Physical education class Narrative in Primary School 1 This section is physical education class in Grade Three. Before class, I ask each student to prepare a drink bottle with sand. Originally, I wanted to divide the students into four groups, each group was given a solid ball, and organized students to play the game of "jumping up quickly" (that is, the distance between the bottles was about one meter, and each group jumped from the bottle in turn from the head, and then handed the solid ball to the second classmate, thus training students' continuous jumping ability and cultivating cooperation consciousness). But when I handed the solid ball to the first group, I heard a classmate in the team say, I thought, hey, by the way, there are many ways to play the combination of bottle and ball. Why not let students create their own? As soon as I said what I thought, the team immediately boiled. After a period of discussion, each group began to decorate the playground. Some of them are playing "bowling" (putting all the bottles together and rolling solid balls to smash them); Some are playing "Walking through the Woods" (bottles bypass beverage bottles every other meter), while others are playing "Quick Jump".
Seeing that my classmates are having such a good time, I can't help secretly cheering for them. Unexpectedly, this letting go has received unexpected results. Then, I had another brainwave. Why not let the students make a rule for the games they play? When I approached each group and explained my intention, each group had a heated discussion and tried again to test whether the rules were reasonable. After a while, I blew my whistle to get them together. First, I asked the group leader to explain the group's games, and according to the students' opinions, I chose two games: "bowling" and "going through the Woods" for the competition. With a burst of encouragement, the students' interest reached the highest point. This section of physical education class didn't follow the idea of my lesson plan preset, but it achieved unexpected results. This makes me feel that teachers should change the unchangeable classroom teaching if they want to make their classroom lively. You know, students are living people, and teachers can't be the masters of classroom teaching. We should adjust the classroom teaching structure according to the new situation in the classroom, seize the opportunity to stimulate students' interest at any time, and mobilize students' learning enthusiasm to the maximum extent. This section of physical education class didn't follow the idea of my lesson plan preset, but it achieved unexpected results. This makes me feel that teachers should change the unchangeable classroom teaching if they want to make their classroom lively. You know, students are living people, and teachers can't be the masters of classroom teaching. We should stimulate students' interest and arouse their enthusiasm for learning according to the new situation in the classroom.
Narrative 2 of primary school physical education is aimed at the lower grades of primary school students. Should the action essentials be so detailed? Is it necessary to break down the action exercises in class? Because I found that some students have uncoordinated movements after learning the essentials of movements, and the deformed movements are not conducive to students' physical education.
In the classroom organization, should we completely let go or accept?
What is a good physical education class? I remember in a teacher training, the researcher said that as long as students give full play to their initiative in a limited time, it is a good lesson to devote themselves wholeheartedly. I don't think it's necessary for physical education class to queue up neatly for jogging. Students' interests and ideas should be considered, and students should not feel that going to the playground is like going to the execution ground. It is pointed out that some PE teachers still focus on competitive events and take strengthening physical fitness as their teaching goal.
Quality education and modern ideas require us to teach students to "learn to learn" and "learn to keep fit", and attach importance to cultivating the ability to engage in scientific exercise independently. Therefore, some of our teachers think that physical education teaching should realize many changes: from "emphasizing learning" to "emphasizing learning"; From "attaching importance to motor skill learning" to "attaching importance to motor ability training"; From "attaching importance to skill mastery" to "attaching importance to emotional experience" Therefore, there are many teaching methods such as "autonomy, self-study and self-practice" in teaching. Students can learn as much as they want in class. As long as students are always smiling in class, it is a successful class. As far as the physical education teaching activities in our school are concerned, the content design of two physical education class courses is in line with students' interests, but there is always a feeling that something is missing, and the sports skills are gone, so teachers and students get off the class with a smile. Have the students' abilities been developed? Have the students' physical qualities been exercised?
As a grass-roots physical education teacher, there is always a feeling of confusion. I always feel that there are too many pure theoretical things in physical education curriculum reform and too few practical things. Do we really want to cultivate students' interest in sports every day instead of sports training and competitions? There is always a certain distance between theory and practice. There are more than 60 students in almost every class in our school, and everyone has different physical qualities and interests, not to mention a wide range of sports, some like playing basketball, some like playing football, running, throwing and so on. If all students follow their own interests, let them learn while playing. In the eyes of students, they may think that this is an activity class, while in the eyes of other teachers, this is a "grazing class". In fact, "herding sheep" is a particularly difficult course. The so-called "herding sheep" should have enough "grass" for the sheep to eat, and there should be a safe place for the sheep to eat. I dare not attend class like this. First, it seems that people are doing nothing, allowing students to play around and patrol themselves on the playground. Secondly, the school environment does not allow it. In physical education class, there are three or four classes on the playground, and there are often six or seven classes on the ground. Running here hits people, pitching there hits people, not to mention other events. Shouting for years of quality education, happy sports, or spinning on the traditional teaching methods, gathering in four rows, jogging, explaining and demonstrating, and so on.
The public is right, and the old woman is right. We have to accept it all and wait for it. It's really bittersweet. In any case, teaching in line with the actual situation of the school is the best.
Narrative 3 of primary school physical education was taught today in physical education class, a sophomore. The original teaching plan is: forward tumbling and head-on relay running games. After finishing the forward roll exercise and preparing to organize the face-to-face relay race, I found that the number of people in each group was uneven, and the face-to-face relay race had been done several times. Two groups always win, the group that often wins is in a good mood, but the members of the group that often loses are not happy. Several students muttered, "They have a certain group, and they must have won again. So-and-so in our group is always dragging its feet With him, we are sure to lose again. Really boring. " Other students echoed: "Yes, it's really boring." I thought about it and said, "Since many students are not very interested in this game, I'll tell you. There are 15 minutes below, and I want you to control it freely. As long as it is an organized and purposeful activity, you can be the master of learning at will. However, before class, the teacher wants you to tell me why you like doing this exercise, okay? " At this point, the whole class roared with joy and enthusiasm for learning. Everyone talked about it, and some said, "Come and play the game of the eagle catching the chicken!" Someone said, "shall we do the standing long jump?" Some people said, "Let's play the game of cutting watermelons" ... I said to them, "You should pay attention to safety when you practice. If you need the teacher's help, come to me and start practicing after discussion. " As soon as the voice fell, many students invited the players to practice. Several students came first and said, "Teacher, we have a competition. Would you like to be a referee? " I asked, "Why do you like running?" "Because I like running, I have endless energy." "We have to compete and run like athletes. Will you order a referee? " Seeing their eagerness, I immediately agreed. The competition has already started. Although they are very young, they really run like athletes! As a result, a classmate won the first place. He said to me, "teacher, I run very fast." I want to join the sports team. Do you think so? " "Of course, as long as you are not afraid of hardship, fatigue and hardship, I think you will be an excellent athlete in the future." Several other students also said, "We should join the sports team, too." Looking at the children's naive yearning expression, I am really happy: "As long as you can run past him, of course you can participate." They are excited to participate in the competition again. It seems that although they are small, they are really not blind. Let's look back at the other children. Groups are practicing their favorite projects, which are particularly exciting. Five minutes before class, I asked them to answer the purpose of the exercise, and they all answered seriously. I also added some answers that were not specific enough. I believe they will remember them better and practice harder in the future.
The original plan was broken by the students' mood swings, so I changed my mind temporarily. At that time, my idea was to know how much content students had mastered and what activities they were interested in through free practice. I didn't expect to find many unexpected gains: if some students want to be athletes; Some students can organize their own team members to practice; There are also innovative students (in the game of catching chickens by eagles, let the chickens caught be eagles, and then the eagles make chickens in turn to play the game), which makes me feel these two points:
First, return the classroom to the students and give them space to practice independently.
Although the children in the lower grades are young, they have a wide range of interests and have certain autonomy. Teachers should consider starting from students' reality, break the previous practice of junior teachers organizing students to do the same activity together, give students more selective free practice space, let students find the fun of practice, discover their own specialties, and lay a solid foundation for lifelong sports.
Second, return the classroom to the students and give them the space to express themselves independently.
Teachers let students practice and study by themselves, which gives some students a good opportunity to express themselves. Just as some students really want to be athletes, they boldly invite teachers to participate in his activities and realize their wishes through performances. Some students want to be small teachers, so they organize some students with common hobbies to practice together and cultivate their organizational ability; Some students have come up with new tricks in practice, which have been affirmed by teachers, not to mention how proud they are.
In short, teachers should be good at considering the actual needs of students, let go of their hands and feet, and return the classroom to the children.
Narration of primary school physical education 4 As a physical education teacher, I undertake the physical education teaching task for the students of grade one to grade six in primary school. For lower grade pupils, should the essentials of actions be so detailed? Is it necessary to break down actions in class? Because I found that some students have uncoordinated movements after learning the essentials of movements, and the deformed movements are not conducive to students' physical education.
What is a good physical education class? I remember in a teacher training, the researcher said that as long as students give full play to their initiative in a limited time, it is a good lesson to devote themselves wholeheartedly. I don't think it's necessary for physical education class to queue up neatly for jogging. Students' interests and ideas should be considered, and students should not feel that going to the playground is like going to the execution ground. It is pointed out that some PE teachers still focus on competitive events and take strengthening physical fitness as their teaching goal. The following is just a passage from my teaching in physical education class to illustrate how I organize my classes efficiently.
Preparation: To make full use of a 40-minute class reasonably, we must carefully consider the time required for each teaching link, so that primary school students can have more time to practice. Therefore, in addition to making the content of the course profound and clear, we should also comprehensively consider the arrangement of teaching venues and teaching equipment, the deployment of groups, the transformation of formation, and the arrangement and selection of each link should be well connected. Do it methodically from the beginning to the end of the class. At the same time, we should explore the interest of teaching materials. Interesting and entertaining is a major feature of physical education class. Teachers should fully tap the interesting factors in teaching materials and arouse students' learning enthusiasm. For some relatively boring learning content, teachers can create teaching situations, such as comparing softball shooting practice to PLA shooting and obstacle running practice to
The Red Army's Long March, or the whole class's learning content is compiled into a story scene, and the story content is closely related to attract students to participate in physical education teaching.
The main part: stress intensive reading and practice, intensive reading should be accurate, highlight key points, specify clearly, and use concise language to ensure that primary school students have enough time to practice. Therefore, teachers must be clear about the spirit of the syllabus, thoroughly understand the textbooks, consider the acceptance of primary school students, and prescribe the right medicine. In addition, the explanation should be detailed and the demonstration actions should be standardized. For junior high school textbooks, "rolling forward" can be likened to a small ball that can roll, thus prompting primary school students to hold their bodies tightly like a ball when learning this movement in order to practice successfully. Just like "playing volleyball with both hands in front" in high school textbooks, we should highlight the key points in teaching, keep the language concise, and put forward such terms as "one insertion, two clips and three mentions".
End: Relax. At the end, organize some relaxing activities, such as dancing and relaxation exercises, to help students adjust their emotions and recover their physical strength. At the same time, relaxed activities should be interesting, so that students can keep a feeling of wanting more in a relaxed and happy situation, leaving a foreshadowing for the success of the next teaching. At the same time, let the students summarize and comment on the harvest of this class, praise the students who have done well, encourage the students who need to improve next, and let them strengthen their contact after class. In the difficult teaching process, there are always some students who are naughty. When dealing with problem students, I basically adopt smiling treatment, and the effect is not ideal. This aspect needs to be further improved and strengthened, students should be treated differently on the basis of familiarity and understanding, and education should be targeted according to different students' personalities.
Narrative 5 of physical education class in Primary School Today, on the way to the playground, I met some classmates who love to talk and laugh. They asked me, "Teacher, what's going on in physical education class today?" I said, "Standing long jump running." "It's boring to come here again." I listened and asked them, "What do you want?" The students shouted, "Playing games is interesting in the world."
I thought a lot after class ... Indeed, under the guidance of the old teaching mode, physical education class was the teacher who taught the students to learn, and the students only repeated and mechanically completed the tasks in the learning process. No passion, no motivation. Teachers do not consider students' individual differences in teaching. This monotonous learning process has seriously led to students' self-expression ability and hobbies. Students only complete tasks, which is of no interest and fun to students with poor physical fitness.
Therefore, with the further deepening of curriculum reform, the distance between teachers and students is getting closer and closer, and students' personality is gradually developing. Therefore, how to stimulate students' interest in physical education class in the teaching process is an urgent problem for me to think about and solve.
The first class of primary school sports narration on Thursday is physical education class. As soon as the bell rang, Miss Li led the students to the grass.
After everyone lined up, Miss Li led everyone to do warm-up exercises. After warming up, Miss Li took out various sports props. The students choose props in groups and start the game. Some play hula hoop, some jump rope and some play ball. Suddenly, the grassland was full of students' happy laughter.
Just as everyone was having fun, Lihua suddenly sat on the ground, scaring Caixin, who was playing with him, and other students stopped playing after seeing it. Teacher Li immediately stepped forward to help Li Hua. After the teacher's inquiry, everyone knew that Lihua was uncomfortable because she didn't have breakfast.
Teacher Li explained the importance of eating breakfast to everyone, and suggested that students eat breakfast before going to school and pay attention to their health, because only in this way can they have enough physical strength and energy to cope with the school activities all day.