First, the analysis of the current situation of teaching content selection in physical education class.
Physical education class's teaching content is an integral part of educational content, which is different from competitive sports and mass sports, and even more different from other disciplines. It is a learning material that aims at education, takes physical exercise as the main means, and takes the development of students' physical fitness, basic physical activity ability and basic skills as the basic conditions to realize the goal of physical education curriculum in the teaching situation. Therefore, how to reasonably and effectively choose the teaching content of physical education class has become a key issue to improve the quality of physical education teaching and achieve the goal of physical education curriculum.
At present, when preparing lessons, rural physical education teachers in China only have physical education syllabus, physical education (and health) curriculum standards and teachers' reference books, but there are no textbooks with specified contents for reference. This requires our physical education teachers to have a pair of discerning eyes, and be able to identify and choose sports suitable for teaching from a variety of physical education textbooks according to time, place and person. This process is equivalent to the re-creation of physical education textbooks, and it is a re-creation process of physical education teachers according to teaching needs, students' learning situation, teachers' teaching style, teaching practice and other conditions.
Second, the basis for choosing the teaching content of physical education class.
1, physical education teaching objectives
In the specific practice teaching, how to choose the appropriate teaching content and urge students to achieve the predetermined teaching objectives is a problem faced by the majority of physical education teachers.
"Physical Education (and Health) Curriculum Standard" puts forward the content standard, divides the study period according to the students' level, and gives physical education teachers the space for rational thinking and the room for choosing teaching content. First, teachers should set clear teaching objectives according to the physical education syllabus and physical education (and health) curriculum standards, and then they can consider what kind of teaching content to choose to achieve the teaching objectives.
2. Physical education teaching rules
The law of physical education teaching objectively exists in the process of physical education teaching. The choice of teaching content should conform to the law of human activities and can effectively serve the improvement of students' physical and mental health. The content itself conforms to the laws of sports and technical principles, and has a certain technical content, so that students can experience the joy of sports and finally achieve the goal of technical integration. There are five laws in physical education teaching:
(1) The formation law of motor skills. Physical education teaching should let students learn and master certain sports skills, because the formation of sports skills will go through a process from never having a meeting to being proficient, and the process of forming and improving sports skills is: roughly mastering the action stage; Perfect and improve the action stage; The consolidation and application stage of action.
From the analysis of psychological factors, the rough grasp of action stage, novel teaching content and training methods are easy to stimulate students' interest in learning, students' attention is more concentrated and the learning effect is more obvious; In the stage of improving and improving movements, the contents and methods of practice are mostly repetitive, and the learning effect directly perceived in the classroom is reduced, so that students will feel monotonous, boring and bored, and form more negative emotions. Teachers should carefully analyze the subjective and objective factors existing in students' learning technical actions, grasp the rules of actions, have a clear aim, and achieve twice the result with half the effort.
(2) The change and control law of exercise load in physical education teaching: warm-up and gradually increasing exercise load stage; The stage of regulating exercise load according to teaching needs; The stage of recovering and gradually reducing the exercise load. This is the preparation part, the basic part and the ending part when the PE teacher writes the class teaching plan.
(3) The law of sports cognition in physical education teaching: extensively carry out perceptual cognition, form a rational cognition stage, and perform rational cognitive deduction on the application stage of various sports scenes.
(4) the law of collective education in physical education teaching: 1. the stage of forming a collective and forming collective factors; Second, the stage of collective consolidation, receiving education in the collective; Third, the stage of collective maturity and conscious collective behavior; Fourth, the stage of collective decomposition forms a new learning collective.
(5) The law of fun experience in physical education teaching: first, the stage when students fully exercise on the original skill level and experience the fun of sports; Second, the stage when students challenge the new skill level and experience the fun of physical education learning; Third, the stage of technical and tactical innovation after students acquire motor skills, so as to experience the fun of inquiry and innovation.
3. Conform to the law of students' physical and mental development.
After several generations of research, American action development scientists have expounded six factors that affect the development of human activities from the perspective of development: the quality of action, the order of action development, the accumulation of action, the development direction of action, the multiple elements of action and the individual differences of action development. These research results prove that the sequence of human movement development is quite predictable. For example, it is suitable to develop students' flexibility, sensitivity, coordination and balance ability in the early stage of primary school, and students' aerobic endurance, speed and muscle strength can be properly developed in adolescence. In other words, only by fully understanding the law of physical and mental development of primary and secondary school students can we scientifically and reasonably choose the content of physical education and provide guarantee for targeted teaching.
4, in line with the objective reality
Teachers should reduce arbitrariness when choosing teaching content, be scientific and planned, and pay attention to the following points when choosing from objective reality:
(1) Teachers can fully consider the actual situation such as school facilities and climate change; Only in this way can we develop and use school-based curriculum according to local conditions;
(2) Pay attention to improving students' interest in learning; Only when PE teachers guide the teaching content to students' psychology, and students have a strong cognitive desire and can feel the significance and role of learning, will students' strong interest in sports last for a long time, thus laying a good foundation for their lifelong sports.
(3) attaching importance to children's existing experience; Once the teacher integrates book knowledge with students' experience, students will be more confident and further increase their interest and motivation in learning;
(4) Selection and arrangement of teaching content with local characteristics, such as some traditional sports events that are deeply loved by local people or unique projects of schools, can be used as an important basis for selection.
Third, the method of choosing the teaching content of physical education class.
1, reference teaching method
Although front-line physical education teachers deal with physical education every day, after all, not everyone's theoretical level can reach the level of independently writing textbooks. Fortunately, many experts in teaching experience have compiled a book and other teaching reference materials for physical education teachers, which lists a wealth of physical education teaching contents. Front-line teachers can choose directly from the actual teaching situation, which greatly saves teachers' time and energy in choosing teaching content and improves the efficiency of preparing lessons.
2. Adjust the requirements of the same content according to different levels of goals.
In the construction of physical education curriculum, we should choose the teaching content according to the teaching objectives, and in physical education teaching, we should design and organize the implementation according to the characteristics of teaching materials and theoretical laws.
The biggest feature of the arrangement system of physical education teaching content is repetition. In the process of repeated practice, we can improve our skills, improve our skills and develop our bodies. This repetition is not a simple repetition of returning to the original point, but a spiral ascension process. We often choose some teaching materials with high practical value, great practice effect, certain difficulty and depth as circulating teaching materials. At this time, teachers should consider the individual differences of students' age, study period and physical and mental development, and make some appropriate adjustments to classroom objectives and requirements, for example, simplifying methods, rules, techniques and tactics, reducing the difficulty requirements, and transforming venues and equipment. Carry out more competitive and adult projects, make them suitable for students' physical and mental characteristics, and give full play to the educational function of textbooks.
3. Reorganization and combination of teaching content
Although there are many references for physical education teaching, physical education teachers are not allowed to follow the book. They should analyze the selected content to see if it is defective and can meet the actual teaching requirements. The selected main teaching materials should be equipped with corresponding auxiliary teaching materials. For example, throwing is the main teaching material, so running can be used as an auxiliary teaching material to achieve the goal of balanced development of students' upper and lower limb strength and quantitative exercise load. According to the teaching needs, students' characteristics and teaching style, physical education teachers deeply process and re-create the teaching materials. Teachers can try to create teaching content with different characteristics, teach their own characteristics, and make teaching materials come alive.