First, folk sports games.
Promote the development of young children
Games are an important form to promote children's all-round development. We focus on collecting folk games and improving them to make them suitable for children, such as sedan chairs, eagles catching chickens, jumping bamboo poles, throwing sandbags and coconut stilts. At the same time, teachers and children also collect waste materials to make sandbags, flying saucers, bats and other toys to provide children with game materials and create game conditions according to local conditions. With these folk games and materials, on the one hand, it ensures the normal development of games, on the other hand, it also enriches children's activities. Children are very interested in folk games and enjoy them. When they are free to play outdoors, they can play together freely and have a good time. The teacher only needs a little side guidance. Folk games not only enrich children's game life, but also improve children's physical fitness and sports function. Games such as wheelbarrow and eagle catching chickens make children witty and flexible, and throwing sandbags and frisbee exercises their arm strength. In short, children play freely and easily in these folk games, which promotes the coordinated development of children's body movements and functions.
Second, the design of outdoor folk sports games
1. There are various methods of outdoor folk sports activities. We should carefully design novel and changeable game activities, turn boring movements and physical exercises into interesting imitation activities or game activities with plots, let children participate in activities easily and happily, and actively guide them to explore games purposefully and in a planned way, so as to strengthen the system and promote all-round development.
2. Master the general laws of children's participation in outdoor sports activities and the special laws of different aspects of development, and design educational activities according to development goals. Each goal is decomposed into several levels, forming a development order from low to high. For example, according to the development goal of folk sports equipment and the age characteristics of the children in this class, the development goal is decomposed into the development order from low to high to design educational activities.
First, let children explore freely. During the exploration, the children found many ways to play with the cloth bag: you can put the cloth bag on the ground at intervals to play the game of rabbit jumping, fold the cloth bag into strips at intervals to play the game of rabbit jumping, put your feet in the cloth bag to play the game of kangaroo jumping, and so on.
Then, explore the combination of children's exploration of gameplay and preset content. According to the preset content and children's exploration results, the development goal is decomposed from low to high: (1), and children are guided to fold the cloth bag into paths at regular intervals and play the game of jumping rabbits; (2) Place cloth strips vertically and play the game of rabbits jumping from left to right; (3) Spread cloth strips on the ground at intervals and play the game of rabbit jumping; (4) Put your feet in the cloth bag.
As can be seen from the above outdoor folk sports game design, children's development is gradual. First, explore the way of jumping, then jump from simple feet to further continuous jumping and left and right jumping, from jumping small pieces of cloth to jumping wide bags, and finally play kangaroo fruit picking game to consolidate jumping skills.
The goal of outdoor sports activities in classes of all ages is not only the basis for teachers to organize educational activities, but also the educational content, methods and means set according to the needs of achieving the goal.
Third, look at the implementation in the activity.
1. Organizational principles of activities: focus on diversification of means and richness of content. Emphasis is placed on promoting the realization of each decomposition goal through repeated experience in many aspects, and fully excavating the development goals at all levels.
2, the basic form of activities:
(1) Individual activities: Teachers provide an environment according to the needs of current goals and children's interest in activities, and put toys and materials into children's active activities. At the same time, we also pay attention to observing and guiding children in the process of activities, and give appropriate guidance to children who practice one or more behaviors for a long time, so that children can develop through individual activities.
For example, in the throwing activity, according to the age characteristics of the children in the middle class, a situational environment for feeding ducks was created, several baskets of ducks were put in, and then a big circle was drawn to eat sugar, so that the children could read the nursery rhymes while walking by the pond: Quack, what can the ducklings eat when they are hungry? Here is a big piece of bread for you. Stop screaming when you are full. Then turn around and throw the big bread in your hand into the duck's mouth with both hands, or throw the big bread in your hand into the duck's mouth with one hand. At the same time, pay attention to observe and guide children in the process of activities, and give appropriate guidance to children who practice one or more behaviors for a long time. For example, some children have been using their hands, and they should give timely guidance when they have not practiced throwing with one hand, so that children can develop through individual activities.
(2) Group activities: The main function is to meet children's different interests in activities, take care of children's different development levels, help teachers teach students in accordance with their aptitude, give key guidance to individual physical exercise skills, and cultivate children's collective consciousness, cooperative spirit and ability to coordinate interpersonal relationships.
For example, in order to meet children's different interests in activities, kangaroo picking fruit and dragon dancing were designed in the final stage of playing with bags, which not only cultivated children's collective consciousness, cooperative spirit and ability to coordinate interpersonal relationships, but also took care of children's different development levels and skills.
(3) Group activities: Group activities mainly teach new knowledge and skills of physical exercise, which are suitable for children through group education.
Through the design and implementation of the above activities, we can see that the above activities are mutually cooperative, mutually infiltrated, mutually transformed and inseparable. In all kinds of outdoor activities, careful design and effective measures can stimulate children's interest in outdoor sports activities, develop the coordination and flexibility of children's body movements, cultivate children's habit of actively participating in physical exercise and good qualities such as liveliness, cheerfulness and courage to overcome difficulties, and promote children's healthy and all-round development.