High school sports story case 1
I. Background of the case:
Restricted by the traditional concept of physical education, teachers and students, and curriculum, the content and methods of class often become a mere formality, monotonous and repetitive, lacking new ideas. Putting students in a passive position makes the number of people who like physical education class show a downward trend. In particular, high school girls appear listless in physical education class, have greater fear of difficulties, take more leave and so on. Students' interest in physical education class is gradually decreasing, and finally they may have an aversion to physical education class. How to change this situation? I try to use different practice methods and sports games in teaching to promote physical education, so as to improve students' interest in learning physical education class.
According to the basic concept of modern education and the purpose of new curriculum reform, this course is based on the development of students and establishes? Health first? The guiding ideology, in actively improving to? Moving? At the same time, it focuses on inquiry-based courses, pays attention to cultivating students' innovative spirit, practical ability and personality, and organizes teaching in the form of group cooperation. In the teaching process, we should give students some time and space, create a relaxed and harmonious learning and training atmosphere, and explore a teaching mode that provides students with autonomous learning and self-improvement.
In this class, I chose various games to combine the teaching content. Teaching methods, such as guidance, breaking traditional creation, autonomous learning, games, etc. , can not only achieve the role of fitness, but also cultivate students' ability to learn to think, cooperate and solve difficulties. This course gives full play to students' enthusiasm, development speed and sensitivity, and at the same time cultivates the spirit of unity and cooperation.
Second, the teaching process and methods
Learning stage: Level 5
Learning objectives:
1, when running on the way, don't bow your head, don't shrug your shoulders, keep your eyes straight and pedal hard.
2. Develop speed quality and further improve physical coordination ability.
3. Form a strong will and cooperative spirit to overcome difficulties.
Learning content: Run fast.
Learning focus: the beginning of different forms.
Learning difficulties: strong reaction ability and fast running speed.
Learning process:
(A) to mobilize the mood stage:
1, achieve the goal: (1) concentrate students' attention. (2) Stimulate interest in learning. (3) Exercise fully to avoid sports injuries.
2, learning content:
(1) classroom routine
(2) unarmed exercise: the teacher leads a set of unarmed exercises.
(3) Requirements: Students follow the teacher to do unarmed exercises, so that all parts of the body can fully move and prepare for later activities.
(2) Teacher-student interaction stage:
1, achieve the goal: (1) improve practical ability and stimulate interest. (2) Experience the joy of sports and improve the coordination ability of the body.
2, learning content: running posture practice
Teaching methods:
(1) The teacher leads the in-situ swing arm practice to cultivate the correct running posture practice.
(2) Explain the essentials of demonstration running with the swing arm running in a straight line.
(3) Find students with relatively standard movements and postures to show themselves.
(4) Practice with students and give language guidance.
Studying law:
(1) Listen carefully, observe and follow the teacher to do in-situ swing arm exercises. Requirements: coordination, stretching and active participation.
(2) Swing arm runs in a straight line. Requirements: Look ahead and keep your feet in a straight line.
Organization:
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(3) Mastering skills stage:
1, achieve the goal: master sports skills and stimulate students' interest in learning.
2, learning content: fast start and accelerate running exercises. Start with different postures and different signals.
Teaching methods:
(1) The teacher explained the essentials and practice methods of fast start and accelerated running.
(2) Teachers are divided into four groups according to the average number of men and women.
(3) Guide students to practice in groups, comment and praise.
Note: when explaining, the position should be reasonable, concise and easy to understand, and the key points should be prominent.
Studying law:
(1) Listen carefully and practice according to the teacher's instructions.
(2) Pay attention to the running speed during practice to see who reaches the finish line first.
(3) Requirements: Actively participate in practice and pay attention to results.
(D) innovative thinking, cultivate sentiment stage:
1, achieve the goal: cultivate the spirit of cooperation, show personality and get the pleasure of sports.
2, learning content:
(1) rope-grabbing game
(2) Fast running and barter relay games
Teaching methods:
Explain the methods and rules of the game.
Divide the students into pairs and see who gets the rope first. The first person in each group began to walk to the site, moved the heavy objects to the edge of the site, put them away and returned; Followed by the second person.
3. The ratio of students to adults is divided into four equal exercises.
Studying law:
1, students listen carefully to the game methods and rules.
Students should obey the arrangement and wait for the game to start.
3. Requirements: Students actively participate.
(5) the stage of stabilizing mood and restoring body and mind.
1, achieve the goal: relax the body and mind and reflect the beauty of the soul.
2, learning content: music (small white boat) rhythm practice.
Teaching methods: Teachers guide students to adjust and relax.
Learning method: Follow the teacher carefully to do rhythm exercises.
Requirements: relaxed and natural.
(vi) Assessment phase
1, the teacher guides the students to evaluate themselves.
2. The teacher's evaluation summary affirms the performance of the students in this class and encourages them. Requirements: Students actively participate in relaxation and self-evaluation.
Third, the case analysis:
In this "running" class, after the students practiced once, a student came to me and told me that two students had changed their starting methods. At first, I was angry. They are too unorganized and undisciplined. How can we change the way teachers practice in class arrangement? If other students are like them, classroom discipline will fail. So I went to those two students to criticize them and let them practice according to the teacher's arrangement. But think about it or investigate the reasons! When I learned the situation, I changed my original intention. It turns out that the gap between their physical fitness and reaction ability is too big. Students with good reaction ability always run first, while students with poor reaction ability always come last and will never succeed (unless the other party? Drainage? )。 Everyone is bored. The fast runner feels that he has not fully demonstrated his ability because he doesn't need it (this is not a test). With a little effort, he left his partner behind for a long time, while the slow runner felt that no matter how hard he tried, he could not surpass his partner and lost his enthusiasm for learning. But they all want to try another startup mode, so there is a phenomenon of changing the startup mode privately. They feel that they have found real pleasure. Their changes have broken the fixed activity framework given to them by teachers, met their personal psychological needs, and undoubtedly played a positive role in promoting their study. Why not? So, I called all my classmates together and asked them to combine spontaneously and find their own practice methods (adjacent groups). In this way, in the next practice, students' interest in practice is always high, and the classroom atmosphere is surprisingly active.
This class gave me a great shock. How to give full play to students' subjectivity and how to embody students' subjectivity in physical education class is indeed a thought-provoking question. In physical education teaching, teachers create a relaxed learning environment for students, which can make students play their subjective initiative, change students' passive learning into active learning, and integrate teachers' teaching with students' learning, thus achieving twice the result with half the effort.
You need to be interested in any activity, otherwise it is difficult to improve the efficiency of the activity. Ignoring the cultivation of students' interests and hobbies in sports and forming the habit of physical exercise will not lay a good habit of lifelong exercise. After the practice of this class, it is proved that in a class, if the content and methods of the class become a mere formality, the content is monotonous and repetitive, and the methods are lack of new ideas, it will make
The students are disgusted with this lesson. In order to change the traditional single, boring, passive and repetitive physical education teaching methods, we must strengthen our understanding of students. Only by cultivating students' adaptability, consciousness and talent in innovation and practice can students appreciate the fun of sports. As a physical education teacher, how to innovate and make students actively exercise in relaxed and happy situational exercises, so as to improve students' interest and adaptability to physical education class?
Physical education is a subject that comes into being and develops in games and should be loved by students. Unfortunately, many students, after contacting physical education class for a period of time, found that there was a big gap between the formal physical education class in reality and the cheerful physical education class in their minds. Of course, physical education class is a kind of education, and there should be some formal teaching contents, which is understandable. If the teacher's teaching methods are rigid at this time, the gap will increase sharply. Therefore, some students will gradually alienate physical education class and become passive in class, which is more obvious in senior grades. So how to change this objective existence? Tired of learning? What about the phenomenon? How to cultivate students' interest, hobby, consciousness and ability in sports? What happened in this fast-running class inspired me a lot. I think it is a good idea to create a relaxed learning environment for students to express themselves.
High school sports story case 2
First, the design concept
The teaching process must be closely related to students' real life, so that students can truly feel their own values and needs, and make them interested in what they have learned, so that they are willing to explore and try. Based on the above understanding, I designed the paper airplane throwing as? Flying? Air combat? Theme-based simulation activities are popular with children, trying to stimulate and mobilize students' interest, let them study and do activities in an independent and cooperative atmosphere, and guide them through? Play middle school, practice? Through self-study and active exploration since enlightenment, we can master the correct throwing movements, understand the essentials of throwing, and further stimulate their good interest in throwing activities.
Second, the teaching objectives
1. Through children's favorite theme simulation activities, continue to stimulate students' interest in actively creating ideas and actively participating in activities. 2. Understand the basic essentials of throwing through the paper plane: bend your elbow over your shoulder-to get a good hand angle, a fast and favorable arm throwing speed, and know the relationship between throwing height, speed and throwing distance. 3. Through a series of throwing activities, cultivate students' good throwing ability and activity ability. 4. Teachers constantly select and encourage outstanding individuals and groups, and guide students to gradually form a good value orientation in physical education class.
5. Guide students to try cooperative activities such as formation flying, ambush air combat, training and improvement, and cultivate students' team consciousness and habits and abilities of mutual assistance and cooperation.
Third, the teaching process
(A) stimulate the introduction of interest
Teacher: Do you want to be a pilot, children? (Students are cheering and eager to try) Well, will the teacher take us to fly the plane? Lead students to simulate various movements of flying: climbing.
Ascending, diving and fighting)
Teacher: (showing pictures of various aircraft flying in formation) Is it nice? The teacher told the children that if you want to be an excellent pilot, you must learn to fly in formation. Let's compare which flying team flies best.
Ask the students to discuss how to form a team in groups and try to form a simulated flight.
Interest is the best teacher. If teachers consciously guide students to study and practice in a state of thirst for knowledge, students will be able to actively participate in classroom learning and become the masters of the classroom.
(2) experience? Exploring? realize
Teacher: The children's simulated flight just now was really great! Now the teacher has announced that our ground training has been successful, and everyone can carry out formal flight training! The following flight teams go to their own airspace to compare whose plane flies the highest and farthest.
(Students go separately? Airspace? Try it? Flying? Teachers participate in each group of activities, guide students to compare and observe each other and find a reasonable throwing method)
T: All the flying teams are concentrated in the airport. Let's compare who is the aerobatic pilot. Please recommend students from each group to make a demonstration, and teachers and students will comment together. Choose the students who voted well and say their names? Stunt pilot? And give rewards)
Teacher: If you want to be a stunt pilot, please raise your hand! Oh, everyone wants to be an aerobatic pilot, so how can we become an aerobatic pilot? (The student replied noisily) Yes, you have to master the flying skills! The following teacher imitates several flying methods that the pilot just saw. Please have a look at which one is better (the teacher demonstrates head-throwing, elbow-bending and shoulder-bending slow throwing in combination with students' exercises).
There are three kinds of throwing methods: slow throwing with elbow flexion and quick throwing with elbow flexion on the shoulder. Let the students compare and find out the correct throwing method. Teachers and students * * * summarize the throwing method of elbow bending on the shoulder, and pay attention to the throwing angle and speed. )
Teacher: Well, everyone knows how to be an aerobatic pilot. Next, each flight team will quickly return to their respective airspace for training. Later, let's compare which team is the aerobatic team!
(Students study and practice in groups, and teachers tour each group to guide students to help each other with their studies. * * * With the improvement) Focus on the field airport again, shall we? Aerobatic team? In the competition, teachers and students * * * award and name together.
Competition is a favorite way for students, and the competition between groups is more helpful to cultivate the sense of unity and cooperation and competition. Putting teachers' demonstration and guidance of right and wrong after students' practice and perception not only realizes teachers' demonstration and guidance of right and wrong. Master? Where to? Server? The change of the teacher's role makes the teacher's guidance more targeted and effective, and it is also of great significance to cultivate students' observation ability, comparison ability, persistence ability, summary ability and habit formation. ]
(3) improve? Consolidation? show
Teacher: The pilot did a good job! Now I declare that the flight training has been successfully completed, and it is time for us to carry out the exercise.
(announced? Exercise? Rules, four or five students take turns playing? Reconnaissance plane? Rush over to other students? Ambush, right? Location? )
Teacher: (announced nervously) Just now, the teacher received information that a super-large reconnaissance plane from an unknown country is flying in our country. Please get into position quickly and prepare to attack the intruders!
(The teacher plays with a big paper plane? Enemy planes? With students? Air combat? )
[Practical competitions with novel forms and close to students' real life and cognitive ability can often make students passionate and enjoy it. In this way, unconsciously, students' throwing ability has been exercised and improved]
(D) relaxed and happy, exchange and share
Teacher: Victory! Look, the masses have come to mourn the war hero.
(Teachers and students play relaxation games with cheerful music: reward pilots)
Teacher: (pointing? Collapse? what's up Reconnaissance plane? ) Our pilot is great. The enemy plane that invaded our country was destroyed by us. Can you please share your experience with meritorious pilots? The students had a good chat, and the smiling face covered with sweat became? Defend the motherland hero? The success and joy of)
[In the evaluation, the teacher encourages students to make bold self-evaluation and mutual evaluation. Although they are freshmen, they are all scrambling to express their views and exchange their feelings. Naive words also clearly pointed out the gains and losses of the group, peers and themselves. I think, if we can create as much space as possible for students to explore, experience, feel and comment, students' ability to analyze and solve problems and actively seek happiness and success in physical exercise will be gradually enhanced and improved]
Fourth, after-class reflection
This course adopts the theme simulation teaching method, which gives full play to the students' main role. Teachers and students have created a harmonious and fun-filled scene. Students have been actively practicing and exploring in their own space since enlightenment. The whole classroom activity, students use their hands and brains, and their body and mind are real? Activities? Get up.
Because this class is a municipal seminar, I have been worried about the student union before class? Make a fool of yourself? One worry is: let the student groups try independently? Formation simulation flight? ; As a freshman, the preview before class has lost the significance of discussion activities, so I have no idea whether the student group can form a team immediately in class or even let the students prepare this link before class. Make a fool of yourself? Response measures. However, in class, all four student groups showed all kinds of wonderful formation flight simulation actions that I didn't expect. From this, I realize that students, even freshmen, have the ability to turn innovative thinking into results as long as they are given wings of imagination and provided with independent space. My second worry before class is the problem of equipment. Because the material and production of paper plane will directly affect the flying height and distance of paper plane, I am worried that this will affect students' experience and mastery of the correct throwing action. Facts have proved that my worries are unnecessary. Although some broken paper planes will limit the students' throwing effect to a certain extent, after self-training and teachers and students since enlightenment, most students have a perceptual and rational understanding of the correct throwing action. The same throwing action and different flying heights and distances of paper planes have aroused some students' curiosity. After class, they took me and asked me why. After encouraging and affirming their sense of inquiry, I made some mistakes with them. Afterwards, I took this as an example in this class to encourage students to learn from these classmates and strive to form a good habit of inquiry in their study. After a period of study, I was pleasantly surprised to find that most students in this class have made gratifying progress in their enthusiasm for learning and their awareness of active inquiry. On the contrary, it is the disadvantage of throwing paper planes in this class, which has become the trigger point to stimulate students' interest in inquiry to some extent. It seems that as long as teachers pay attention to communication with students in teaching, it is often unintentional? Insert willow? Will you get it? What about Liu? Effect.
High school sports story case 3
Guiding ideology: use? Health first? For the purpose; Attach importance to students' dominant position, stimulate students' interest in sports, advocate independent and innovative learning, pay attention to differences, face all, and let every student get the greatest gain.
Teaching objectives: master basic throwing techniques and skills, and cultivate the awareness of safe exercise; Develop sports qualities such as speed, endurance and agility, and health qualities such as muscle strength and muscle endurance; Cultivate students' active attitude towards sports and enhance their self-esteem and self-confidence.
Teaching content: grasp the finger to lead the way, grasp the tail to throw far, high and accurate, and relax the practice.
Design idea: Throwing, as an important means to develop students' physical and mental quality and a test item of school physical education, has been widely concerned. However, from the past, there are often factors such as students' inactive participation in the teaching process, which affect the completion of teaching tasks.
According to the teaching materials and students' situation, according to the requirements of course level 4, the case is designed around five learning areas and closely related to three goals. Through the teacher's inspiration and guidance, students can experience the fun of sports and creation in their own sports participation and innovation, so as to achieve the teaching goal.
Second, the case narrative
Pre-class episode: As soon as the preparatory bell rings, the students of Grade One (8) gather at the assembly point in physical education class. Seeing the solid balls, softballs and other equipment in the equipment basket, I began to whisper. ? Teacher, what classes are there today? Some female students asked timidly.
? We have a throwing class today. ? I answered.
? Ah! ? How many girl students sent it? Pain? Sound. There are many students in white shirts with sad faces. Indeed, the dirty solid balls in the basket are accompanied by cinder soil, which is somewhat unpleasant. The students did show some curiosity about softball and grenades. Preparatory stage:? Health first? Security cannot be ignored. In order to achieve the teaching goal better under the premise of safety, I adopted? Grab your finger? And then what? Pull one hair and move the whole body? Two games to warm up students' physical function and psychological state. At the same time, it also diverts students' attention from the solid ball.
Stimulate interest, so how can we stimulate students' interest in learning? After two games, I began to ask questions: Students, do you know what activities are related to throwing in your study and life?
? Shoot the ball. ? A male student scrambled to answer.
? Throw paper balls? 、? A ferrule? 、? Throw darts?
I raised my voice and said, yes, you are all right, so what do they all have in common?
? Are you going to throw it by hand? One student answered, and then more students echoed. ? Besides throwing it by hand, I asked, what are the similarities? The students showed puzzled expressions. ? Do these activities have the purpose of throwing? I asked.
? Yeah, yeah. The students answered.
? Today, let's aim at shooting far and accurately. Let's design innovative ways of shooting together, shall we? I said.
? All right, all right. ? The students answered with joy.
? But I have a request, that is, pay attention to safety, and everyone should try their best to vote.
Do it in another way and see who is the most creative in throwing. Okay？ I said.
? Okay？ The students answered loudly.
Learning and training stage: take the team to the throwing field, announce the start of throwing experience for the purpose of throwing far, and reiterate? Try not to repeat what others have already done, and see who has the most innovative throwing action. Requirements.
? Me first? I throw solid balls shoulder to shoulder with my hands. Adults are strong enough to convince these children. I won warm applause. Then, the men's and women's groups carried out innovative throwing exercises, with the aim of throwing in order. It's really all kinds of tricks: lunge forward, throw after horse stance, throw after legs, throw before and after knees, throw from left to right, throw sideways in situ, throw sideways. In the classroom, everyone not only finished the content of the textbook, but also created richer postures, which carried forward the innovative spirit, innovative consciousness and innovative ability.
Students encourage and encourage each other, and their enthusiasm for learning is unprecedented. Just when they were still wanting more, we began to practice innovative experiences in order to shoot accurately.
? Teachers come first. ? Students give me numbers neatly? Order? .
? All right! Yes, sir. ? I picked up the softball on the ground and threw it to the laundry list four meters away by throwing darts. The warm applause rang again, followed by various actions of the students, such as sighing, praising, accusing, encouraging and laughing.
Application stage: This stage mainly combines the characteristics of long-distance and precision of investment, cultivates students' ability to control power, and experiences the fun of successful cooperation through collective cooperation.
? Let's play a game. Have you ever heard of bowling? I asked.
? Ever heard of it? 、? I even went to play with my father. The students answered noisily, what?
To show off.
? All right! We can play bowling and throwing confrontation games. ? I said.
The students are divided into four groups, two boys and two girls. Boys and boys, girls and girls will be eliminated in groups, and finally the winning group of boys and girls will enter the finals. Each person only throws three times, and the outcome depends on the total number of grenades knocked down in each group. At this time, the boys are more excited and combative. It can be seen that they don't take girls seriously, and most girls show timidity. I saw it, and added: the advantage of female students throwing one meter less than male students? When the boys panicked, the girls cheered and cheered at once, which greatly boosted their morale.
? Each group of students should pay attention to the rules of the game and knock down grenades in the form of ground balls. The throwing method can be freely chosen, but it is not allowed to cross the throwing line. ? I supplement the rules of the game.
Third, teaching reflection.
(A) through the teaching process to successfully achieve the teaching objectives. The teaching goal of this case is to cultivate students' innovative spirit and ability through innovative experience. This case is mainly to let students design throwing methods according to their own study and life experience, and use them? Bowling? Taking the group competition game as the carrier, let students enjoy the fun of throwing and experience the joy of success in collective cooperation, so as to achieve the teaching goal.
(2) Desalinate the competitive color of throwing teaching and attract students to participate actively. Students' physical and mental health and good social adaptability are mainly achieved through sports participation. This case downplays the throwing technique, allowing students to carry out innovative experience and practice according to their own life experience and learning foundation, which not only improves the throwing ability, but also stimulates students' interest and enthusiasm in participating in throwing activities.
(C) to create a strong democratic atmosphere, reflecting the teacher-led, student-centered new curriculum standards.
Ideas. In this case, the teacher always enters the classroom as a participant and participates in the throwing experience activities of the whole class with the students. There is no gap between teachers and students, and equal dialogue presents a democratic atmosphere, in which the leading role of teachers and the dominant position of students are fully reflected.
(d) The teaching content is linked with real life, which can effectively realize the application of what you have learned. Throwing is a common skill in people's daily life. In this case, students are required to put forward a throwing purpose, use their own knowledge and experience to design corresponding throwing practice methods, promote the development and improvement of throwing ability in life practice, and achieve the effect of applying what they have learned.
(5) In the happy learning situation, we should pay more attention to sports safety education. The more independent the teaching form, the easier it is to be loose, which will definitely increase the unsafe factors in classroom teaching. For example, when practicing long throw, accurate throw and bowling, students in each group must be required to throw all the throwing objects out before they can get them back to avoid danger.
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