Tisch
Teaching objective: 1. Cognitive goal: Through small-scale basketball match activities, get familiar with the ball path, improve the ball control ability, initially master the basic skills of dribbling in place and dribbling in progress, and learn to use skills in the game.
2. Skill goal: Students actively participate in the practice of dribbling games and form their abilities through repeated practice; Develop reaction speed, sensitivity and coordination ability.
3. Emotional goal: through teaching, let students learn to cooperate and evaluate in independent practice; Experience the fun of basketball and the thrill of success.
4. Personality development: cultivate students' spirit of not being afraid of setbacks, working hard and facing difficulties; Can be conscious, self-disciplined and self-reliant in class, and there is no lack of publicity of personality.
Teaching content:
Basketball: dribbling game
Teaching focus:
Dribble high and low
Teaching difficulties:
Dribble according to the beat method
Teaching process:
First, the beginning part:
1, assemble the whole team;
2. Say hello to teachers and classmates;
3. announce the contents of the class;
4. check clothes;
5. Organizational form: for example. . .
××× Year× Month× Day× Month× Day
××× Year× Month× Day× Month× Day
××× Year× Month× Day× Month× Day
××× Year× Month× Day× Month× Day
Δ
(Requirements: Assemble the team quickly, quietly, neatly, with full spirit and loud voice. )
Introductory course content: when students watch basketball games, the superb skills of players from both sides and the bodybuilding charm of players. Students certainly want to master basketball skills as well as they do. However, to master skilled basketball skills, we must train for a long time and practice more. So, let's practice together today to lay the foundation for a good game.
Second, the preparatory activities:
1. The teacher leads the students to run along the basketball court 1 circle.
2. Ball practice.
(1) upper limb movement;
(2) Abdominal back movement;
(3) body rotation;
(4) Front and side leg press;
(5) Wrist and ankle movements.
Organizational formation: fan-shaped (students stand outside the three-point line and teachers are in the three-second zone)
Teaching methods: teachers lead and students follow.
Requirements: Action coordination is in place.
Third, the basic part: dribbling game
(1) Playing ball games:
1, the teacher demonstrated several ways to play:
(1) Throw and catch the ball with both hands;
(2) Surround and pass the ball;
(3) Exchange the push ball and the rolling ball at the same position.
2. Students play ball by themselves. Teachers and students practice together to stimulate students' enthusiasm for practice. ) organization form: scattered points
(2) In-situ dribbling game:
1, dribble high and low in situ:
Teaching methods:
(1) Let the students practice dribbling in the same place in their favorite way.
(2) Teachers patrol to understand students' dribbling skills.
(3) The teacher explains and demonstrates the method of dribbling high and low according to the racket ball.
(4) Students' internship and teachers' patrol guidance.
(5) Students perform.
Comparison: Who dribbles better?
Look: Whose dribbling skill is elegant.
(6) Organize students' self-evaluation, mutual evaluation and teachers' comments.
Organizational form: scattered points
2. Count off dribbling:
Methods: Do dribbling exercises with left hand and right hand alternately in situ, watch the teacher's gestures and report the numbers. Requirements: Dribble with your head up, control the ball with your hands, and dribble with your hands.
Organizational form: scattered points.
(3) Dribble on the move:
(1) The teacher talked about the method of dribbling the ball in a straight line when marching.
(2) Students' practice.
(3) summary.
Organizational form: scattered points
(four) straight dribbling relay:
extreme
Teaching objectives:
1, master the concept and components of health.
2. Understand the four cornerstones of health and their meanings.
3. List the effects of unhealthy lifestyles on health.
4. Recognize the influence of lifestyle on health, choose and gradually develop a healthy lifestyle.
Emphasis and difficulty in teaching:
Key points:
Master the concept of health and know how to get health.
Difficulties:
Develop a healthy lifestyle.
Teaching process:
(A) the introduction of new courses
1. Play a healthy song of Mavis Fan.
2. Ask the students what song this is. What is sung in the lyrics?
3. Students answer, and the teacher sums up and deduces the learning content (lifestyle and health).
(2) Ask questions and explain
1, the teacher asks questions. Please recall the health knowledge you learned in primary school and answer what health is in your own language in combination with your own life experience.
2. Students raise their hands to answer.
3. According to the students' answers, the teacher sums up and explains the concept and components of health.
4. The teacher summed it up. Health is not only the absence of disease and weakness, but also a perfect state of physical, psychological and social adaptation. Everything about people is based on health, which not only carries our wisdom and character, but also is the basis of our healthy growth. Health includes physical health, mental health and social adaptation. So how do we become healthy?
(iii) Activities 1
How can we become healthy?
1, purpose of the activity. Let students understand the importance of reasonable diet, moderate exercise, regular life and psychological balance to health under the guidance of teachers in the process of autonomous learning and cooperative learning. Clearly establish the belief of "four cornerstones of health" and know the meaning of "four cornerstones of health".
2. Form of activity. Self-study, group discussion, teacher summary.
3. Specific operation.
(1) Students teach themselves the contents of the "four cornerstones of health" in the textbook as required, and discuss them in groups.
(2) Teachers patrol to understand students' discussion and give guidance.
(3) The group will push representatives to report and communicate, and other students will supplement them.
4. The teacher summed it up. Getting health is the right, responsibility and goal of every student. To achieve this goal, we must learn to judge and choose a healthy lifestyle. So which lifestyles are healthy in life?
(4) Ask questions and explain
1. Teachers organize students to read Lin Jun's one-day lifestyle chart in the textbook; Ask the students to judge which lifestyle of Lin Jun is healthy and which is unhealthy, and give the reasons.
2. Students make choices as required and explain the reasons.
3. Teachers should add explanations and interact with students in time.
4. The teacher gave examples to illustrate the impact of unhealthy lifestyle on health (such as chronic non-communicable diseases caused by inattention to sleep and exercise).
5. The teacher summed it up. There are various lifestyles, some healthy and some unhealthy. In order to get and keep healthy, we must choose a healthy lifestyle. Because lifestyle is the cornerstone of health.
(5) Activity 2
Think about why Lin Jun thinks "easier said than done"? What is the key to changing lifestyle?
1, purpose of the activity. Let students know that correcting bad habits needs the guidance of health knowledge, the support of firm beliefs, the assistance of correct actions and will efforts, and the importance of developing a healthy lifestyle, and then know that the key to changing lifestyle is the unity of "knowledge", "belief" and "behavior".
2. Form of activity. Independent thinking, deskmate communication, class communication, teacher summary.
3. Specific operation.
(1) Teacher's activity requirements.
(2) After students think independently, share their experiences with their deskmates.
(3) Teachers' patrol guidance.
(4) Invite deskmate representatives to share with teachers and classmates.
4. The teacher summed it up. In real life, cases like Lin Jun exist objectively. Reflect on our daily life style, whether it is healthy or not, and whether there is a bad life style? I hope the students can evaluate themselves objectively. If you have problems, you should correct yourself, and use healthy knowledge, strong perseverance and positive actions to overcome bad lifestyles and habits, so as to obtain and maintain health and improve learning efficiency.
(6) Teacher's summary
Lifestyle and health are inseparable. If you have a healthy lifestyle, you will have health. Today, I have learned the knowledge and skills of lifestyle and health, and I believe they will be the action guide for our healthy growth in the future. At the same time, we should also pay attention to the health of family members and people around us and become health ambassadors. Let's take action immediately, bid farewell to ignorance, choose civilization and become a modern health concept in our study and life.