As a new teacher, one of our jobs is classroom teaching. We can record the teaching skills learned from teaching reflection. How can I write teaching reflection? The following is an 800-word (5 general remarks) reflection model of high school physical education teaching that I collected for you. Welcome to share.
Reflection on physical education teaching in senior high school 1 1. Activity objectives:
1, you can kill yourself with a stick and learn the ability to cooperate with your peers.
2. Develop hand-eye coordination ability through a variety of strokes of the stick.
3. Experience the fun of the game and feel the emotion of cooperation with peers.
Second, the activity preparation:
1, a stick, four red, yellow and green hula hoops, six balance beams and three boxes.
2. There are 3 hurdles, 3 arches, 65,438 big balls and 65,438 small balls (with red, yellow and green belts).
3. Music.
Third, the activity process:
1, do stick exercises with music. "Today, Mother Monkey gave you a magic wand to practice. Please pick it up freely and come to the mother monkey. "
2. Please let the children play freely. "Move your hedgehog, two good friends, and see how the wand can play.
3. Summarize children's various ways of playing, praise children's ways of playing, and let everyone have a try. Jump bamboo poles, build caves, lift sedan chairs and so on.
4. Game A: "Yesterday, Mother Monkey bought a lot of watermelons. Now I want you to send them to the warehouse. Will you help me? "
"willing"
"Now the monkey mother gives you a small watermelon. Can a person carry it? (Yes) Now jump on the bamboo pole and transport it to the warehouse in the way you think. "
Setting obstacles: divide into three groups, stand at the starting point of the red line with a red ball, and so on. Walk through small wooden strips (four magic sticks)-slate road (four hula hoops)-big wooden strips (a balance beam)-cave (arch)-warehouse (box)
5. After playing the game 1 time, one person can easily handle a small watermelon and ship it soon. "Next, the monkey mother asked you to challenge difficult tasks and transport watermelons. Watermelon is so heavy that you can't carry it by hand. What should you use? "
"With a wand" "Is that a wand?" "It takes two people and two wands." "The baby monkey is so clever. Let's come together."
6. Game B: Let the children practice holding watermelons with magic sticks. After the exercise, they will pass a small obstacle: stone roads side by side-big wooden strips-hillside (fence)-cave-warehouse. This game is played three times.
7. To sum up, both of them walk sideways with watermelons at the same speed. "The baby monkeys cooperated well and sent the watermelon to the warehouse. Now you must accept a more difficult challenge. That is, two people cooperate with watermelons in tandem. Shall we try? " Children practice freely.
8. Game C: Setting obstacles: The game begins, and the slate road-hillside-ramp (composed of two balance beams)-warehouse. Play the game 3 times to remind children that their hands can't touch the ball and can't land.
Fourth, the end of the event:
Praise the monkey babies who obey the rules, listen to music and do relaxation exercises, and exit.
Reflections on physical education teaching in senior high schools. 1. Change ideas and implement "healthy sports"
The so-called ideological transformation, on the one hand, refers to the transformation of physical education class's unimportant thoughts, on the other hand, mainly refers to the transformation of physical education class's teaching thoughts. Physical education class in senior high school has always taken the road of mechanization, that is, organizing teaching around competitive events, and then letting students practice repeatedly. Rigid physical education class, it is difficult to stimulate students' interest and improve students' participation. Therefore, we must respond to the call of new curriculum reform, establish correct guiding ideology, put students' health first, and adhere to healthy sports. We should not only pay attention to the cultivation of students' sports skills, but also respect students' leading role in the classroom, and consider students' hobbies, so as to make students like physical education class. Organically combine the teaching of sports skills with students' interests. Only in this way can students master sports skills happily and achieve the goal of promoting physical and mental health.
Second, change the orientation and build a student-oriented classroom
Teachers and students are important parts of the classroom. In the past physical education teaching, teachers were in the position of educators and leaders, students were in a passive position, teachers were the protagonists and students were the foil. This kind of teaching greatly weakens students' initiative and enthusiasm, which is not conducive to the construction of efficient classroom. The new curriculum reform requires teachers to change their roles, but in fact it advocates proper transposition of teachers and students. From students adapting to teaching to teaching adapting to students, it is necessary to build a student-oriented classroom. Teachers should choose the appropriate teaching mode according to students' needs, integrate compulsory physical education class with elective courses, adjust the difficulty of some parts of elective courses that are not suitable for students to learn and some difficult sports skills, change complex technical movements, and adopt hierarchical teaching or autonomous learning methods for elective courses, so as to let students play their initiative and autonomy. At the same time, according to the school's venues and equipment, we should develop sports that can promote students' development and stimulate their enthusiasm for participation.
Third, innovative forms to create a colorful classroom
People are always curious about the unknown. If physical education class falls into the mode of mechanical repetition, it will easily bore students. Therefore, we must innovate the form of physical education class, so that students can feel the colorful physical education class. Multimedia can be used to assist physical education class's teaching, and physical education class's position can be appropriately transferred back to the classroom. Multimedia tools can be used to play some national fitness videos for students, so that students can establish the awareness of lifelong sports and play some competitive sports videos, such as the Olympic Games and the World Cup, so as to improve their understanding of competitive sports. Competition can be used to make physical education class full of competition, stimulate students' competitive spirit, and cultivate students' sense of competition and team.
Reflection on PE Teaching in Senior Three 3 When I was teaching small ball games, I prepared two small balls in Class Two (1), and divided the students into two groups, male and female, to play creative games. After grouping, I talked about the rules of the game, but most of the students showed no interest. During the activity, I found that many students stood quietly watching or playing other games with several good partners, and only a few students who liked the ball were chasing the ball. Such a class is obviously a failure, which stifles students' interest in actively participating in activities. At the end of class, I asked my classmates why they didn't play ball. The students said, "I don't like playing like this", "I can't catch the ball" and "I like playing the game of the eagle catching the chicken". Yes, students have different interests. How can such a monotonous and unique game meet the interest needs of students? Not to mention inventing new games.
To sum up the feedback from the students in the last class, since some students don't like the teacher leading them to play, why don't I give it a try and let them play by themselves to see how this class works? So I prepared eight balls in the teaching process of Class Two (2) and Class Two (3). In class, I told the students that the teacher had eight balls here. How do you want to play? The students gave various ways to play with them. For example, a classmate said, "This ball can be shot like basketball, kicked like football, played, passed by several partners, rolled, headed and so on." It's really novel and unique, far beyond my imagination, and most students can share it equally according to the class size and the number of balls. Of course, there are also some students who don't get along well with their classmates at ordinary times. After such grouping, they really became lonely, so I mobilized a small group to accept him. After the activity began, I participated in each group's activities in cycles and gave appropriate guidance. In the process of playing, the biggest feature is that the eight groups play differently, and the students are particularly interested in playing, and the order is more orderly. Is it necessary to worry that they can't play well? Worried that their order will be chaotic? Is it reasonable to worry about organizing formation transfer? All these have been dealt with in students' autonomy and cooperation with peers. Therefore, I deeply feel that some games with small risk factors should be played by themselves and their own game methods should be created. The effect of this teaching method far exceeds that of the teacher-led method. Therefore, we should believe that students, as long as they are given enough space and conditions, each of them will perform the best.
Reflections on physical education teaching in senior high schools. In the process of skipping rope teaching in the basic part of this class, I found that most students stood still with the rope, some students put the rope on the ground and jumped around, some students danced with their feet shaking before practice, some students danced well in situ, and some students raised their hands and said they could skip rope while walking. I call on the students to practice from their own foundation, and set different requirements according to different basic groups. 6-7 people set up a team leader to practice skipping when marching, that is, jumping while running; One group practices foot-changing or flower-weaving or double-jumping; One group dances with two feet before practice or dances with one foot before practice; A group led by me personally practiced rope shaking, skipping and stopping. Students' interest in practice has increased. Under the leadership of the team leader, each group uses their brains to create actively and play games with ropes.
In view of the great difference in students' physique, they are lively and active. In order to cultivate students' sense of ownership and stimulate their interest in learning, students are allowed to practice from their own foundation by choosing their own learning content and learning methods, and set different requirements according to different basic groups: one group practices skipping rope while marching, that is, jumping while running; One group practices foot-changing or flower-weaving or double-jumping; One group dances with two feet before practice or dances with one foot before practice; A group led by me personally practiced rope shaking, skipping and stopping. Group activities are the most commonly used form in teaching. Students in small groups should communicate and cooperate with each other in various activities, which is actually the epitome of social interpersonal communication. The practice of two-person jump and three-person jump is to make students realize the importance of mutual cooperation in practice, so that each student can realize that the strength of a single person is not enough, so that students can fully feel the fun of autonomy and cooperation, so that students can experience the feelings of activities themselves, because success and failure are gains, ups and downs are nutritious.
Positive evaluation, teachers are full of enthusiasm and sincere praise for the main words and deeds of squadron students in class, such as "You are really great!" ""What a good jump! " "How nice! "Let students fully feel a sense of pride and joy in the teacher's evaluation.
Under the guidance of teachers, purposeful group exercises set up a stage for students to show their talents, cultivated students' awareness of active participation, self-management ability and cooperative spirit, and enabled them to fully enjoy the fun of learning activities. The new teacher-student relationship, which fully embodies equality, trust and two-way emotional interaction, creates an open and democratic classroom atmosphere, respects, understands and trusts students, thus making students become workers, seekers and designers in the teaching process. How can teachers and students enjoy teaching? Why not?
Reflection on physical education teaching in senior high school: five courses closely follow the guiding ideology of "health first" and give full play to students' main role. I choose this course.
100 meter running is the main learning content of this class, which can improve students' physical fitness and cultivate their spirit of struggle, unity and cooperation. Now, most students are only children. Since childhood, they lack the atmosphere of communication and cooperation with others at home. At school, they are subjective and competitive, and it is not easy to get along with their peers. Studying in physical education class gave them such a good opportunity. To complete the task of giving a good class, all members Qi Xin need to work together, * * * share the responsibility, * * * make progress together, gradually establish harmonious interpersonal relationships, have a good spirit of cooperation, and achieve the purpose of social adaptation. Strive to achieve the best results. Through the teaching of this course, I feel that there are some successes and some areas that need improvement.
First of all, I think the place of success
1, the curriculum design is closely linked and reasonable.
The teaching content of this class is mainly 100m running. The general process of the class is: (1) running around the track and field, (2) exercising all joints with bare hands, and (3) running 100m. First, do auxiliary exercises, and then do special action exercises. In this way, the teaching process is promoted layer by layer, interlocking. (4) Students practice and improve (5) Students relax and the teacher comments and summarizes. The whole teaching process makes students from easy to difficult, from experience perception to rational understanding. In teaching design, we should pay attention to organizing students' study and practice in the form of group teaching, so as to improve students' practical interest and cultivate their practical enthusiasm.
2. Carry out the guiding ideology of "health first" and reflect students' subjectivity everywhere.
In the teaching process, teachers create conditions for students to become masters of the classroom and give full play to students' main role. In the study of the main textbook, students exercise and cultivate the sense of cooperation through individual, multi-person and overall practical study, and through group inquiry, self-evaluation and mutual evaluation, and individual guidance of teachers in practice. Then through the teacher's summary, explanation, demonstration, correct mistakes in time, and finally through independent practice, further improve their physical fitness.
3. Make full use of teaching resources
In order to give full play to students' main role in the teaching process, I asked the Sports Commission to assist teachers in teaching management. This not only helps students who have difficulties in learning technology, but also gives them something to do in class and helps them find a sense of success. In the arrangement of preparation activities and relaxation activities, the teaching resources such as music and venues are used to organize teaching and make full use of teaching resources.
Second, the disadvantage of this class is that the class capacity is large, and some students who have done well have not praised it in time to help improve students' interest in learning.
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