1, set reasonable, scientific and feasible teaching objectives.
Teaching objectives include knowledge and skills, emotional attitude and other goals. In the process of setting teaching objectives, teachers should first determine the learning of basic movements according to the age characteristics and actual development level of children. For example, standing long jump, high jump and straight jump are suitable for middle class, vertical jump and frog jump are suitable for large class, and scattered running, listening to signals and alternating walking are suitable for small class.
Do some fast-paced music accompaniment (especially in middle and large classes), do all kinds of basic gymnastics (which can be combined with formation changes, similar to small group gymnastics), practice various instruments and small and diverse sports games, or play some sports games with less exercise. Strengthen the exercise of large muscle groups and bones, promote the normal development of the body, cultivate good posture and physique, improve physical fitness, exercise in an all-round way and improve health.
2. Adequate preparation for activities is an important guarantee for the success of implementing activities.
Activity preparation includes both material preparation and knowledge and experience preparation. In the organization of activities, we often focus on the preparation of materials and ignore the preparation of teachers' own knowledge and skills. Although materials play an important role in games, they can stimulate children's interest in sports activities and help them learn and master sports skills, especially for younger children. Stimulated by intuitive and tangible materials, it can stimulate children's interest in learning.
But in sports activities, teachers' skill preparation can not be ignored, especially in the study of specific basic movements. Teachers should let children acquire correct perceptual experience and motor skills and master standard movements. For example, the action requirements of frontal drilling are: cross your arms, lower your head, bend your knees with one leg, drill through the circle with your head at the same time, stand firm after crossing your front legs, move your center of gravity forward, and then bend your back legs to stand firm. In the teaching process, teachers can better grasp the explanation, demonstration and guidance of actions.
3. Organization and guidance of game links.
Games are the basic activities of kindergartens. Games, as a link to consolidate action exercises, can enhance children's interest in activities and reflect their mastery of action exercises, ranging from 10-30 minutes, and should be selected according to children's age characteristics and seasonal climate changes. For older children or doing morning exercises in winter, the time can be longer. In addition, if the weather is particularly cold in winter, you can also arrange morning exercises after organizing indoor educational activities, combined with outdoor sports activities in the morning.
But in this link, teachers should pay attention to these: the design of the game link should be reasonable. The explanation of the game should be simple and clear, and the speed of speech should be appropriate. Game evaluation plays a connecting role. Teachers should look at children from a developmental perspective when evaluating, not only to see their bright spots, praise and encourage them, but also to propose ways to correct their shortcomings and stimulate their interest in the next game.