Life education is an educational activity with life as the core and education as the means, which advocates understanding life, cherishing life, respecting life, caring for life, enjoying life and surpassing life, so as to improve the quality of life and obtain the value of life. Life education should include three levels: survival consciousness education, survival skills education and life value sublimation education. Simply put, it is from being alive to living well and living out the value. The ways to infiltrate life education in physical education teaching include: understanding life in health class and awakening students' life consciousness; After class, improve students' physical fitness, educate students' survival skills, and improve students' ability to cope with emergencies and dangers; Combine various activities to educate students on the value of life and improve their quality of life. Exercise is for health, and health is for life. Physical education curriculum is the basic project of life education, and its life education function should be highlighted and become an important way to implement life education. Let me briefly talk about how I infiltrated life education in physical education class, hoping to discuss it with my colleagues.
First, use the classroom in class to awaken students' life consciousness.
The cultivation of life consciousness is the starting point of life education. In Sweden, teachers will let children touch pregnant women's stomachs and tell them stories about their birth, educate children what life is and why life is hard to come by, so that students can appreciate the value of life. In addition, primary school students are allowed to contact the remains of the hospital morgue, and at the same time, they are told what a person's death means to themselves and their loved ones, and what consequences will be caused by ignoring and trampling on life.
In health class, I use multimedia courseware to let students know the whole life process from a fertilized egg to the mother's pregnancy in October and then to birth. Although primary school students know nothing about life, through vivid animation courseware, primary school students feel the hard-won life and understand that life is not only their own, but also closely related to parents and other relatives and friends. Assign homework after class, so that students can exchange their growth experiences with their parents. Through this parent-child activity, students have deep feelings for their parents and cherish their lives more.
Another example is to play scenes of traffic accidents, so that students can experience the fragility of life and feel the pain of losing their loved ones by watching bloody scenes; Combined with the Sichuan earthquake, I let students read the news and newspapers in time and give them life education, and the effect is very good. Through the cultivation of students' life consciousness, students can deeply feel that they should cherish and cherish life.
Second, the use of extracurricular time to practice students' survival skills
In the face of sudden disasters, people with good physical fitness, certain survival skills, experience and mental preparation have a higher survival rate than those with poor physical fitness, no experience and no mental preparation. Physical education class can combine relevant contents, create certain scenes, and educate students on survival skills.
1, combined with the teaching content of students' survival skills education.
Many contents of physical education class are closely related to survival skills. For example, after mastering climbing skills, when encountering floods and wild animals, you can climb to nearby trees and high walls to temporarily avoid danger and wait for the rescue of others. Fast running ability, tumbling ability and obstacle crossing ability are all basic survival skills, and we all do them on the physical education class. If survival skills education can be combined with classroom teaching in time, students' learning interest and learning effect will be very different.
Students are not interested in endurance running. I combine the emerging project, campus orienteering, to create a scene: now we are in a big forest in the wild, and we have maps, compasses and so on. We should learn to read the map and follow the instructions on the map in turn, otherwise you may get lost. Give each group a map (I drew a stick figure according to the actual geographical situation of the school) to see which group will return to the designated place first according to the route requirements. Although I am a primary school student, the map I drew is also very simple, and the students can complete it as required. The atmosphere in the classroom is very good, and everyone is panting but excited. I want to play this game in the future. The old scene of being lazy for a long time is gone. Through this activity, students learned to read maps, mastered certain survival skills, improved their physical fitness and enhanced their awareness of life.
2. Use emergency to educate students' survival skills.
Physical education class mainly focuses on extracurricular activities and is greatly influenced by the outside world. It is inevitable that some unexpected events will happen, causing great or small injuries. In this case, our teachers should take timely measures to educate students in life at the same time or after education, so that students can learn and master certain survival skills and learn to care about their own and others' lives.
For example, once in physical education class, the weather was sultry. After the students finished their preparatory activities, one student suddenly fainted. At that time, my classmates were frightened and I was surprised. I calmed myself down and quickly choked the students. At the same time, I sent a student to call the school doctor and asked several students to disperse the onlookers and make room as much as possible. By the time the school doctor came, the students had gradually regained consciousness. I take this opportunity to educate students to be calm when they encounter this situation, to save others' lives with correct handling methods, to evacuate people in time, to let the air circulate, and to educate students to care about their classmates, help each other and treat everyone's lives well.
Bruises, sprains, nosebleeds, cramps, wheezing and fractures are inevitable in physical education class. In this case, our teachers should deal with it calmly and use these opportunities to teach students how to deal with it, such as nosebleeds, which is a common phenomenon in physical education class. Teach students to block their nostrils with absorbent cotton balls, press the outside of their noses with their fingers or wash their foreheads with cold water. Do not massage immediately after sprain, but apply cold compress first, then hot compress 24 hours later, and press rubbing medicinal liquor; And explain the principles and reasons of treatment in time, so that students can learn the correct treatment methods, and at the same time carry out correct survival skills education for students to improve their life consciousness and survival ability.
3. Combine game teaching to educate students' survival skills.
The characteristic of primary school students is that they remember quickly and forget quickly. The best way for children to master knowledge is to play games, which is also an activity that students like very much. On the physical education class, we can design various games to teach students how to deal with various emergencies, such as fire escape drills, rescuing the wounded, emergency evacuation, traffic safety officers and so on. , so that students can learn the methods of self-protection and self-help in the game, master the measures to deal with various dangers, and improve their ability to protect life safety.
For example, in the game "Fire Escape Exercise", the teacher first created a scene: now there is a fire in our place, which requires us to evacuate urgently, and the smoke is very heavy. For the sake of safety, we ask everyone to lower their center of gravity, cover their noses and run to the designated place quickly, and then find a student to demonstrate and play in groups to see which group can evacuate quickly as required. Combined with games, explain the knowledge of fire escape to students as much as possible, so that students can not only strengthen their physique through games, but also learn the rescue knowledge such as self-help in case of fire.
Another example is the game of "robbing the wounded". After the teacher explained the precautions for transporting the wounded, the students played in groups. Through games, they can master some simple survival skills, improve their own strength and processing ability, and at the same time cultivate students to cooperate with each other and care about the quality of life of others.
There are many sports, and different sports have different will qualities. For example, ball games are a kind of collective cooperation project, which can cultivate students' strong enterprising spirit, high degree of discipline, collectivism spirit and the will to fight bravely. Swimming, horizontal bar, uneven bars and other difficult, high-tech, high-risk sports such as track and field hurdles and pole vault can cultivate students' sense of competition and wit, courage and tenacity. Queue exercises can cultivate students' purpose, discipline and resilience. It can be seen that students' will quality can be comprehensively cultivated as long as they are properly trained in different sports.
In short, to improve the quality of life, we should not only have comprehensive and strong physical quality, but also have good psychological quality. These are physical education class's goals and tasks. Therefore, our physical education teachers should combine the teaching contents and cultivate students' brave and tenacious will quality through various teaching contents and means, improve students' physical and mental quality, and calmly face all kinds of dangers, thus improving the quality of life.
Ways to Infiltrate Life Education in Physical Education Teaching
1. Build a bridge between physical education and life education, and lay the foundation for lifelong education. The goal of the Shanghai life education guideline for primary and secondary schools is to firmly establish and implement the Scientific Outlook on Development, help students know, cherish and love life, and promote the healthy development of primary and secondary school students. Physical education curriculum is one of the most effective soils for implementing life education in schools. It follows the basic laws of students' physical and mental development at all ages and builds a bridge between physical education and life, and between physical education and life education. In the class, one student is afraid of endurance running. Every time he runs away, he finds various reasons. How to solve it? Before he asked for leave, I pulled him up: "Go, the teacher will run with you!" " "He was embarrassed to refuse. In the next few classes, I ran with him and competed with him. I will tell him when I have the chance: long-distance running plays an important role in improving people's cardiopulmonary function and exercising people's will quality, and can also lose weight! Gradually, he stopped running away from endurance events. Recently, he said happily to me, "Teacher, I am not as tired as before when I run 400 meters!" " "This shows that teachers actively participate in sports activities and experience the ups and downs of sports with students, which will achieve unexpected educational results. At present, the school offers activities such as "Sunshine Sports" and "Sports Major League" in an all-round way, so that sports can promote the healthy development of students' bodies with its great appeal, cultivate good and lasting physical exercise habits, let them go deeper into life and feel life, create a good environment for students' life education, and ensure that they will still exercise consciously when they leave school.
2. Improve students' psychological quality and cultivate students to form healthy emotions, sound personality, tenacious will and good self-regulation ability. The functions of school physical education itself include developing body, recognizing emotion, transmitting culture, ideological education and promoting socialization. From the teaching environment, it is open and different from other classroom-centered courses. In this teaching environment, the learning situation is closer to the real life environment. Communication between people has also become necessary and frequent, so physical education class needs not only the common behavioral participation of teachers and students, but also emotional input. Physical education class needs not only the common behavioral participation of teachers and students, but also emotional input. The teacher-student relationship is the most basic interpersonal relationship in the school environment. As the instructor of teaching activities, teachers should always pay attention to the physical and mental changes of students in adolescence and guide them to keep fit scientifically. In the process of physical education teaching, we should strive to create a harmonious, harmonious and mutual understanding psychological environment, correct students' unhealthy mentality in time, improve their psychological endurance, let them cherish themselves and their lives, and cultivate civilization and civilization.
3. Strengthen student safety education. In the process of physical education classroom teaching, injury accidents will inevitably occur. This will not only hinder the normal physical education teaching, but also affect the completion of physical education teaching tasks, and even cause great pain and loss to the injured. Therefore, every PE teacher attaches great importance to strengthening the education of students' safety awareness in physical education class. First of all, we should make full preparations so that students can learn to protect themselves and understand the general sports operation; Secondly, let students learn how to protect and help, and establish a sense of responsibility to take the safety of others to heart; Thirdly, let students observe discipline, tidy up the venue before class, and pay attention to cleaning the equipment after class.