First of all, the change of teaching concept is the premise of primary school physical education reform.
Influenced by traditional teaching ideas, the previous concept of physical education in primary schools was too rigid to reflect the requirements of guiding ideology such as "health first" and "people-oriented". The reform of physical education in primary schools is an important way to change from exam-oriented education to quality education. It is a teaching practice to promote students' all-round and healthy development, respect students' personality development, embody students' subjectivity and initiative, stimulate students' creativity and initiative, and cultivate students' physical practice ability and lifelong sports concept. Therefore, it is the most important premise to change the original rigid teaching concept in order to carry out the reform of physical education in primary schools.
However, while changing the teaching concept, we should also pay attention to prevent the phenomenon of biased, superficial and limited to the operational level, so that the reform of physical education in primary schools becomes a mere formality. For example, in the process of physical education teaching reform in primary schools, some physical education teachers mistakenly understand changing the traditional teaching concept as pursuing superficial excitement and activity, while ignoring whether students' intrinsic sports interests and sports motives are really activated. Among them, it is misinterpreted that happy sports is a successful physical education class for students who have no pressure or restrictions in physical education class, playing games and laughing, but they don't pay attention to whether students have successful experience in overcoming difficulties in physical education teaching activities and whether they have inspired their enthusiasm for learning physical education. There are several reasons for this: First, although physical education teachers have realized the necessity of changing traditional teaching concepts, their inherent ideas and concepts have not been fundamentally changed in specific teaching practice, so that the teaching form has changed but the essential content of teaching has not been broken; Secondly, some primary school physical education teachers have too much workload, and there are a lot of extracurricular work besides regular classroom teaching, so that they are unable to face the reform of primary school physical education; Finally, there is a lack of specific guidance in the reform process. In the process of primary school physical education reform, some regions and schools only give teachers slogans, and many physical education teachers can't fully understand and understand the essential requirements of the reform through these slogans, which leads to deviations in the practice process. Therefore, to put an end to this situation, we must start from these three aspects, carry out targeted reform, supervision and improvement, and strive to achieve a real change in the teaching concept of primary school physical education teachers.
Secondly, the optimization of teaching methods is an important means of physical education reform in primary schools.
Traditional physical education teaching methods are usually cramming or training. Under the spoon-feeding teaching method, physical education teachers ignore students' acceptance and cognitive level, and only instill physical education knowledge and skills into students according to their own teaching experience and teaching content stipulated in textbooks, which seriously affects students' enthusiasm for learning physical education. "Training-style" teaching method means that physical education teachers pay too much attention to the teaching of sports techniques and only pay attention to the teaching and training of sports techniques and movements, while ignoring the excavation of attractive contents in the teaching materials, leaving students with a boring impression of physical education class, which is not conducive to the cultivation of students' interest in sports. Therefore, in order to carry out the reform of physical education in primary schools, we must optimize and innovate the existing teaching methods.
To optimize the teaching methods of physical education in primary schools, we must make scientific choices and innovations according to the actual situation of students. In the process of selecting and innovating teaching methods, we always put students' development in the first place, and consciously create teaching methods that can make students get good sports experience, so that students can change from "I want to learn" to "I want to learn", thus fully mobilizing students' sports enthusiasm. For example, game teaching method and layered teaching method are all good new teaching methods.
Thirdly, improving the curriculum evaluation system is the guarantee of primary school physical education reform.
In the traditional primary school physical education teaching mode, students' mastery of physical education knowledge and skills is the main content of teaching. Therefore, the evaluation of course teaching is usually based only on the evaluation of students' physical education knowledge and skills. This method is actually a single and final evaluation method, which ignores the internal differences among students, is not conducive to stimulating students' interest in sports learning and cultivating sports concepts, and can not really play a role in stimulating and guiding curriculum evaluation. Therefore, in order to carry out the reform of physical education teaching in primary schools, we must constantly reform and improve the existing curriculum evaluation system, thus providing realistic guarantee for the implementation of the reform.
To reform and improve the existing physical education curriculum evaluation system, we can start from the following two aspects: First, change the evaluation method from the traditional summative evaluation to the process evaluation. The main function of primary school physical education curriculum evaluation is to stimulate and guide students' interest in physical education learning, not to select and identify sports talents. Therefore, the process-based curriculum evaluation method is more suitable for primary school physical education than the summative curriculum evaluation method. The process evaluation method pays attention to students' psychology, behavior, development and their internal differences in the process of physical education learning, which can make the evaluation more comprehensive and scientific. Secondly, the indicators of curriculum evaluation should be as diverse and comprehensive as possible. To reform and improve the evaluation system of physical education curriculum in primary schools, we must change the traditional evaluation model based on test scores, so that the evaluation indicators can be as diverse and comprehensive as possible, such as students' learning attitude, attendance and participation in sports activities, which can be included in the evaluation scope, so as to make the evaluation more scientific and more in line with students' actual learning situation.
In a word, primary school physical education reform is an important content of school curriculum reform and one of the important contents of new curriculum reform. Therefore, the administrative departments of education, schools and physical education teachers should constantly study and actively practice, and strive to implement reforms on the premise of changing teaching concepts, optimizing teaching methods and improving the curriculum evaluation system, so as to comprehensively improve the quality of physical education teaching in primary schools!
References:
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