As a people's teacher, classroom teaching is one of its important tasks. With the help of teaching reflection, our teaching ability can be improved rapidly. How to write teaching reflection to play a better role? The following are three reflections on physical education teaching in primary schools that I collected for you. Welcome to read the collection.
Reflection on physical education teaching in primary schools 1 More than half of this semester has passed, and I started my new job with the mentality of teaching well. No matter which subject is taught in the first grade of primary school, I think the first thing to master is the psychological characteristics of children: they are curious about everything, have strong imitation ability and are active, but their attention is easily distracted and their learning duration is not long. How to teach children more knowledge in an effective time should be my goal.
Most children in Grade One are around 6 years old. They have just entered the school, and their study and living habits are not suitable. They are gradually formed, and learning new knowledge also requires teachers to teach them step by step. As the saying goes, "You can't get fat in one breath!" I think my anxiety has forgotten that the child is still a 5-or 6-year-old child who is not sensible. Being in the stage of enlightenment education, many aspects need teachers' guidance and patience.
Haste makes waste! Starting with routines and queuing, teach children to remember formation in class, and then slowly teach them to learn standing long jump, broadcast gymnastics, forward roll and so on. Teach children to walk, and they will learn to run slowly. It is really difficult for them to learn to run without learning to walk, which requires the teacher to grasp the main direction.
Some classes are untenable, especially outdoors, just like birds. When the teacher loses his temper in class, it may only last for a few minutes for the children, and then they get carried away. What practical teaching needs more is experience and methods. The charm of a teacher's personality does not lie in how strict the teacher is and how high his education is. The key lies in how to teach and educate people, how to impart knowledge, how to entertain education and how to make students learn knowledge easily. Usually, I try my best to get in touch with and understand children and enter their world, hoping to be more conducive to my own teaching.
I found that the students were very serious in class and did as the teacher asked. Even if the team was lined up and quiet, I would be in a good mood on this day. When the children play wildly and don't listen to instructions, I will lose the whole day. Unconsciously, my mood was influenced by the attitude and effect of students in class. Some children are good at drawing, some are good at languages, some are good at sports, and some are good at music. People are good at their things, but their feet are short. This requires our teachers to look at the bright spots in each child with a discovery eye and be able to teach students in accordance with their aptitude. You can't always stare at students' shortcomings and stifle children's nature and specialties.
There are too few reference books and teaching CDs about physical education teaching. It is precisely because there is too little exchange of experience between PE teachers that PE teaching is stagnant and underdeveloped compared with other main disciplines. I hope I can accumulate and precipitate from experience and lessons, grow rapidly in teaching and make great progress! Contribute to the development of primary school physical education.
Reflections on physical education in primary schools; I have been engaged in physical education in primary schools for decades. In these decades, I have met different students, some are quiet, some are lively, some are rebellious and some are aggressive. After all, the "post-00" primary school students are "unconventional". I remember an excellent teacher at the provincial level said that the process of teachers educating students, especially the process of shaping moral education, is a battle of wits between teachers and students. I think this sentence is very reasonable. In my decades of dealing with primary school students, I understand that teachers should face up to students' "originality".
In the eyes of students, PE teachers are strict, while physical education class is monotonous. Many people think that physical education class should run and jump and let students practice mechanically. Repeated exercise is the definition given by many people to PE teachers and physical education class. But the PE teacher is very concerned. For example, weak students in physical education class can't participate in activities with strong students, so their physical strength is different. Therefore, when PE teachers group students according to their size, strength and gender, they all group them silently in the teacher's mind, and they can't see it without careful observation. Physical education teachers are sometimes very strict, but in their strictness, they show concern and love for their students. For example, once when practicing basketball with both hands, a girl ate chewing gum while practicing. I glared at her, but she didn't respond, so I went over to get the ball and practice passing it with her. Look at her indifference. When I tried hard, the ball hit her and she still went her own way. I really want to teach her a lesson. But after a little reflection, I thought it was inappropriate, so I let other students continue to practice. Then I took her aside and asked her why she didn't practice seriously just now. If she is not careful, she will be hit by the ball and get hurt. After class, the classmate said sincerely, "Teacher, I was wrong. Don't be angry. I will practice hard in the future. " These seemingly trivial things, if handled properly, can make students feel warm and win their respect, thus mobilizing their enthusiasm for learning. Teachers should take care of their students everywhere. Physical education teachers are no exception.
The originality of students is nothing more than their personality and social environment. Personality is the core element of personality. Good personality has an important influence on learning, and people's personality is closely related to communication and mental health. Primary school is a period of character formation, so it is necessary to cultivate students' good character through physical education, so that they are willing to communicate, have a wide range of interests, live in harmony with others and be proactive. In sports grouping activities, I often find that individual students are unwilling to participate in activities, just sitting around watching or walking around asking why, and most of them emphasize objective reasons. After in-depth investigation, I learned that no one wants to be with them, either because he is unsociable or because his sports performance is not ideal. In view of this situation, I personally went into battle, led the unsociable students to participate in group activities, guided the methods of group activities, and inquired about the activities of each member of the group from time to time during the inspection, and praised the achievements of the group members in time, so that the unsociable students could increase their confidence and integrate into the group. In addition, a cooperative game competition was created for these students, so that they can communicate with their peers in a pleasant atmosphere. If you insist on doing this, you can help students develop a good character.
Games are popular sports activities for primary school students, with rich and varied contents and lively forms, which play a positive and important role in stimulating students to participate in sports, mastering sports skills, improving physical and mental health and promoting social adaptability, developing students' intelligence and cultivating good moral quality. Game competition occupies a considerable proportion in primary school physical education textbooks. Through game teaching, we can cultivate students' innovative spirit, competitive consciousness, unity and cooperation, love the collective and abide by the law. And these excellent qualities are the concentrated expression of a person's healthy mentality. Games are deeply loved by students and provide a good opportunity for teachers to carry out mental health education. For example, in a game competition, some students with strong personalities argue with each other because they don't admit defeat, and even fight with each other. A group of students who lose blame each other, which leads to stage fright and withdrawal from the competition. This not only affects the normal game teaching, but also hurts the harmony among students. At this time, I seize this opportunity to teach students patiently, especially those who tend to let them understand the meaning of the game, treat the success or failure of the game correctly, and criticize the bad tendency that hinders unity. At the same time, we should analyze the reasons for failure with students, find out the favorable factors for winning, and meet the new challenges with a positive attitude.
Reflections on physical education teaching in primary schools. I think game competition occupies a considerable proportion in primary school physical education textbooks. Through game teaching, students can be cultivated with excellent qualities such as innovative spirit, competitive consciousness, unity and cooperation, love for the collective, and law-abiding. And these excellent qualities are the concentrated expression of a person's healthy mentality. Games are deeply loved by students and provide a good opportunity for teachers to carry out mental health education.
For example, in the game competition, some students with strong personalities have disputes with each other because they don't admit defeat, and even "use force"; There are also students in the losing group who complain about each other, which leads to the accused students' circle psychology and withdrawal from the competition. This not only affects the normal game teaching, but also hurts the harmony among students. At this time, I will seize this opportunity to patiently teach students, especially those who are inclined to swim, so that they can understand the significance of the game competition, correctly view the success or failure of the competition, and criticize the bad tendency that hinders unity. At the same time, we should analyze the reasons for failure with students and find out the favorable factors for winning. Another example is that I asked my students to play a football match in a physical education class on Thursday. Because of a ball, the students had some arguments and quarreled. I immediately ran to them and said: friendship first, games second; The score of the competition is not important, what matters is that you are physically and mentally happy and physically exercised in the competition. Will you be happy physically and mentally if you play like this and exercise like this? Did your body get a good exercise? Are you more United? Remember that you are a group!
If you don't want to play here, you can go to the track for endurance training or be a spectator on the edge of the field. Don't disturb people who want to play football here for the game! Finally, the students continued to play with a positive attitude. After the training, several students who argued on the field came to my side and voluntarily admitted their mistakes and made promises.
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