1.(2) Practice methods

1. Game practice method: it is a way to organize students to practice in the form of games.

2. Competition practice method: it is a method to organize students to practice under the condition of competition.

3. Comprehensive exercise method: it is an exercise method based on the needs of practice tasks and the characteristics of some exercise methods.

4. Cycle practice method: It is a method that according to the needs of practice tasks, several practice methods are selected, and several corresponding practice stations (points) are set up, and students practice in cycles step by step according to the prescribed order, route and practice requirements.

5. Repeated practice: it is a method of repeated practice under relatively fixed conditions according to the needs of practice tasks.

6. Changing practice method: it is a method to practice under changing conditions according to the needs of practice tasks. Second, (a) the guiding method

1. Language method: it is a method to use various forms of language to guide students' learning and meet the teaching requirements in physical education teaching.

2. Intuitive method: it is a teaching method that acts on people's sensory organs and causes consciousness through a certain intuitive way in physical education teaching.

3. Complete method: it is a method of teaching and practicing completely and continuously from the beginning to the end of the action, regardless of the parts and paragraphs.

4. Decomposition method: Starting from mastering the complete movement, the complete movement is divided into several segments according to its technical structure or according to the parts of physical activity, and the teaching and practice are carried out segment by segment or part by part, and finally the movement is mastered completely.

5. Prevention and correction of wrong actions: it is a method used by teachers to prevent and correct students' wrong actions in practice.

How many teaching forms are there in physical education class?

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Types of courses in physical education class

Course types are divided according to specific teaching tasks. Due to the complexity of physical education teaching tasks and the limited time of each class, there are many types of classes. Generally, it can be divided into the following five categories: guidance, new teaching, review, comprehensive and evaluation.

What is the concept, level and classification of physical education teaching content?

Overview of physical education teaching design

In the field of physical education, the word "instructional design" is also widely used, but it is not very consistent in understanding and using. Physical education teaching design is the process of making a blueprint for physical education teaching activities, which stipulates the direction and general process of teaching and is the basis of teaching activities for teachers and students. Every step and link of teaching activities will be constrained and controlled by the teaching design scheme. Therefore, school physical education teachers must think carefully and plan comprehensively when designing teaching, so as to improve the scientificity and feasibility of the design scheme. Physical education teaching design reveals the laws of physical education teaching design, and uses these laws to guide physical education teaching practice, and puts forward practical suggestions for designing physical education teaching, including working steps and specific practices, for physical education teachers and physical education teaching designers to use.

As a physical education teacher, teaching plans are made almost all the time, including annual plans, semester plans, unit plans, weekly plans and class plans, and these different levels of plans must be coordinated with the whole teaching objectives, which requires teachers to have a high level of teaching design. Physical education teaching design is a complex technology, which needs the guidance of psychology, pedagogy and other related disciplines. Only by mastering these basic theories and techniques can we organize physical education teaching more effectively.

It is no stranger for PE teachers to design PE teaching activities. Before starting a class in physical education class, teachers need to consider students' current learning situation, the next teaching goal and the teaching steps to achieve this goal. In the teaching process, teachers need to check students' understanding and mastery, and evaluate the realization of teaching objectives after the teaching is completed. These are all important contents of physical education teaching design.

So, what is the physical education teaching design? Why design physical education teaching? How to design physical education teaching?

First, the concept of physical education teaching design

Physical education teaching design, also known as physical education teaching system design, is a special design activity for physical education teaching system and solving physical education teaching problems. It has the general nature of design and must follow the basic laws of physical education.

Physical education teaching is all the actions of physical education teachers to stimulate, maintain and promote students' physical education learning. The main behaviors of physical education teachers include teacher demonstration, teacher-student dialogue and guidance, and the auxiliary behaviors include motivation, expectation effect, classroom communication and classroom management. Through these activities, physical education teachers enable students to acquire physical education knowledge and skills in a planned, organized and purposeful way, form moral quality and world outlook, and develop intelligence and personality. In order to improve the quality of physical education teaching, physical education teachers should carefully think and arrange the teaching behavior, and consider what to teach, how to teach and what requirements to meet before implementing teaching. In other words, physical education teaching activities must be designed.

Therefore, we can generally think that physical education teaching design refers to the systematic planning process of analyzing physical education teaching problems, determining physical education teaching objectives, designing strategic plans, trying plans, evaluating trying results and modifying plans based on physical education professional theories (basic theory of sports human science, physical education psychology, physical education teaching theory, etc.). ) and learning theory, communication theory, teaching media theory and other related theories and technologies. It is not trying to find objective and unknown physical education teaching rules, but creatively solving problems in physical education teaching by using known physical education teaching rules.

In fact, enterprising PE teachers are consciously or unconsciously designing PE teaching to pursue teaching effect and efficiency, but this design is often limited by teachers' own teaching experience, knowledge level, traditional habits, working environment and other factors, so it is an empirical PE teaching design.

In the sense of modern educational technology, physical education teaching design is essentially a process of analyzing physical education teaching problems, constructing solutions, pre-testing, evaluating and modifying solutions, and creating conditions for physical education teaching optimization. Formally speaking, it is a set of concrete working steps and procedures of systematic planning, and its actual results are verified implementation plans of physical education teaching systems at all levels, including physical education teaching objectives, teaching plans, teaching outlines, teaching progress, teaching plans and a complete set of teaching materials needed to achieve certain physical education teaching objectives.

Second, the characteristics of physical education teaching design

There are differences and connections between physical education teaching design and physical education teaching theory, physical education teaching methods and teachers' teaching plans. Physical education teaching theory studies the general laws of physical education teaching. ......

What are the methods of physical education teaching?

Demonstration. Normal speed, slow speed, decomposition, integrity, front, side, back, right and wrong contrast, various demonstrations.

Explain. Essentials, technical principles and action requirements.

Introductory exercises. Use similar action exercises to master technical links.

practice Repeat exercises, competition exercises, cycle exercises, and so on.

What are the basic organizational forms of new physical education curriculum teaching?

Make full use of every minute of a class, carefully consider all aspects of the whole class and arrange the time reasonably, so that students have more time to practice. Intensive lectures and more practice, combined with collective explanations and individual explanations, strive to make students understand as soon as they listen. Students' sports skills are not learned by teachers' endless explanations, but by personal experience over and over again. Therefore, teachers should carefully design each class to explain the art of the main teaching materials and refine the essence. At the same time, we should strengthen the ability to control the classroom, so as to have students in our eyes, teaching methods in our hands and teaching materials in our hearts, and strive to be "familiar, precise and lively". Minimize time waste and increase effective practice density. As for group practice, group practice, peer study or self-study, it depends on the nature of the textbook; Whether it is equal-time rotation, unequal-time rotation or no rotation, teachers should make detailed arrangements before class. Therefore, teachers should not only have a deep understanding of teaching materials, but also give full consideration to the layout of venue equipment, the arrangement of groups and the mobilization of teams.

What aspects does the PE teaching style include?

Physical education teaching style is a unique combination and expression of effective teaching ideas, teaching styles and teaching skills formed by physical education teachers in long-term teaching practice. Features: unique teaching content, teaching methods, teaching organization, teaching methods, teaching language and teaching behavior. Performance types: skill-based physical education teaching, happy sports goal learning, group teaching mode and discovery teaching.

What are the basic elements of physical education class's instructional design?

The basic elements of physical education class's teaching design include: teaching tasks; Teaching object; Teaching objectives; Teaching strategies; Teaching process; Teaching evaluation. These six basic elements are interrelated and mutually restricted, which constitute the overall framework of teaching design. In addition, as the organizer and commander of the whole teaching process, teachers are also an important factor in the teaching design process. (1) Teaching Task Under the new concept of physical education curriculum, all activities of physical education technology curriculum teaching are centered on the development of students. How to promote students' development and cultivate students' ability in the teaching process is a basic focus of modern teaching philosophy. So teaching has changed from teaching technology to using technology. In the past, teachers mainly focused on "how to teach", but now teachers should first focus on "what to teach". In other words, it is necessary to clarify the teaching tasks, then put forward the teaching objectives, select the teaching contents and formulate the teaching strategies. (3) The elaboration of teaching objectives in teaching design can reflect teachers' understanding of curriculum objectives and teaching tasks, and it is also the destination for teachers to complete teaching tasks. It mainly includes the stage goal of cultivating learners and the unit goal to be achieved after learning the learning content. These two goals should be consistent, the latter serves the former, the unit goal is the basis for the realization of the phased goal, and the realization of the overall goal depends on the realization of the phased goal in different periods; The overall goal of training is related to the overall environment and total demand of social development, the concept of modern talents and the specific situation of learners. Different social needs and different learners' situations will have different learning goals. Starting from paying attention to students' learning, the new curriculum standard emphasizes that students are the main body of learning, and teaching objectives are pursued by teachers and students in teaching activities, not manipulated by teachers. Therefore, the main target should be teachers and students. The teaching goal establishes the trinity of knowledge and skills, process and method, emotional attitude and values, which is completely different from the traditional teaching that only pays attention to knowledge imparting and skill training. Reflected in the classroom teaching objectives, it pays attention to the organic integration of knowledge and skills, processes and methods, emotions, attitudes and values, and highlights the status of processes and methods. Therefore, knowledge, skills, ability, emotional attitude and other aspects should be considered in the description of teaching objectives. (IV) Formulation of Teaching Strategy The so-called teaching strategy refers to a comprehensive scheme consisting of teaching measures such as methods, steps, media and organizational forms in order to achieve teaching objectives and complete teaching tasks. It is the basic basis for implementing teaching activities and the central link of teaching design. Its main function is to work out the best ways, methods and steps to provide students with teaching information and guide their activities according to specific teaching conditions and needs. The design of teaching strategies mainly includes the form of teaching organization, the choice of teaching methods, the guidance of learning methods and the application of teaching media. (V) Teaching Process The modern teaching system consists of four elements: teachers, students, teaching content and teaching media. The movement and change of teaching system are manifested in the process of teaching activities (teaching process for short). Teaching process is the core of classroom teaching design. The analysis of teaching objectives, teaching tasks and teaching objects, the choice of teaching media and the choice and combination of classroom teaching structure types will be reflected in the teaching process. Therefore, under the new curriculum concept, how to combine these factors well is a big problem in teaching design. (6) Under the new curriculum concept of self-evaluation of instructional design, the function of instructional design is different from the traditional teaching plan, which is not only the basis of class. Teaching design, first of all, can encourage teachers to think rationally about teaching, and at the same time improve teachers' metacognitive ability in teaching. Only in this way can we truly embody the educational purpose of the dual development of teachers and students. (7) Among the above six elements, each element has an inevitable connection with teachers, and they all influence and restrict teachers' activities to a certain extent. In other words, the above six elements all influence students' learning activities through teachers. In the whole process, teachers should adjust and straighten out the relationship between various elements in order to achieve the best degree and the greatest teaching effect. Therefore, teachers play a key role in guiding students' learning, helping to formulate learning strategies, learning goals and providing learning resources.

What are the teaching methods in physical education class?

Several key problems to be paid attention to in improving the teaching quality in physical education class.

First of all, we must grasp the requirements of the development of the times

The sports cause in New China has experienced a tortuous development of 6 1 year, especially after 30 years of reform and opening up. At the same time, physical education is also facing the imbalance of development and many deep-seated challenges such as ideas, systems, regulations and management. Facing the challenge, how to continue to deepen the reform of physical education? First of all, we should clearly understand the new requirements of the development of the present era for physical education in primary and secondary schools.

At the end of last year, Vice Minister Chen Xiaoya pointed out in his speech at the national experience exchange meeting on basic education curriculum reform: "After 30 years of great development of reform and opening up, China's basic education has stood at a new historical starting point and entered a new development period with improving quality as the core." The Outline of the National Medium-and Long-Term Education Reform and Development Plan recently adopted by the executive meeting of the State Council regards improving the quality of basic education as an important task to deepen the education reform and further improve the level of education modernization. Why should we take "improving the quality of basic education as the core" as an important policy of basic education reform in the new period? I understand that this is a major deployment made by the party and * * * from the height of the national development strategy and the strategic goal of building a strong country with human resources. Facing the structural changes and profound changes in the mode of economic and social development is an inevitable choice for China's economic development. After the nine-year compulsory education is popularized in China, the field of education will develop from quantity to quality, benefit and connotation. "Today's class determines the quality of the Chinese nation in the future", and today's physical education class determines the healthy quality of the Chinese nation in the future. Therefore, improving the quality of physical education teaching is not only the need of the healthy development of students in the new period, but also the requirement of implementing quality education in the new period and improving the quality of the Chinese nation. We can clearly see that the requirements of the development of the times for people's physical and mental health and comprehensive quality have not decreased but increased. As school sports workers, we should know how the past came, and we should know where we are now and where we are going in the future. Therefore, learning and exploring the requirements of the development of the new era to improve the quality of physical education requires our primary and secondary school physical education teachers to keep pace with the times, keep up with the pulse of the development of the times, deepen the reform of physical education teaching with the spirit of reform and innovation on the basis of inheritance, improve the quality of physical education teaching in a down-to-earth manner with their hard work, and live up to the expectations of the times and history.

Second, we should firmly grasp the essence and goal of physical education.

Every subject in school education has its unique nature, but there are two things in common. One is the common task-improving the quality of education; The other is the common goal-educating people. Physical education teaching should first complete the basic task of promoting students' health, and cooperate with other disciplines to achieve the goal of educating people. To improve the teaching quality in physical education class, we must make physical education class a physical education class that conforms to the essence of physical education, rather than a fuzzy class that is completely different from physical education class. We should keep in mind the basic nature of physical education and health courses. According to this nature, a good physical education class is the specialty of PE teachers. As Director Yang Guiren has clearly pointed out many times, school physical education should take improving the teaching quality in physical education class as the center of school physical education work, and physical education class should take strengthening students' physique and health as its basic function, exercise students' bodies and teach them the basic knowledge and skills of physical education. physical education class can't take leisure classes. Director Yang's remarks are almost the same as those of the Director of the Sports Department of the Ministry of Education who visited with the sports delegation at the end of last year. * * The Ministry of Science and Technology proposed that 1 ~ 12 grade should systematically learn sports technology, and physical education class is not an entertainment class. This makes us see that not only our country has such an understanding of the nature and teaching objectives of physical education, but also other countries have similar understanding.

Third, we should take sports and health knowledge and technology as an important carrier to achieve the goal of physical education teaching.

Teaching physical education knowledge, techniques and methods to students is the premise or carrier to improve the quality of physical education teaching and realize the goal of physical education teaching. The process of physical education learning is to promote the all-round development of students' body and mind. Mastering physical education and health knowledge and technology is not only the goal of physical education teaching, but also the carrier to promote students' all-round development. We should have an accurate understanding of this. What I want to explain here is not to look at the problem with binary opposition. When we attach importance to knowledge and technology, we should not have emotional attitudes and values. When it comes to attaching importance to students, you don't need the guidance of teachers; Speaking of exploring cooperation, not teaching or something. The practice of curriculum reform in 1989 proved that, ......