As a conscientious people's teacher, we should write a good speech, which is helpful to improve teachers' theoretical literacy and ability to control teaching materials. Let's refer to how the speech is written! The following is the draft of the primary school physical education and health lecture I carefully arranged for reference only. Welcome to reading.
Draft lecture on physical education and health in primary schools 1 lecture steps:
1, guiding ideology and theoretical basis
2. Analysis of teaching background
3. Analysis of learning situation
4. Teaching objectives and difficulties
5. Main teaching links and design intent
6. Teaching resources
7. Student evaluation
8. Design features
I. Guiding ideology and theoretical basis
This course adheres to the guiding ideology of "health first" in physical education.
From the perspective of pedagogy, students' growth and development are closely related to physical exercise. This course attempts to combine the two organically to promote the good development of students' bodies.
Sports activities can make people feel successful, have a pleasant experience, and promote personal self-confidence and self-esteem. This lesson focuses on experience and enjoyment, which has a positive impact on the formation of students' good personality.
Second, the background analysis of teaching materials:
Jumping is one of the basic activities of human body, which occurs in all grades of primary school.
Its main function is to promote the development of students' lower limb muscles, joints and ligaments; Enhance students' physical qualities such as jumping ability, sensitivity and coordination; Cultivate students' excellent qualities of courage, decisiveness and courage to overcome difficulties.
Among them, the standing long jump is studied as a key textbook in the first and second grades, and appears as a standard project in the third grade, focusing on developing strength quality and jumping ability through various jumping methods.
At present, students have accumulated the basic ability of one-legged jump and one-legged continuous jump in their usual study and life. Stepping into primary school, standing long jump has entered children's lives as a formal basic sport, and the eager expression is beyond words.
The teaching of senior one is only a simple technique to teach students to stand in the long jump-jumping with both feet, long jump and landing with both feet. Higher requirements will appear further in the second year of high school.
This textbook has four classes, and this class is the second class.
Third, the analysis of learning situation:
There are 44 students in Class 1 (2), including 14 girls and 30 boys. After two weeks of entrance education, the students in this class have a good discipline, a relatively long time to concentrate, and the whole class has performed well.
Through two weeks of practice and classroom observation, the students in the class are generally poor in flexibility and strength, which affects the learning of standing long jump technique to some extent. Practice more in each class in the future to lay a good foundation for learning this content.
Four boys:
* * Three people's comprehensive physique is very poor;
* * energy is not easy to concentrate;
Need special attention;
Fourth, teaching objectives.
1, let students pay attention to experience through teaching.
Coordinate the feeling of swinging arm and foot kicking and landing lightly;
2. Develop students' ability of lower limb muscles and joint ligaments; Improve students' physical qualities such as jumping ability, sensitivity and coordination;
3. Lead students to actively experience endless sports fun and face challenges with an optimistic attitude and a strong sense of security.
Teaching emphases and difficulties:
The key points are: take off with both feet and land lightly.
The difficulty is: coordination of upper and lower limbs.
Verb (abbreviation of verb) teaching process;
Start some teaching links
Queue of Sports Commission 1 min
Link requirements: All students are energetic and quick-witted.
Say hello to teachers and classmates. Teachers form a whole team. Queue exercise: 2 minutes.
Content: 1 at ease, stand at attention;
② Alignment: Straight arm alignment; Lift the arms horizontally and align them;
3 Team change: the second and fourth columns become the fourth and second columns.
Turn 4: Turn left and turn right.
Link requirements: all students are full of energy and neat.
Design intention: concentrate students' attention and develop a serious and resolute work style.
Prepare some teaching links
Simple action combination: 2 minutes
Section 1: stretching exercise; Section 3: body side movement;
Section 4: body rotation; Section 7: Jumping Movement
Special event: 3 minutes
Straight arm big loop; (20 times) waist circle; (2*8 beats)
Wrist and ankle joints; (2*8 beats) pedal swing practice; (10 times)
Link requirements: action intensity specification
Design intention: embody beauty and show beauty.
Move all joints, muscles and ligaments to prevent injury.
Basic part teaching link
The teacher announced the teaching content of this lesson and introduced the situation: 1 minute.
Experience begins:
Teacher's suggestion: jump with both feet, fall with both feet, and everyone praises landing lightly.
Experience 1: each person has a small pad, folded and put it away, and practiced jumping with both feet.
Go jump back.
(40cm from women; Male 60cm；; Per person 10 times; 2 minutes)
Link requirements: understand the movements carefully and all the students try their best to do it.
Design intention: Based on the principle of step by step, start the transition from a small distance to see if there are any students with difficulties.
After the experience, the teacher said, "Have you all skipped it? How far do you think you can jump? " Students answer according to their own feelings. Teachers should take the opportunity to introduce keywords such as whole body exertion, kicking with both feet and swinging arms forward. 2-3 minutes
Link requirements: teachers should be good at guiding and grasping the children's bright spots.
Design intention: Let students speak, practice their expressive ability and trust them.
(3) Students continue to experience and teachers guide them.
Experience 2: In pairs, fold and stack the small cushions to improve the height.
(40cm from women; Male 60cm；; Per person 10 times; 2 minutes)
Teacher: "How about a little further?"
Experience 3: each person has a small pad, opens the practice foot, jumps over and jumps back.
(Distance from big mat1.20m; ; Small cushion1.00m; 10 times, 2 minutes per person)
Link requirements: improve the difficulty and see the students' problem-solving ability.
Emphasis: Pay attention to landing safely and lightly.
Design intention: To master the action, you must reach a certain distance to see the learning effect in class.
Teacher: "What's your problem? I can help you. "
In the problem-solving stage, teachers should be fully prepared and answer questions at any time. Two minutes
Two students perform, and the other students check whether the action is correct 1 min.
Then, students continue to do any kind of experience according to their actual situation.
Instruct the teacher (10 times, relax, 10 times) for 5 minutes.
Link requirements: find out the practice method that suits you and practice with goals.
Emphasis: Pay attention to landing safely and lightly.
Design intention: I can find out my learning difficulties and tell the teacher. Under the guidance of the teacher, I can think and solve problems by myself.
Game: "Catch bugs" twice, 8 minutes.
Method: "Little Frog" practiced for a long time and was very tired. Let's pick some fruit.
Eat! Take sandbags as "fruits", in groups of four, *** 1 1 group, before crawling.
Enter a distance of 5 meters, climb on your head and run back with a sandbag. Which group gets back the 4 first?
A sandbag, which team wins?
Link requirements: abide by the rules of the game
Design intention: While the lower limbs move, the upper limbs are also exercised.
End some teaching links
Relax and tidy up: lie on the mat and lift your legs; Then knock for 2 minutes.
Design intention: relax body and mind and restore physical strength.
Link requirements: active relaxation
Students relax; Teacher's summary (praise); Encourage students
Exercise actively after class 1 min.
Design intention: let students be affirmed and satisfied, so as to be more active in practice.
Link requirements: concise, to the point and comprehensive.
Teaching resources of intransitive verbs
1, 44 sandbags
2.44 small cushions
3. The big cushion is 1.
The exercise density is expected to be around 40%.
Seven, student evaluation
The first level is evaluated by whether you can actually make actions on the day of study, and the overall evaluation is made after four classes. For example:
(full name)
Lesson one
Lesson 2
Lesson 3
Lesson 4
General comments
Will you take action?
Can you tell me what you learned today?
VIII. Design Features
(1) Situational teaching is adopted in this class, which is appropriate and easy to understand, and fully arouses children's enthusiasm;
(2) The teaching steps are gradual, always bearing in mind the safety of teaching and truly following the physical and psychological characteristics of children;
(3) The link requirements are clear and the design intention is reasonable;
(4) Pay attention to dredge the relationship with children on weekdays and have a very good teacher-student foundation.
Dear leaders and teachers, the first draft of the second lecture on physical education and health in primary schools
Today, the topic of my lecture is: Leap of Physical Education and Health Level (Happy Leap) published by Jiangsu Education Edition.
First, the design concept
This course is based on the Curriculum Standard of Physical Education Health, with the concept of "insisting on health first to promote students' healthy growth, stimulating students' interest in sports, cultivating students' lifelong awareness of sports, paying attention to students' development, paying attention to students' dominant position and individual differences" and flexible teaching methods applied to teaching.
In the course structure, organizational form, teacher-student participation, game development, innovative situational teaching and other aspects of bold exploration and attempt.
According to the characteristics of students' physical and mental development (level 1), this class uses short ropes as teaching tools and runs through the whole class. Through situational teaching, students can learn all kinds of jumping movements in a pleasant, relaxed and harmonious teaching atmosphere, fully appreciate the fun brought by imitating animal games and improve their interest in participating in sports activities.
Make use of all kinds of innovations among students, stimulate students' senses from the visual angle, and improve students' interest.
Second, the analysis of learning situation
Pupils are particularly interested in physical education class. Students in the classroom have a strong desire to express themselves and a sense of competition. They like learning, imitating actively and playing games. However, they are not interested in technical action learning, have a shallow understanding, are not focused enough, are emotionally unstable, and their interest and enthusiasm for sports activities come and go quickly, which is difficult to last. When designing this class, they always keep the freshness with various contents and living scenes.
Third, the teaching objectives
1, through situational teaching, stimulate students' interest and enthusiasm to actively participate in various sports activities, and initially form good exercise habits.
2.90% students can imitate animal jumping correctly, develop their sensitivity and coordination, improve their physical activity ability, promote their physical and mental health and develop their thinking ability in images.
3. Through learning, let students learn the method of jumping with both feet, and cultivate students' good qualities such as courage, tenacity, initiative, unity and cooperation.
Four, the focus and difficulty of learning
Learning focus: learn a variety of methods of jumping with one foot and two feet and apply them to the game.
5. venue equipment: a short rope for each student.
Sixth, the teaching process.
(A) help each other and learn (stimulate interest stage)
Teacher activities:
1, organize students to line up and practice formation.
2. Inspire students to practice jumping rabbits.
3. Encourage students to show themselves.
4. Guide students to think and imitate the animals that jump farthest in their minds, and share their actions with their friends.
5. Encourage students to imitate each other and communicate boldly.
Student activities:
1, watch the teacher's gestures, listen to the teacher's password, assemble the team quickly, and experience the requirements of "fast, quiet and tidy" in the team assembly.
2, with children's songs, experience the dance requirements.
3. Practice the rabbit jump with your friends, experience the rabbit jump easily, and try to match the rabbit jump with children's songs.
4. Show and communicate your actions boldly.
5. Think about what animals can jump more easily and further than rabbits. Find a small partner to practice with. It can jump.
6. Boldly show and communicate the jumping movements of different animals.
Second, whimsy to play with leaves (independent exploration stage)
Teacher activities:
1. Guide students to draw the most beautiful "leaves" in their hearts with short ropes.
2. Encourage students to do various activities on the "painted" leaves, and guide and participate in student activities.
3. Guide students to evaluate themselves.
Student activities:
1. Draw the "leaf" in your heart on the ground with a short rope.
2. Try different ways to jump on the "leaves" that have been "painted".
Third, cooperation and exchange jump small leaves:
Teacher activities:
1. Guide students to form a drawing group freely, draw a "big leaf", and then play games with friends.
2. Encourage students to actively participate in the exhibition.
3. Guide the students to divide into two groups, boys and girls, and draw a "big leaf" competition to judge the winning group.
Student activities:
1. Find one or two friends to "draw leaves", play games with them on the drawn leaves, and experience different ways of "jumping leaves" with one foot and two feet.
2. Show all kinds of ways to "jump the leaves" with one foot and two feet with friends.
3. Divide into two groups to have a "painting leaves" competition and experience the fun of cooperation.
Fourth, visit and evaluate relaxation music (recovery stage)
Teacher activities: lead students to visit, guide students to evaluate and encourage students to perform.
Student activities: Visit the "big leaves" with the teacher, enjoy your own "works", talk about your feelings and have fun.
Dear judges, I am Zhang Jinfang from Shenzhen Road Primary School in Yichang. I take the training of "one-legged jump" as the teaching content, so let me talk about my teaching ideas.
First, according to the concept of curriculum standards
Guided by the curriculum concept of "health first", under the guidance of the new curriculum standards, according to the five learning objectives of the physical education curriculum standards, and based on the physical and mental development characteristics of senior one (junior one) students, this class is student-oriented, creating a situation around the activities of "Little Frog Day", designing a game in which frogs jump over every family and fight water snakes, stimulating students' interest in participating in sports activities, and enabling them to master one-legged jumping and one-headed jumping in the game.
There are various teaching methods and organizational forms. Establish harmonious interpersonal relationships through group cooperation and inquiry learning; Through group competition, students' collective sense of honor and self-confidence can be increased. Let students learn by playing, practice and create in learning, and fully feel the fun of autonomy and cooperation.
According to the characteristics of teaching content, we should pay attention to the development and utilization of curriculum resources, and cultivate students' practical ability, creative ability and aesthetic ability through self-made sports equipment. In the setting of equipment, it reflects the multi-purpose, skillful use and new use of equipment.
Second, say the goal according to the idea.
1, master the basic one-legged jump through hopscotch and hoop jumping, so as to develop students' leg strength, coordination and jumping ability; Let students develop their imagination and creativity in the process of swinging and feel the fun of jumping activities. Cultivate the spirit of unity and cooperation.
2. Make students consolidate and review the action methods of frontal throwing in the game, and improve their competitiveness and cooperation ability.
3. By setting the scene of obstacle jumping, students can overcome difficulties and experience a sense of success.
Third, the characteristics of instructional design:
1, interesting teaching content. Situational teaching runs through the whole classroom, inducing students' enthusiasm in class and cultivating students' imagination and creativity. Let students acquire knowledge in interesting activities and enjoy it.
2. Gamification of teaching methods. In teaching, teachers inspire and induce students to observe imitation, group inquiry, self-study, practice and creation, so that every student can experience the joy of learning and success.
3. Individualization of teaching evaluation. Through games and competitions, it reflects the harmonious atmosphere of teacher-student evaluation, student evaluation and group evaluation.
Fourth, teaching preparation.
1. Dress preparation: Teachers and students wear sportswear and sneakers. Energetic, happy and relaxed.
2. Equipment preparation: each student prepares 1 frog headdress, 1 sandbag, the teacher prepares mother frog headdress 1 piece, several small green snake headdresses, three beds of cushion, several iron rings and a tape recorder 1 piece.
3. Site preparation:
Draw two concentric circles on the playground with a radius of 6 meters, which is the game area for students to jump house and frogs to jump house; The outer circle has a radius of 8 meters, which is a game area for students to swing and jump.
Five, according to the target process:
(1) Create a scene and enliven the atmosphere-frog morning exercise (7 minutes)
At the beginning of the class, the teacher wore mother frog's headdress and kindly told the children, "The weather is really good today. Let's go out to exercise early. " In the children's joyful jumping, the teacher gave the students a safety education: "The outside world is wonderful, and the outside world is also very dangerous. All the children's actions outside must obey the command of mother frog! " Then, the music started, and the teachers and students danced frog steps into the venue. The students stood in a big circle and started the "frog morning exercise" activity-imitating frogs to jump freely. Stretch your body in jumping, resulting in a strong role experience; Stimulate the learning interest of jumping; Experience the key points of leapfrog in jumping. In this link, through vivid headdress, music rendering and language description, the teaching scene of "frog morning exercise" is created, which inspires students to enjoy the activities with inquiry psychology and strong desire to express. Affection and scenery can make students have certain content feelings and emotional experiences, thus improving their enthusiasm and initiative in learning and preparing for the next link.
(2) Skillfully set up the game and learn the jumping stage-frog jumping house (8 minutes)
In order to stimulate students' interest in sports, the teacher arranged a small game-"Frog jumps over the house".
1, group study: students in groups of five take turns jumping off houses to help each other learn.
2. Teachers and students have fun together: students have fun and teachers are involved. Harmony with students, remind students to jump off the building, jump off with their front paws, be gentle when landing, and correct the problem in time.
3. Communication and presentation: After students master the basic skills of hopscotch, teachers organize students to communicate and present, and conduct group evaluation and life evaluation.
In the free and orderly game, students are relaxed and happy, and the class is presented.
Harmonious interactive atmosphere between teachers and students. In the atmosphere of "having fun in practice, moving in practice and having fun in practice", students have mastered the essentials of jumping on one foot and jumping on both feet.
(3) Creating an atmosphere, cooperative exploration stage-self-created loop jumping game (10 minutes)
The new curriculum standard points out: "Take students' development as the foundation and respect students' dominant position." "... we should pay special attention to cultivating students' teamwork and inquiry learning ability. "According to this requirement, in view of the characteristics of junior students' fun, active and thoughtful, I created the scene of the game" Frog Homemade Swing Jump ",which not only consolidated the movements of students jumping on one foot and two feet, but also cultivated students' awareness of cooperative inquiry and expanded their thinking.
Before the activity, the teacher became suspicious. "Mother Frog was happy to know that the children jumped out of the house. Do you want to play other games after hopscotch? Then start your smart heads and think about what games the hoop in front of me can play? " Use this radioactive question to arouse students' thinking and let them speak out.
Then the teacher asks questions. Ask 2-3 students to communicate alone, and the teacher will give them an affirmation in time.
Then, everyone forms a circle and plays their own jumping games. At this time, there may be various shapes on the playground: diamond, umbrella, square ..... and maybe I can't name them.
Finally, read more, compare more and comment more, guide students to appreciate their swing modeling, and encourage creative and aesthetic modeling in time. This can effectively stimulate students to think and create more actively, so that the training of different thinking and innovative thinking can be truly implemented in the classroom.
Of course, in group inquiry learning, teachers must take the initiative to participate and give appropriate guidance, and teachers should give each group an opportunity to exchange and display games so that every student can enjoy the fun of success. Through this stage of activities, students will continue to expand and extend to the depth of learning. Enable students to carry out autonomous learning, cooperative learning and inquiry learning with strong interest, and promote the improvement of innovation ability.
(4) Teamwork and Ability Development Stage-Frog Fighting Water Snake (10 minute)
With the active thinking, creation and full exploration of the students in front, the games behind will be naturally handy. Next, the situational game of "Frogs Beat Water Snakes" pushed the students' emotions to a climax.
The teacher put on the headdress of the little green snake and imitated the appearance of the little green snake just waking up, creating a story scene: "Who is making trouble here and disturbing my dream, I will eat it." In the students' surprised and curious expressions, I arranged the game scene and put the little green snake headdress in the middle of the inner ring, while telling the game method: the students who hit the water snake stood in the position designated by the teacher and threw sandbags at the little green snake to see who was the little hero who hit the snake.
I used the incentive method of rewarding little stars to compare which group voted accurately and drove away more little green snakes. The group that rewards more stars is the snake hero group, and students are asked to mark a star for their heroes. When the students are immersed in the joy of success, the teacher is also eager to try, demonstrate the frontal throwing action, let the students evaluate whether the action is correct and beautiful, and put a little star on the teacher. Teachers skillfully penetrate students' knowledge points, emphasizing that when throwing head-on, the left and right feet are spread back and forth, the right hand holds a light object and bends the elbow on the shoulder, the elbow is forward, the hind foot touches the ground, and the arm naturally swings forward to throw the sandbag at the target. In this way, the teacher passed on the knowledge to the students without trace. Through this competition, the harmonious atmosphere of teacher-student evaluation, student evaluation and group evaluation reached its climax again, which stimulated students' desire and enthusiasm to participate in sports, experienced the pleasure of success, and increased students' sense of collective honor and personal self-confidence.
(5) Stage of stabilizing mood and restoring body and mind-Little frog goes home (5 minutes)
In this class, I teach "Little Frog Going Home" with scenes to adjust students' body and mind and stabilize their emotions.
In the cheerful voice of the students, the teacher said softly, "Little frogs have gained a lot today. They learned hopscotch, created their own games and drove away the little green snake. After a hard day, stretch your legs and lie on the grass for a while. Let's go home. "
When organizing students to leave the venue, I set up a simple obstacle game to let students jump off the mat and walk out of the venue with the music "Little Frog Going Home". This link allows students to participate in a variety of senses, relax and adjust their body and mind in happiness.
Sixth, the teaching effect is expected.
1, psychological prediction, according to the characteristics of this course, students' active participation in learning is in high spirits, and they can get pleasant psychological experience and emotional communication in practice.
2. Physiological prediction: This course helps students master the technical methods of one-legged jumping and frontal throwing, and the average heart rate is controlled at 120 ~ 140/ min.
Primary school physical education and health handout 4 teaching target: first-year students
First, the idea of class:
With "health first" as the guiding ideology, and around the requirements of the three-dimensional general goal of Curriculum Standard, we strive to cultivate students' interest in sports from different angles and develop their various activity abilities. This course aims to capture the characteristics of students' liveliness, curiosity, concentration and dispersion, and to achieve the teaching objectives in the teaching process of guidance-discussion-creative display by adopting teaching organization forms such as teacher-student interaction, student-student interaction, independent practice and cooperative learning.
Second, the analysis of learning situation:
Grade two students are lively, curious and have a strong desire to express themselves, but there are obvious individual differences.
Third, the teaching objectives:
1. Do various circle exercises to stimulate students' interest in participating in sports activities.
2. Develop students' basic physical activity ability, and learn and create some simple circle playing methods.
3. Enhance students' physique.
4. Develop the habit of inquiry and cultivate the spirit of cooperation and innovation.
Fourth, the site equipment:
Several hula hoops and a small playground.
Verb (abbreviation of verb) teaching process;
(a) to stimulate interest stage:
Walk around (time: 5 minutes)
Teaching methods:
1, say hello to teachers and students.
2. Clap your hands and exercise your joint muscles.
Three or two people in a circle, get the equipment.
The students formed a circle.
(two) lively and cheerful, high mood stage:
"Circle" time: 8 minutes
Teaching methods:
1, how many ways to play the teacher's inspiration circle? How to turn?
2. Teachers patrol, guide and praise.
3. Ability to perform and demonstrate.
Studying law:
1, personal query
Step 2 imitate each other
3. Learn from each other and improve.
Step 4 sum up your thoughts
Students are in pairs and distributed around the circle.
(3) Hard practice stage:
How to play in various circles: Time: (19 minutes)
Teaching methods:
1, teacher's prompt, circle throwing, circle drilling, etc. Students can freely combine and choose games.
Students naturally surround the teacher.
Studying law:
1, Familiarity exercise.
2. Think of a good way to play.
Step 3 practice hard
4. Teaching competition
Requirements: Pay attention to safety and cooperate tacitly.
(4) Imagination demonstration stage: Time: 5 minutes.
Teaching methods;
1. What shapes and figures can the teacher suggest to make a circle?
2, teachers patrol, assessment
Studying law:
1, each group uses their imagination to show the figure of a circle.
Step 2 study together
3, each group shows that * * * with evaluation.
Divide into four groups and spell out some patterns on the playground.
(5) Interest maintenance stage: time: 3 minutes.
Teaching methods:
1, teacher summary
2. Arrange after-school exercises: What exercises can you do in circles?
3. Goodbye between teachers and students
Remarks: Students stand in a circle facing the teacher.
;