Sports, abbreviated PE or P.E.), is a complex socio-cultural phenomenon, which is based on physical and intellectual activities as the basic means, the following is my carefully collected and organized elementary school physical education lesson plan design program, the following I'll share with you, come and enjoy it.
Primary physical education lesson plan design program 1
Learning stage: level two learning objectives: group cooperation to complete the exercise
Learning content: the game "big fish net" shuttlecock
Focus: the left foot can also be skillful shuttlecock
Difficulties: the left and right feet can skillfully perform shuttlecock practice
Learning Steps:
I. Cooperation game, improve the ability
Teacher activities: 1.
The method of the game: the class is divided into six groups, the first group played the fish net, the second group rest. The other four groups play the game as small fish. Then the second group played the fishnet, the third group rest. The other four groups play small fish. The game cycle in turn.
3. divided into six groups
4. organization of the game
5. regulation of the game, so that the game more vivid.
Student activities: 1. Understand the methods and requirements of the game
2. Group cooperation in the game
3. Pay attention to the safety in the game
Organization:
Second, cooperative exploration, mastery of skills
Focus: the left foot can also skillfully shuttlecock practice
Difficulties: the left and right foot can skillfully disc kicking Practice
Teacher activities: 1. proposed shuttlecock practice
2. organization of the right foot of the 30 proficiency exercises
3. group as a unit for a one-minute group total competition
4. organization of the left foot of 50 proficiency exercises
5. p> 6. Organize 50 disc kicks for proficiency practice
7. Conduct a one-minute team competition in small groups
Student activities: 1. complete the proficiency practice independently
2. play their own performance, cooperate to complete the competition, and achieve good results.
Organization:
Third, relax the body, enjoy the body and mind
Reaction game
Rules: all the students walk in a circle, and then listen to the teacher shouting: go forward, backward, run forward, run backwards, etc. to improve judgment.
Organization: students in a circle
1, after the lesson summary
2, arrangements for the recovery of equipment
3, teachers and students to say goodbye
venue equipment: playground shuttlecock a number of
after the lesson summary: 1. in doing the game reflects a problem of personality differences. Male and female students are not willing to hold hands together to do the game. Through education this situation has been improved.
Elementary school sports lesson plan design program 2
First, the subject: relay running
Second, the guiding ideology:
The class to "health first" idea as a guide, "happy sports" for the purpose of full teacher training.
Third, the analysis of teaching materials:
The content of this lesson according to the new standards concept, through a number of games throughout, so that students in the study of relay running in the downward pressure of the baton in the practice of the main textbook teaching process, the quality of physical and mental aspects of the overall development; will be the practice of technical skills and the game of the two organic combination of the quality of teaching and learning to greatly improve the quality of education.
Fourth, the school situation analysis:
Our students, they have been able to adapt to physical education classroom teaching after six months of study. Students already have basic sports literacy. Students' athletic ability varies greatly, and the team consciousness needs to be improved, the relay running in this class can effectively improve students' team consciousness.
V. Teaching difficulties:
Focus: the basic technology of relay baton passing and catching and running method
Difficulties: pay attention to master the timing of passing and catching the baton and cooperation
VI. Teaching objectives:
1. Learn the downward pressure baton passing and catching action method in the relay running, and through the games and competitions to make the majority of the students can basically master the action. The main points.
2. Learning and experiencing the downward pressure of the baton in relay running, the development of students' sensitivity and coordination.
3. Stimulate students to actively participate in sports activities and enthusiasm, and cultivate their sense of solidarity and cooperation.
VII. Teaching characteristics
1. Independent learning - students as the main body, play the student's dispersive thinking, through watching the teacher's demonstration, imitation exercises, group discussion, so that the students in the independent study and post-study reflection to fully understand the basic movement of the hand-over tie.
2. Using a variety of grouping forms to provide collective cooperation between students time and space, to provide a variety of learning forms for students to find problems in the learning process, help each other, improve each other and improve the ability of students to solve problems through cooperation, create a good atmosphere of cooperative learning, so that students give full play to the sense of solidarity and collaboration.
3. Evaluation--Teachers can understand the students' mastery of the material through teacher evaluation and self-evaluation and mutual evaluation among the students, and let the students fully understand their own strengths and weaknesses in the practice.
Elementary Physical Education Lesson Plan Design Program 3
Learning Objectives: active participation in game activities, easy and natural natural terrain running.
Learning content: the game Natural terrain running
Learning steps:
I. Game activities, active participation
Teacher activities: 1, organizing the students to set up the team, formation practice.
2. Review the rules of the game with the students to stick the burrito.
3, the organization of the students into a circle for the game, the students play the teacher timely reminder of the requirements, consolidate the students' understanding of the rules.
4, put forward the grouping requirements, organizing students to play in groups. (The designated students are solely responsible.)
5. Organize students to practice flexibility.
Student activities: 1. Sports committee members to form a team and check the number of people in attendance.
2, in-depth familiarization with the rules of the game, know the requirements of the game.
3. The class formed a circle and played the game according to the rules.
4. The class is divided into two groups, and the designated students are responsible for the game to expand the proportion of activities.
5, under the leadership of the group leader to carry out positive leg press, lunge leg press, sitting leg press three flexibility exercises.
Organization: six horizontal lines, group dispersion
Second, independent selection of groups, independent practice
Teacher activities: 1, explain the grouping requirements (grouped by physical ability, 3-6 people in a group; select the group leader; vertical line up, the leader of the group in front.) Organize students into groups.
2, put forward the requirements of natural terrain running: (group members listen to the group leader, the leader to fulfill their duties; reasonable choice of venue and speed; reasonable control of the distance; pay attention to the discipline of running; pay attention to breathing, easy and natural; time controlled by the teacher).
3. Watch and guide students to run on natural terrain.
4. Find out from the group leader the completion of each group.
5. Organize students' flexibility and relaxation.
6, summarize the whole lesson.
Student activities: 1, listen carefully to the grouping requirements, choose their own partners, choose a good group leader, line up.
2, carefully understand the requirements of natural terrain running.
3. Under the leadership of the group leader, run on natural terrain and experience the running action on different terrains.
4, group leader to exchange their own a group of running, management feelings.
5, listen to the command for flexibility and relaxation.
6, listen carefully and actively participate in the speech.
Organization: group dispersal, sitting on the ground, six columns of horizontal line
Venue equipment: campus, playground
After the lesson summary: most of the activities in this lesson are completed under the leadership of the group leader, but because this lesson is running practice, the student's physical fitness varies greatly, so all of the group leader in this lesson is not a fixed and unchanging, the group leader of the game by the teacher appointed by the good control of the students, flexibility practice by the teacher appointed by the good control of the students, the group leader is not fixed. Students, flexibility exercises by the regular group leader, natural terrain running students according to their own physical ability to choose the group, elected the group leader, just because the group leader of the constant change, so that the backbone of this lesson reflects the role of the very good, and the most pleasing is that the students grouping of the requirements of a very clear, running is also basically able to listen to the leader's leadership.
Elementary School Physical Education Lesson Plan Design Program 4
First, the design intention:
Rope skipping is our country's folk tradition of sports, especially in the students are widely spread, and rope skipping is also our country's basic teaching tasks of school sports, especially in elementary school first grade focus on the textbook, it is necessary to assess the project, but the project is still difficult to learn for students with poor coordination. However, the teaching of first grade rope skipping is often neglected by most teachers, and some of them just pass over it in a slapdash manner, and more often let the students learn it by themselves, so it is not common to see students who can jump well in the first grade. Through the learning of this lesson, let the students initially master the method of positive rocking and feet jumping short rope and related knowledge, the development of students jumping ability and body coordination, experience the joy of learning, let the students in the mutual aid, collaboration, friendship activities, and gradually develop good habits of physical exercise, let the students in a happy learning atmosphere to master the knowledge of physical education and sports, so as to better implement the requirements of the curriculum standards, and to promote the quality of students' overall development. The students will be able to master the knowledge of physical education and sports in a happy learning atmosphere.
Second, the analysis of teaching materials:
Rope skipping is a kind of physical activity that elementary school students like very much. It is a kind of lower limb movement, combined with the upper limb coordination with a physical activity, it can be easily achieved by controlling the complexity of the movement and the speed of the speed of the purpose of regulating the amount of movement, suitable for different ages and genders. Due to the simple equipment, it does not need a large space to be easily carried out, and it is a good content in the physical education materials of elementary school. Through jumping rope activities can promote the development of students' upper and lower limb muscles, joints, ligaments and visceral skills, and has a significant effect on the development of elasticity, sensitivity and coordination. It can also promote the growth of children's intelligence and height, and enhance children's cardiorespiratory and gastrointestinal functions.
Third, the school situation analysis:
1, first-grade students are in the period of growth and development, muscle elasticity is poor, their bone road muscles and internal organs are not well developed. The project of jumping rope is not very well understood, and a small number of students have contacted the jump rope.
2, students in the rope skipping learning may appear hand shaking rope, feet jumping and other errors, for poor coordination of students will appear hand, foot with the error. Not only that, students may also be bored with jumping rope in teaching.
3. When students encounter difficulties in learning, some of them will imitate the students who are good at jumping to learn, some of them will ask their teachers, and some of them may give up.
Fourth, the teaching objectives:
Sports participation objectives: under the guidance of the teacher, students can learn happily and dare to express themselves.
Athletic Skills Objective: 75% of the students can master the movement of short rope skipping with their feet and apply the movement to other activities.
Physical health goals: through the continuous jumping on both feet to develop students' leg strength, the coordination of the upper and lower limbs can develop students' coordination ability.
Mental health goals: Dare to challenge themselves and show themselves to get the joy of success.
Social Adaptation Goal: Through collective learning, mutual observation and discussion, to enhance friendship and develop the ability to work together.
V. Difficulties:
Focus: the hands are shaking and feet jumping
Difficulties: upper and lower limb coordination
VI. Teaching Strategies and Means:
For the characteristics of the first-grade students and the common errors in rope skipping learning, the teaching of this lesson flexibly arranged for a variety of exercises, such as unarmed empty rope exercises, jumping low step exercises, etc., to create an easy and pleasant learning for the students. Students to create a relaxed and pleasant learning classroom atmosphere, leaving students with a certain amount of activities, so that students in the learning to play, play in the middle school, so that they enjoy learning, self-study, hard learning. By observing the better jumping students, let other students think to get inspiration, prompt them to cooperate with peers, help, effectively stimulate the team spirit, the spirit of cooperation, so that all levels of students are improved. Let the students get a sense of success in participating in the activities, give students a learned pleasure, the joy of success, winning happy and proud of the learning atmosphere, stimulate students' interest in learning, mobilize students to actively participate in the enthusiasm, and cultivate students' good behavior.
VII. Common errors and solutions:
1, hand-cranked rope error.
Some children shake the rope when the hand will be rotated internally, or shake the rope is not consistent, or the power used is not uniform and caused by shaking the rope intermittently. The solution is a hand and grasp the two rope head, one hand, one hand practice. Teachers can hand in hand - holding the children's hands to grasp the rope head of a piece of rocking, to help students find the feeling, familiar with the nature of the rope. With this approach 20% of students can initially jump up coherently. But pay attention to must spread out, so as not to be rope thrown to.
2, foot jump error.
Beginning rope skipping children should jump with both feet. When practicing, please ask a good rhythm of rope skipping students in the middle of the rope jump, other students stand around the bare hands to imitate with the jump, practice and feet jump rhythm. When practicing, ask the students to keep their eyes on the rope to find the feeling. You can also use one to help one, that is, a student who can jump with a student who can not jump a piece of jump. With this method about 15% of the students can initially jump up coherently.
3, hands and feet with the wrong.
Hand fast foot slow, hand slow foot fast, hand and foot coordination is not coordinated enough, is the most common mistakes made by students. The solution to this error are:
(1) jumping rope. Students hold a rope in each of their right and left hands, throw both hands at the same time, and jump with both feet.
(2) Group empty rope skipping. Two students in the middle of the field fling long rope, other students look at the rope feet and jump. This method is better than the single jump rope effect. A dozen students jumped up and down at the same time, easy for students to grasp the rhythm.
(3) shake the rope, jumping intensive training. Let the students hold their own rope, fling it over their heads to land and pause for a beat, then jump lightly over the rope with both feet, while both hands pull the rope back. One can skillfully jump over, jump two in a row, and then increase one by one. This method is more effective for students with a poor sense of rhythm, but it is easy to shake the rope movement deformation phenomenon. So the teaching should be different from person to person.
Rope skipping materials in elementary school physical education classes accounted for a limited proportion after all, in order for students to master the technology of rope skipping, we must also make full use of the students' spare time, so that students practice diligently, a small number of students are still not good at mastering the students should be timely contact with the classroom teacher, parents, and please ask them to assist them in the spare time, at home.
I. Beginning section - time: 3 minutes
(a) routine content
Organization: teachers and students greeted, announced the content of the study
Form: four horizontal lines (as shown)
Requirements: full of energy, the physical committees of the whole team Report Attendance
(b) formation exercises: step march. Standing (1) March, Standing (3) March, Standing (5)
Organization: Teachers shouting commands, unified command
Format: four columns of horizontal line (as shown)
Requirements: neat and tidy, loud and clear slogans
Preparation - 8 minutes
(A) General preparation Time: 4 minutes
Content: Series of exercises "Colorful Sunshine"
Organization: Teachers lead the work, students shouting slogans
Requirements: stretching movements, accurate and powerful
(2) special preparation - time: 4 minutes
Content 1, jumping to the rhythm of the unarmed hand, so that the students clap their hands while jumping
(2) preparation - time: 4 minutes
Content 1, unarmed jumping to the rhythm, letting Students clapping their hands while jumping
Organization: Teachers visiting and guiding
Form: four rows of gymnastic formation (as shown in Figure 2)
Requirements: jumping to have a sense of rhythm
Third, the basic part of the time 26 minutes
(a) single rock and foot jump - 18 minutes
Action: both hands hold both ends of the rope and foot jump. Hold both ends of the rope and jump over the rope from back to front (with or without a padded jump) several times in a row.
Teaching focus: both hands are swinging and jumping
Teaching difficulties: coordination of upper and lower limbs
Teaching links:
1, the teacher explains the demonstration of holding the rope and mastering the appropriate length of jumping with the feet - Time:
Organization: students observe and imitate
Form: gymnastics formations
Requirements: students can master the basic method
The students can be able to master the basic method
The students will be able to master the basic method
The students will be able to master the basic method of jumping with the feet. Can master the basic method
2, according to the rhythm of the unarmed imitation of jumping rope movement - time:
Organization: the teacher patrol guidance
Form: gymnastics formations
Requirements: in accordance with the rhythm that has been familiar with in the special preparatory training
3, one-handed jumping with a rope, (left and right hand alternately practiced) - time:
times: Left and right hand each practice once
Organization: teacher patrol guidance
Form: gymnastics formations
Requirements: the rope falls to the ground with both feet jumping.
4, each hand holding the ends of a folded rope jump - time:
times: practice once
organization: teachers patrol guidance
form: gymnastics formations
requirements: upper and lower limbs coordinated
5, and feet jumping rope practice - time:
Number of times: one practice
Organization: Teacher patrol guidance
Form: gymnastics formations
Requirements: coordination of upper and lower limbs
6, excellent student demonstration - Time:
Organization: student observation and encouragement, teachers focus on tips
Form: Gymnastic formations
Requirements: students observe carefully
7, foot rope practice again - time:
Number of times: one practice
Organization: Teachers visiting and guiding
Forms: Gymnastic formations
Requirements: Upper and lower limbs coordination
(B) games: jumping on the same foot Competition - Time: 8 minutes
Game method: 1, 10 seconds, 20 seconds, 30 seconds unit time jump rope than more
2, a one-time jump rope (until you miss) than more
Game organization: gymnastics formations
Game requirements: coordinated movement, fast
Fourth, the end of the section - Time: 3 minutes
Requirements: coordination of upper and lower limbs, fast
Fourth, the end of the section - time
(a) Relaxation
Organization: Teacher lead
Form: Gymnastics formations
Requirements: Total relaxation
(b) Summary of the lesson Teacher and student goodbye
Estimated heart rate: 155 beats/min
Estimated density of practice: 35% - 40%
Elementary PE lesson design
This is the first time that a teacher and students have been in a classroom together. strong> Elementary School Physical Education Lesson Plan Design Program 5
(a) Guiding ideology and theoretical basis:
This lesson is based on the "Physical Education and Health Curriculum Standards", adhere to the guiding ideology of "health first". Centered on the development needs of students, follow the law of skill formation, encourage students to practice and experience, explore and correct the skills action, inspire students to self-learning and self-practice, help each other to learn, and gradually form a positive and proactive attitude towards learning, thus promoting the improvement of students' learning ability. The teaching process gives full play to the leading role of the teacher, highlights the main position of student learning, and organizes teaching in an orderly manner. Attention to individual differences in students, so that each student in the cooperative learning with peers to get skills gradually improved, the heart of the pleasure and satisfaction. In the teaching process, students initially experience the practice of doubt, practice in the thinking, practice in the release of doubt in the sports learning methods, to develop students lifelong sports awareness.
(b) Teaching content:
The teaching content of this lesson is selected from the Humanist version of the elementary school physical education and health textbook Book IV, the content is a small basketball: dribbling in place and the game: forward and backward.
(C) unit lessons:
Small basketball dribbling in place unit *** arranged 3 lessons, this lesson is the third lesson.
Unit plan:
The first lesson: preliminary study of the basic basketball stance, two-handed holding of the ball, focusing on 1-2 kinds of familiarization with the ball practice, so that 85% of the students basically mastered 1-2 kinds of familiarization with the ball practice methods.
The second lesson: further consolidation exercises to familiarize with the ball, focusing on learning the technical movements of in-situ dribbling, so that 80% of the students correctly grasp the technical movements of in-situ dribbling.
The third lesson: further consolidation of in-situ dribbling, focusing on practicing and correcting the wrong movements of in-situ dribbling with the head down, so that 80% of the students can dribble with the head up.
(D) teaching background analysis:
1, teaching content analysis:
In the human education version of the textbook, the primary basketball from the fourth grade began to appear to the sixth grade, the technical action is easy to difficult progression, is an important part of the learning of elementary school ball materials. According to the age characteristics of elementary school students, elementary school basketball teaching, mainly familiar with the ball, footwork, passing and receiving the ball, dribbling and shooting and other most commonly used a few major technical movements for teaching, focusing on learning the basic techniques and skills to improve the body's basic ability to move, the purpose is to enable students to initially master the basic techniques, know a little bit of the rules of the game, to cultivate an interest in basketball, to guide the students to actively participate in the active learning and practicing.
According to the distribution of basketball content materials, the development of fourth-grade basketball in situ dribbling unit plan. Unit goal: to learn the method of dribbling in place, initially master the dribbling hand touch the ball part and timing, the development of coordination and control of the upper limb muscle groups, stimulate interest in learning and practicing, and cultivate a good sense of cooperation. According to the Fengtai district elementary school sports teaching unified plan arrangement, fourth grade in situ dribbling ***1.5 hours 3 lessons, this lesson in the unit plan is the third lesson.
2, student situation analysis:
(1) psychological characteristics: fourth-grade students lively and active, like to physical education classes, sports have a good sense of participation, and the teacher clearly put forward the requirements of learning and practice to be able to take the initiative to complete, and at the same time, their knowledge of the action with a preliminary self-analysis, the ability to understand the completion of the movement of the quality of the initial evaluation and quantitative
This is a prerequisite for cooperative learning and teaching to be able to efficiently complete the attempts and experiences.
(2) physiological characteristics: fourth-grade students began to enter the early adolescence, the body develops faster, the height of the obvious growth, the physical quality of the obvious increase, but a long time, large amount of exercise is easy to produce a sense of fatigue, easy to produce negative emotions. The formation process of skills is faster than the lower grades, the mastery of the rough action faster, but the degree of detail is not enough, in the process of learning and practicing, the movement is easy to change shape, out of shape, the formation of a variety of erroneous technical movements.
(3) Skill base: the technology of basketball in-place dribbling is relatively simple, in daily life and learning, students are more or less involved in the formation of a certain technical basis, but also developed some wrong practice habits, need to be corrected by the teacher in the teaching process in a timely manner.
Grade: 4th grade Number: 28
1, small basketball: dribbling in place 2, the game: forward and backward
Teaching Objectives
1, the use of different ways to consolidate the practice of dribbling the ball in place of the technical movements, 80% of the students can raise their heads to dribble the ball
2, the development of the students of upper limb small muscle group strength and coordination, to improve the ability to control the ball hand
3, cultivate students' sense of cooperation, stimulate students' interest in basketball
Teaching content
Beginning
I. Classroom Routine
1, the sports committee of the whole team
Report the number of people in attendance
2, teachers and students greetings.
3, announce the content of the class:
4, check the clothing, arrange the trainees.
2. Formation exercises
1. Marching in unison, standing still
Preparation section
1. General preparation
1. Colorful sunshine
Preparation section
Section 1, Stretching
Section 2, Expansion of the chest
Section 3, Kicking exercise
Section 4 Lateral movement
Section 5 Body Turning Movement
Section 6 Abdominal and Dorsal Movement
Section 7 Jumping Movement
Section 8 Tidying Up Movement
2. Mini Game: Bunny Picking Melon
2. Specialized Preparation
1. Double-handed Body Front Pivoting Movement
2. Double-handed Body Front Tossing and Catching Movement
Basic Part
A small basketball: in situ
dribbling
action method: dribbling, two feet open, legs bent, upper body leaning forward; five fingers naturally separated, touch the ball with the palm of the fingers (palms of the hands empty), the elbow joint as an axis, when the hand touches the ball when the arm and wrist upward cushioning with the ball, and then the small arm downward stretching, the hand pressed downward to the ground will be racketed. And so on repeatedly.
Teaching focus: head up dribbling
Teaching difficulties: head up dribbling
Second, the game: the front to the back
Game method: (a little)
Rules of the game:
1, the first group of the win
Negative, the second group can set off the game.
2, after the departure of the ball must be dribbled away, after the encounter with both hands holding the ball.
3. Which group has more balls in front of the door, which group loses.
The end of the part
I. Students independently
Familiarization exercises
Second, summary of the lesson
Third, arrange for students to collect equipment.
Fourth, teachers and students goodbye
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