitivity of ball games.
Evaluate the sensitivity performance in sports practice.
This evaluation method evaluates the sensitivity of students in basketball dribbling breakthrough with examples.
(2) Improve the speed level in the practice of various sports. Such as improving the speed level in traditional national and folk sports activities.
Evaluate the speed level in sports practice.
The evaluation method gives an example to evaluate the number of times students jump rope or kick shuttlecock for 30 seconds quickly.
(3) Improve the strength level in the practice of various sports. For example, improve the strength level in gymnastics.
Evaluate the performance of strength in sports practice.
The evaluation method evaluates the strength level of students in the process of completing the horizontal bar or parallel bars with examples.
(4) Improve cardiopulmonary endurance in various physical exercises. For example, improving cardiopulmonary endurance in track and field sports.
Evaluation points: Cardiopulmonary endurance performance during exercise.
This evaluation method tests students' performance in 800m (female) and1000m (male) running.
Fourthly, mental health and social adaptation.
Cultivate strong will quality
Learning goal: Have the ability to make decisive decisions.
After achieving this goal, students will be able to:
Actively deal with all kinds of difficulties and make decisive decisions. For example, in a basketball game, make decisive decisions according to the changes in the situation on the field.
Performance of evaluation points of decisive decision-making behavior in sports activities.
This evaluation method provides students with examples of their decisive decision-making in sports activities.
Learn to control your emotions.
Learning goal: actively deal with setbacks and failures and maintain a stable mood.
After achieving this goal, students will be able to:
Analyze the causes of setbacks and failures in physical education study and exercise, and maintain a stable and positive mood. Such as correctly understanding the reasons for setbacks and maintaining a good attitude.
The main point of evaluation is to deal with the emotional and behavioral manifestations of frustration or failure.
Evaluation method: analyze the emotional changes of students when they lose in table tennis competition and the methods to control their emotions with examples.
Form a sense of cooperation and ability
Learning goal: to establish a sense of collective honor.
After achieving this goal, students will be able to:
In collective sports activities, * * * strives to achieve the goal. For example, in order to win the final victory of the team in the competition, we are willing to create better offensive opportunities for our companions.
The evaluation point involves the performance of individual and collective relations in collective sports activities.
The evaluation method gives students examples to talk about the importance of individual goals obeying collective goals.
Have good sports ethics.
Learning goal: to form good sports moral behavior and transfer it to daily life.
After achieving this goal, students will be able to:
Show good moral behavior in sports activities, competitions and daily life. Such as showing fairness, honesty, friendliness, courtesy and respect.
Evaluate the main points of moral expression in sports activities and competitions.
The evaluation method gives students examples to discuss and analyze the typical moral violations in sports activities and competitions, and evaluate each other's moral performance in sports activities.
part four
Implement recommendations
In the process of implementing this standard, all localities and schools should formulate local physical education and health curriculum implementation plans and school physical education and health curriculum implementation plans respectively according to the requirements of this standard (see appendix 1). Teachers should reasonably design and effectively implement the teaching of physical education and health courses according to the actual situation, so as to improve the teaching quality.
I. Teaching suggestions
The teaching quality and effect of physical education and health course are mainly reflected in students' mastery of physical education and health knowledge, acquisition of sports skills, enhancement of physical fitness and change of learning behavior. Teachers should seriously study learning objectives, teaching contents, teaching methods, learning evaluation and other issues to ensure the effective implementation of teaching and continuously improve teaching quality.
(a) Suggestions for setting learning objectives
1. Focus on multiple goals. The learning objectives of physical education and health curriculum should fully reflect the idea of three-dimensional objectives of knowledge and skills, process and method, emotional attitude and values, and emphasize the organic integration of four objectives: sports participation, sports skills, physical health, mental health and social adaptation, and fully reflect the various functions and values of physical education and health curriculum. Physical education and health classroom teaching should not only reflect the diverse characteristics of learning objectives, but also pay attention to some emphasis.
2. Refine the curriculum objectives proposed in this standard. Teachers should combine the reality, concretize the curriculum objectives, improve the operability of the objectives, and promote the realization of the learning objectives in a planned and step-by-step manner. Learning goal is a complete system consisting of level goal, academic year goal, semester goal, unit goal and class goal. Teachers should formulate specific learning objectives at all levels according to the general requirements of this standard. Specific learning objectives should generally include "conditions" (under what circumstances), "behavior" (what to do and how to do it) and "standards" (to what extent). In order to better express the hierarchy of goals, behavioral verbs that can reflect different levels of meaning should be used when formulating learning goals.
3. The difficulty of the target is appropriate. Teachers should set learning goals that can stimulate students' learning motivation and desire and can be achieved through the joint efforts of teachers and students according to students' physical fitness and sports skills.
(B) Suggestions on the selection and design of teaching content
1. embodies the idea of "goal leads content". Teachers should carefully analyze teaching materials, select and design teaching contents according to the objectives of physical education and health courses, improve students' sports skills and physical quality, strengthen students' awareness of health maintenance, and promote the coordinated development of students' body and mind.
2. It conforms to the characteristics of students' physical and mental development. The selection and design of teaching content should fully consider the basis of physical education and healthy learning, physical characteristics, sensitive period of physical development and psychological development of students in different classes, and improve the pertinence of teaching content.
3. Fully consider students' sports interests and needs. The selection and design of teaching content should focus on students' favorite sports, and be related to students' existing sports experience and life experience, so as to stimulate and cultivate students' interest in sports and arouse their enthusiasm for learning.
4. Suitable for actual teaching conditions. The selection and design of teaching content should fully consider the specific conditions such as venue facilities, season, climate and safety, and carry out physical education and health teaching according to local conditions.
5. Pay attention to health education. Schools should make full use of the class time in rainy and snowy weather according to the actual situation, and ensure that certain hours of health education content teaching are carried out every academic year.
(3) Suggestions on the selection and application of teaching methods.
In the classroom teaching of physical education and health, teaching methods should be selected and reasonably used according to learning objectives, teaching contents, students' reality and physical education and health curriculum resources.
1. should be conducive to promoting the all-round development of students' sports and health knowledge and skills, process methods, emotional attitudes and values, and give full play to the important role of sports in promoting students' all-round development.
2. According to the characteristics of students' physical and mental development at different levels, we should follow the teaching rules and requirements of different contents, make more targeted and effective innovations in teaching methods and learning methods, and mobilize students' enthusiasm for physical education and healthy learning.
3. Create a democratic and harmonious teaching situation of physical education and health, effectively use autonomous learning, cooperative learning, inquiry learning (see Appendix 2 case 1, case 2, case 3) and teaching by teaching, and guide students to acquire basic knowledge, skills and methods of physical education and health through experience, thinking, exploration and communication, and cultivate problems-solving, self-exercise and methods.
4. While teaching sports skills, we should arrange a certain time, choose simple and effective exercise content, and adopt various methods to develop students' physical quality.
5. In physical education and health teaching, we should attach great importance to students' individual differences, treat them differently and teach them in accordance with their aptitude, especially pay attention to students with poor physical education foundation, and adopt corresponding teaching methods in a targeted manner to improve their self-esteem and self-confidence and promote the better development of each student.
Second, the evaluation recommendations
Physical education healthy learning evaluation is an important means to promote students to achieve their learning goals. This standard advocates that the evaluation of physical education and healthy learning should be based on multiple contents, methods, evaluation criteria and evaluation subjects, so as to form a scientific evaluation system of physical education and healthy learning, collect evaluation information from all aspects, accurately reflect students' learning situation, give full play to the diagnosis, feedback, encouragement and development functions of evaluation, more effectively tap the potential of each student's physical education and healthy learning, mobilize their enthusiasm for physical education and healthy learning, and promote students to "learn" better, so that teachers can better.
(A) clear evaluation objectives of physical education and healthy learning
The standard attaches great importance to the all-round development of every student, and emphasizes the effective promotion of students' sustainable development through physical education and healthy learning evaluation. Therefore, teachers should pay attention to the following aspects when determining the evaluation objectives of physical education and healthy learning.
1. Understand the students' learning and development of physical education and health, and the extent to which they have achieved their learning goals, so as to prepare for the next teaching plan.
2. Judge the students' shortcomings in the process of physical education and healthy learning and their reasons, so as to improve teaching.
3. Discover students' sports and healthy learning potential, provide students with opportunities to show their ability, level and personality, and encourage and promote their progress and development.
4. Cultivate and improve students' abilities of self-awareness, self-education and self-development.
(B) a reasonable choice of sports health learning evaluation content
1. Physical quality. According to the actual teaching situation and referring to the National Standards for Students' Physical Fitness and Health, the index of physical fitness test is determined to evaluate students' physical fitness level.
2. Knowledge and skills. According to the learning objectives and requirements of this standard, as well as the actual teaching situation, the corresponding evaluation indicators of physical education and health knowledge and skills are selected to evaluate students' mastery of physical education and health knowledge and skills and their application ability.
3. Attitude and participation. It mainly evaluates students' attendance, classroom performance, interest in learning, ability to actively explore problems, and their behavior of using learned knowledge and skills to participate in sports and health activities after class.
4. Affection and cooperation. It mainly evaluates students' emotional expression, will quality, interpersonal communication and cooperative behavior in physical education study and exercise.
All localities and schools can determine the weight distribution of students' physical education and healthy learning evaluation content at different levels according to the actual teaching situation and students' learning needs.
(C) the use of a variety of sports health learning evaluation methods
The standard emphasizes that all schools should comprehensively evaluate students' physical education and healthy learning according to the basic requirements of learning objectives and the reality of physical education and healthy teaching in their own schools by using various evaluation methods. Learning evaluation should not only pay attention to the scientificity, fairness and accuracy of evaluation, to ensure the credibility and effectiveness of evaluation results, but also pay attention to the simplicity, practicability and operability of evaluation, and formulate evaluation standards suitable for the actual physical education and healthy learning in our school. Through learning evaluation, we can mobilize students' learning initiative and teachers' teaching enthusiasm, and give full play to the educational function of evaluation.
1. Combination of qualitative evaluation and quantitative evaluation. Physical fitness, knowledge and skills indicators mainly adopt quantitative evaluation methods (such as hierarchical evaluation and scoring evaluation), while attitude and participation, emotion and cooperation indicators mainly adopt qualitative evaluation methods (such as comment evaluation). First-class students should be evaluated mainly by comments; For second-and third-grade students, a combination of evaluation and grading evaluation can be adopted; Grade 4 students mainly adopt the hierarchical evaluation, and the comprehensive evaluation is conducted by combining evaluation with comments.
2. Combining formative evaluation with summative evaluation. In physical education and health teaching, teachers should pay attention to observing and recording students' behaviors, and give students feedback evaluation information in time through oral evaluation, so as to help students understand their own learning situation, improve their learning methods and continuously improve their learning ability (see Appendix 3 Case 1). Teachers should comprehensively evaluate students' learning situation and development in terms of physical fitness, knowledge and skills, attitude and participation, family and cooperation, and final exam results when evaluating students' academic performance, give comprehensive results, write comments (see Appendix 3, Case 2), and feed back the evaluation results to students and put them into their "growth record bag". Finally, make a class summary of the students' physical education and health study results (see case 3 in appendix 3) and submit it to the academic affairs office of the school.
3. Combination of relative evaluation and absolute evaluation. This standard attaches great importance to students' individual differences and progress. It is suggested that teachers should comprehensively evaluate the corresponding evaluation indexes (such as physical fitness, knowledge and skills, etc.) in combination with the test results at the end of each semester, the progress of students' physical education and healthy learning in this semester (that is, progress score = final grade-initial grade) and teachers' classroom teaching records. ), so that every student can feel the successful experience brought by hard work and effectively improve every student.
(D) Give full play to the role of various evaluation subjects.
To give full play to the role of learning evaluation, we should not only use teachers' evaluation, but also attach importance to students' self-evaluation and mutual evaluation, and strive to play the evaluation role of others related to students' physical education and healthy learning.
1. Teacher evaluation. Teachers play a major role in the evaluation of physical education and healthy learning. Teacher evaluation should be authoritative, comprehensive and accurate. Teachers should evaluate students from a developmental perspective, give priority to praise and encouragement, and provide concrete feedback and suggestions for improvement and improvement as much as possible.
2. Student evaluation. Teachers should fully mobilize the initiative and enthusiasm of students to participate in the evaluation of physical education health learning. Students' evaluation methods include self-evaluation, mutual evaluation and intra-group evaluation. Teachers should strengthen the guidance of students' evaluation and improve students' ability to correctly evaluate themselves and others.
3. Other personnel evaluation. Students' physical education and healthy study need the support and encouragement of people from all walks of life. It is suggested that class teachers and even parents participate in the evaluation of students' physical education health learning, and the evaluation of the above personnel can be used as a reference for students' evaluation.
(5) Rational use of the evaluation results of physical education and healthy learning.
Teachers should feedback the evaluation results to students in time, judge the achievement degree of the goals of physical education and healthy learning together with students, analyze the progress and shortcomings of physical education and healthy learning, help students improve their physical education and healthy learning, make continuous progress, enhance their self-esteem and self-confidence, enhance their interest in physical education and healthy learning, and develop good exercise habits and lifestyles.
Teachers should correctly handle the relationship between physical education and healthy learning evaluation, national students' physical health standard test and "physical education senior high school entrance examination", and avoid the phenomenon that a large number of "exam-oriented courses" impact and replace normal teaching courses, so as not to affect the quality of physical education and healthy teaching.
Third, suggestions for compiling teaching materials.
The teaching materials of physical education and health course are divided into teaching materials, teachers' teaching reference books and wall charts, cards, pictures, audio-visual materials, etc. Textbooks play an important role in helping students preview, study and review the teaching content of physical education and health courses, guiding students to carry out scientific physical exercise, helping teachers to make teaching plans and standardize teaching. This standard is an important basis for compiling teaching materials.
Physical education and health teachers' teaching reference books should be compiled into one to four levels; Textbooks are not compiled at the first to third levels, and 1 textbooks can be compiled at the fourth level. According to the requirements of this standard for health education and teaching, the corresponding health education content can be written into teachers' teaching reference books or textbooks (level 4).
The following aspects should be paid attention to when compiling physical education and health textbooks.
1. Educational
The compilation of teaching materials should carry out the national education policy and embody the spirit of quality education and the guiding ideology of "health first". Teaching materials should help students form correct sports health values, cultivate students' sense of social responsibility, and educate students on collectivism, patriotism and socialism.
science
The compilation of teaching materials should be based on the scientific principles of physical education and health, conform to the characteristics of students' cognitive and sports ability development, follow the teaching rules of physical education and health education, and be logical. The viewpoints, quotations, written expressions and data in the textbook should be correct, and the illustrations should be clear and accurate.
practical
Textbook compilation should select the knowledge, skills and methods of physical education and health and scientific exercise methods that are closely related to students' physical and mental health and have an important impact on students' lifelong learning, emphasize the healthy value of physical fitness and sports skills, and guide students to actively apply the knowledge, skills and methods they have learned to physical education and exercise, so that the contents of textbooks and practical teaching can be interrelated and complementary, which will help students achieve the goals of physical education and health courses and improve their physical education and health literacy.
4. Readability
The compilation of teaching materials should conform to students' psychological characteristics, fully consider students' acceptability, pay attention to students' interests, be novel, interesting and illustrated, attract students to actively read and learn, and make teaching materials become students' mentors and friends to understand sports culture, health knowledge and physical exercise.
5. Developmental
The compilation of teaching materials should fully consider the requirements of social development and students' development, pay attention to the contents that have a long-term impact on students' healthy growth, guide students to construct knowledge, skills and methods of sports and health, help students learn sports and healthy learning, and gradually form the habit of physical exercise, the consciousness of lifelong sports and a healthy lifestyle.
6. Difference
On the basis of implementing the spirit of this standard, the compilation of teaching materials should fully consider the differences in economic, cultural and educational development and the characteristics of geographical environment, embody unique ideas and form distinctive characteristics. At the same time, it should also meet the physical education learning and exercise needs of students in areas where textbooks are used.
Fourthly, suggestions on the development and utilization of curriculum resources.
(A) the development and utilization of human resources
(B) the development and utilization of sports facilities and equipment resources
(D) the development and utilization of natural geographical resources
(v) Development and utilization of information resources
(vi) Development and utilization of time resources