First, imitation is an important means and method of physical education for mental retardation.
It is mentioned in the book that imitation is the basis to promote the formation of students' comprehensive literacy and innovative ability, and it is also the catalyst to guide students to carry out research and inquiry learning. Imitation is one of the important methods to guide mentally retarded students to master correct motor skills in physical education. If teachers and students can use imitation properly, the teaching time can be shortened and the teaching effect can be improved. However, in our actual teaching, teachers only pay attention to students' imitation of teachers' correct actions, while ignoring another aspect of imitation-teachers' imitation of students' wrong actions.
1。 Teachers' imitation of students' wrong actions can help students get feedback in time. For students, before learning any new movements and techniques, the correct concepts of muscle sensation and air sensation have not been established, so there will be various wrong behaviors when practicing movements, which students themselves are not aware of. In order to correct these wrong actions, teachers often have to compare right and wrong in technology, so that students can further establish a correct view of action. At this time, if the teacher can imitate and demonstrate these wrong actions in time, all students can see the contrast between right and wrong techniques and get timely feedback, so that students can strengthen the correct techniques in practice. In addition, the teacher demonstrated the wrong actions, which prevented the students from making a fool of themselves in person and would not hurt their self-esteem; On the other hand, if students are forced to demonstrate the wrong actions, it will cause their psychological pressure and fail to achieve the expected results.
2。 Teachers can find out the reasons of students' wrong actions by imitating their wrong actions. In physical education teaching, there are many reasons why students make mistakes, both individual and individual. There are objective reasons for the difficulty of venue, equipment, climate and technology, as well as subjective reasons for students' timidity, nervousness and poor physical quality. For us mentally retarded children, it is mostly caused by our own subjective reasons. Teachers should discover students' wrong actions, be good at imitating students' wrong actions, find out the causes of wrong actions, find out the specific links and muscle feelings of wrong actions, so as to improve teaching methods and design new teaching plans. Therefore, I think imitation is one of the most important teaching means and methods in physical education for mentally retarded people.
Second, school physical education teaching and innovative consciousness
With the continuous development of society, school physical education should not be satisfied with the status quo and existing achievement models, but should constantly seek innovation, difference and change. This also requires us as physical education teachers to constantly cultivate and improve our innovative quality and the ability to implement innovative education, so as to drive and promote students' innovation.
(A) Physical education teachers also need home visits.
Although students study at school every day, as a physical education teacher, it is impossible to fully understand the situation of mentally retarded students, especially those who are unwilling to participate in sports activities, only by communicating with them twice a week and three times a week through physical education class. Through home visits, physical education teachers can learn more about mentally retarded students and start work with a clear aim, which is conducive to the development of physical education.
Nowadays, a common state in society is that students get high marks and low abilities. It is because the one-child family is more common and there is only one child. I am deeply afraid that the child will suffer. And our mentally retarded children, their parents are more afraid of their children's suffering. It often happens that minor illnesses can't make it to physical education class. Through home visits, PE teachers can make students and parents more aware of the importance of physical education class, and feel that teachers really care about our mentally retarded students, thus helping them to cultivate and grow up healthily through physical exercise, thus supporting teachers to carry out PE teaching.
Therefore, regular and timely home visits by PE teachers can not only fully understand the students' situation, but also be more conducive to the development of school sports activities.
(2) How to deal with the intermittent time in physical education class?
One of the most striking features of physical education class teaching is that students' bodies have to bear certain physiological loads. After the load, you need a rest. In order to better complete the next exercise, how can we correctly handle the interval time?
In physical education teaching, usually after strenuous exercise, teachers take a positive rest first, and then take a negative rest. But I think it should be used according to the actual situation in actual teaching. For example, after the students have practiced the 30-meter run for three times, in the simple relaxation exercise, the teacher can tell a joke or something that everyone is interested in to ease the students' nervousness and divert their attention. I attach great importance to passive rest in physical education teaching, so I skip active rest and focus on my experience in using passive rest time.
The main items of physical education class teaching in special education schools are: walking, running, jumping and throwing. Some projects are monotonous, students lack interest, and the classroom atmosphere is quite dull. In class, I advocate two points:
1, targeted education, so that students can give each other technical guidance. In physical education teaching, "running" is the most boring project, and students lack interest in it. In class, it is meaningless for students to talk about the significance and essentials of running practice simply by physical education teachers. Teachers should mobilize students' enthusiasm according to the actual situation. For example, according to the characteristics of girls' love of beauty, talk about the connection between middle-distance running and bodybuilding, so as to arouse students' interest, and then the enthusiasm of middle school students will be improved accordingly in practice. The action of some projects depends on the teacher's explanation, and the demonstration doesn't work. What is important is that students experience it in practice and experience skills in action.
Therefore, during the passive rest, the PE teacher can let the students evaluate themselves and each other according to their previous exercises, so as to grasp the main points. For example, in the practice of "group forward roll", students master the action skills of different speeds. After a period of practice, two students were asked to do exercises in turn, while the other students were watching carefully. After that, ask the students to talk about the reasons for doing well and not doing well. In this way, the classroom atmosphere will be active, which will not only restore everyone's physical strength, master sports skills, but also cultivate students' ability to observe and analyze problems. If a PE teacher can't properly handle the relationship between exercise and rest and make full use of the rest time in class, then you will never be a successful PE teacher.
2. Teaching the deeds of outstanding sports talents in China In the classroom teaching, after a certain physiological load, we often use the negative rest time to tell some outstanding deeds of sports children in China, so as to enhance students' confidence and interest in going to physical education class, achieve the purpose of patriotism education and enhance the feelings between teachers and students. When guiding the teaching of the intern teacher, I put forward the suggestion of letting the mentally retarded children know about sports stars, as a learning example, and the intern teacher has achieved good teaching results.
Physical education not only affects the development of students' main system, but also has beneficial effects on their mood and health, youth and bodybuilding. This requires physical education workers, especially physical education teachers in special education schools, to keep up with the pace of the times, constantly update educational concepts, implement innovative education, strive to cultivate and cultivate innovative spirit and practical ability, and make our efforts to form a sound personality and have a healthy body for mentally retarded children.
Thirdly, sports games are the most favorable boosters in physical education teaching.
"Interest is the best teacher." Games are an effective means to stimulate students' interest in learning, because games can create a pleasant atmosphere, let mentally retarded children study in a natural and happy state, develop their potential for intentional attention, help train their balance, coordination and large muscle group activities, and make their defects and obstacles compensated and corrected to varying degrees, and get a certain degree of rehabilitation. Therefore, games play an important role in physical education of mentally retarded children. According to the teaching objectives, games are applied to classroom teaching in time, and teaching activities are carried out in the form of situational teaching to stimulate mentally retarded children's strong desire to learn.
Bruner once said: "No teaching form is as intuitive and profound as situational teaching." Indeed, situational teaching method is particularly important for children with mental retardation. Because games with certain situations are not only interesting, but also enable mentally retarded children to quickly enter the realm and enter the role, which not only enables them to gain sensibility, deepen their memory, but also enhances their interest in sports. Therefore, the use of situational sports games to attract mentally retarded children to actively participate in sports activities, and strive to make the game situation a basic activity, so that mentally retarded children can get a good emotional experience in the game situation, thus stimulating their interest in sports. This is the basis for children with mental retardation to develop good sports habits, and it is also the premise for children with mental retardation to gain sports interest in games.
Sports games in schools with mental retardation should aim at cultivating children with mental retardation's interest in sports games. Adopting ways that children with mental retardation are interested in, we should not only develop their basic movements, including coordination and flexibility, but also cultivate their strong and fearless will and positive and optimistic attitude of cooperation.
Therefore, it is very important to cultivate children with mental retardation's interest in sports games. Therefore, we should actively create a relaxed and happy game atmosphere for mentally retarded children from the perspective of their development. According to the research in the lower grades of our school, creating game situations can make mentally retarded children develop their basic sports ability with twice the result with half the effort. According to the age, gender, physiology and other characteristics of mentally retarded children, I followed the basic laws of sports development and created various interesting and entertaining game situations in physical education teaching. Integrating game situation into basic physical education teaching.
The diversity of game situation forms and purposes can also reflect the most basic teaching method in special education-layered teaching. The teaching purpose of the game "I want to fly" is to throw light objects at specific targets. This is not difficult for normal children, but it is not easy for mentally retarded children whose hands and eyes are not harmonious. If they are forced to abide by the unified rules of the game, they will only be discouraged. So, I made appropriate changes to the game goal and game mode: the rope hanging the circle changed from straight to stay cable; The circle of the same size is replaced by hula hoop, iron ring and homemade iron ring; Throwing objects have also expanded from a single sandbag to: paper balls, cardboard planes, badminton, small balls, sandbags and so on. The distance of throwing can be far or near, and the way of throwing has changed from standing still to "free tactics". In this way, under the premise of not changing the main goal, children with mental retardation can learn independently and practice happily without any burden. Children with mental retardation naturally study hard and practice happily, and children with different degrees of mental retardation have also achieved the corresponding teaching goals.
Games can not only meet the needs of children's development, but also promote children's development, so they have special educational value. How to better promote the development of basic sports ability of mentally retarded children in games, we must create various situations in games and promote the game activities of mentally retarded children with different teacher-student interactions in different situations.
Sports games should reflect the needs, interests and experiences of mentally retarded children. Therefore, the guiding role of teachers is very important, that is, to adapt to the activity ability and needs of mentally retarded children.
Children with mental retardation, like normal children, are constantly developing individuals, and their abilities can be continuously developed and improved in game situations. The game situations we design for mentally retarded children should adhere to the principle of easy first, difficult later and step by step. In game activities, children with mental retardation should acquire knowledge, develop their abilities, stimulate their positive emotions and make them feel happy. Only in the environment where children with mental retardation can get recognition, support and independent activities, can children with mental retardation develop all kinds of basic sports abilities with emotion, enthusiasm and initiative. Only by making mentally retarded children have this subjective spirit of participation, initiative, independence and creation, and extending it to other fields of education for mentally retarded children, can our mentally retarded children recover and develop as soon as possible.
Let's really understand the meaning of "rehabilitation" and make appropriate sports goals; By developing novel and diverse sports games, fully arouse the interest of mentally retarded children in sports activities; Provide and use rich, interesting and fun sports equipment that meets the interests of mentally retarded children, attract them to actively participate in sports games, and guide them to explore and think independently.
The book "Education, Discovery of Spring" edited by Mr. Zhong Faquan gives us a lot of thoughts and inspirations. I want to thank Mr. Zhong for making me feel and think!