How to make young primary school PE teachers understand the new curriculum concept as soon as possible, improve the teaching ability of PE teachers with new thinking and creative teaching methods, improve the quality of classroom teaching and improve students' physical fitness has become the primary task of primary school PE teacher training in the Twelfth Five-Year Plan. Under the leadership of the district education administrative department, the branch schools focus on changing teachers' concepts, enhancing the awareness of curriculum reform and broadening their horizons, and carry out teacher training in a pragmatic way. According to the development of teachers, it can be divided into four stages: training for new teachers with teaching experience of 0 ~ 3 years, training for young teachers with 3 ~ 10 years, on-the-job training for mature teachers with more than 10 years, and training for outstanding young teachers and backbone teachers.
First, efficient classroom teaching needs high-quality physical education teachers.
As a PE teacher, what are your own characteristics and characteristics? What is the basis of "making students master basic sports skills and form a good habit of insisting on physical exercise"? There is an essential basic element in this, that is, the professional skills of physical education teachers-this is the real skills of a high-quality physical education teacher. Therefore, we must strive to improve the professional skills of all physical education teachers, which is a necessary condition for becoming a qualified physical education teacher and a basic requirement for comprehensively promoting quality education.
Secondly, improving the professional skills of physical education teachers is the requirement of the new round of basic education and teaching reform.
In the Curriculum Standard of Physical Education and Health, the nature of physical education curriculum is clearly defined: "Physical education and health curriculum is a curriculum with physical exercise as the main means, learning knowledge, skills and methods of physical education as the main content, and improving students' health and cultivating students' lifelong physical education consciousness and ability as the main goal."
"physical education class must take physical exercise as the main means and have appropriate load intensity." Physical exercise is not equal to physical activity, which is an innate instinct and a random behavior. Physical exercise must rely on certain means and methods, which is what we call sports skills. It is the main means of physical exercise in physical education class and the carrier of other functions in physical education.
Third, the correct direction of physical education curriculum reform requires us to have a correct orientation.
The School Physical Education Research Association of China Education Society put forward nine basic requirements for physical education class in primary and secondary schools (hereinafter referred to as "requirements"):
1. The guiding ideology of teaching is correct. According to the essence of physical education and the basic laws of physical education teaching, we can proceed from reality, correctly implement the spirit of physical education (and health) curriculum standards, and promote the healthy and in-depth development of physical education curriculum and teaching reform.
2. The teaching objectives are clear, concrete and operable, and the realization of the teaching objectives can be checked and evaluated.
3. The choice of teaching content conforms to students' physical and mental characteristics and development needs, and can accurately grasp the nature, characteristics and value of teaching materials. The teaching materials are handled properly, and the main teaching materials have appropriate technical difficulties and strong teaching and learning factors.
4. Scientific teaching design, reasonable teaching segmentation, strict teaching organization, effective teaching methods and teaching steps; Appropriate exercise load can make scientific and concrete arrangements for the time, frequency and intensity of various exercises; The use of venues, equipment, teaching AIDS and modern educational technology is economical, practical and effective, which meets the actual needs of teaching.
5. Teachers can give full play to the leading role and correctly reflect students' dominant position in physical education. In teaching, teachers can correctly and effectively use learning methods such as receptive learning, autonomous learning, cooperative learning and inquiry learning according to teaching objectives, teaching materials, students' characteristics and the actual needs of teaching, so as to give full play to the enthusiasm of teaching and learning. In classroom teaching evaluation, we can correctly use the evaluation methods such as incentive evaluation and diagnostic evaluation to give students timely, true and clear learning feedback information. All teaching activities should aim at improving the quality of classroom teaching.
6. Being able to correctly handle the relationship between unified requirements and differentiated treatment can not only face all students, but also solve the problem of * * * in teaching, so that all students can meet the basic requirements of studying in physical education class; It can also narrow the individual differences of students, teach students in accordance with their aptitude and treat them differently, so that every student can learn something useful.
7. Taking sports technology and physical exercise as the carrier, organically combining several aspects can effectively promote the improvement of students' mental health level and the enhancement of social adaptability.
8. It can better reflect teachers' teaching ability and teaching basic skills. If the password is clear and loud; The demonstration is correct and beautiful; Explain concisely and easily; Protection and assistance are reasonable and in place; It is effective to guide practice and correct action mistakes; Formation transfer is convenient, reasonable and in place; It is effective to guide practice and correct action mistakes; Formation transfer is convenient and reasonable; Classroom routine implementation is serious and proper; Practical and effective safety measures: timely and correctly handle emergencies, etc.
9. physical education class, a rural school, can carry out teaching activities according to local conditions and students' sports foundation, so that students can learn necessary sports knowledge and skills as much as possible, get effective physical exercise, and cultivate students' sports consciousness and psychology.
Clearly put forward the importance of "motor skills" in physical education class in primary and secondary schools. The "Requirements" pointed out that "a prominent problem in recent years is that some physical education class did not take physical exercise as the main teaching method and sports skills as the main teaching content." And put forward that "learning and mastering sports skills and developing students' health is not only an important goal of physical education curriculum, but also the main content of curriculum learning in physical education class, and it is also the main carrier to realize other goals of physical education curriculum".
Fourth, attach importance to the study of the effectiveness of normal teaching.
Educational administrative departments and teaching and research departments at all levels should evaluate classroom teaching and teachers, which is conducive to improving the normal teaching quality. While paying attention to the effectiveness of class evaluation and observation, we should pay attention to the effectiveness of daily teaching for a long time. The purpose of evaluation activities is not only to evaluate various awards. Its core purpose is to encourage teachers to keep learning, exploring and innovating in teaching methods, teaching means, teaching methods and sports equipment. Encourage teachers to sum up the accumulated good methods and successful experiences and apply them to practice, and restore them to daily teaching. It is more valuable and meaningful to apply the evaluation results to daily teaching.
In order to let teachers have a deeper understanding of the educational concept of the new curriculum and penetrate into the specific teaching practice, we have organized teachers to study and discuss many times. Through interactive learning and exchange, teachers can first express their teaching experiences, ideas, puzzles, viewpoints and teaching experiences, and then discuss, freely combine, speak freely, learn from each other's strong points and finally achieve * * * knowledge.
The following are several process fragments of young teacher training examples.
1. This course is organized by combining lectures with practice, group discussion and mutual learning. It not only completes the teaching goal of this class, but also allows students to experience it personally and talk about their feelings in the discussion. 2. This course is a comprehensive and summative content in the whole process of new teacher training. It can detect students' early teaching documents, teaching material analysis and goal setting, and give guidance and correction for problems.
3. Before class, let the students talk about what is unclear about classroom design in actual teaching, and each group also chooses representatives to speak.
Requirements: The questions mentioned in the previous group will not be repeated in the latter group.
The following is the outline of the speech.
(the first group)
A. Individual students and students with learning difficulties are not easy to teach (you said you were doing something else).
B. what should I do if I lie about my injury and pretend to be sick?
C. What are the standards of different teaching methods for queue relaxation in different grades?
D. what if individual students lose interest and don't like to participate in game competitions?
E. the teacher's request is not the point, and the problem of wrong action can't be found even if it is found.
F. how to correct the angle of students' back fall without the aid of teaching AIDS?
G. the language organization is not standardized and unskilled.
(the second group)
A. When walking (running) with steps, do you look left or right? Or the first student in it?
B. Is the figure of physiological load in the lesson plan written before or after class? How to measure?
C. For students in lower grades (Grade One), how to catch students' attention?
(the third group)
A. The grasp of important and difficult points in the teaching process is unclear.
B. There are too few ways to organize students to attend classes.
C. In the process of compiling lesson plans, the organization chart is not clear.
D. in the teaching plan, there is no clear teaching plan.
E. how can teachers make the language concise and clear?
(Group 4)
A. Should teachers be strict or gentle with students?
B. when a teacher is in class, it is impossible to face all the students, only some of them. How can we promote them?
C. how do parents prepare? Home-school contact.
D. how to correct the wrong actions of a large number of students in practice?
E. the analysis of learning situation is inaccurate and the presupposition of questions is incomplete.
(group 5)
A. What should special children do in normal classes?
B. how to teach impetuous sixth-grade students who are about to graduate?
In short, in the interactive learning discussion, teachers discussed many topics, and the learning scene was enthusiastic. Everyone speaks actively, has arguments and knowledge, improves through arguments and seeks development through knowledge. However, the implementation of the new curriculum reform can not only rely on theoretical preaching, but also need to be demonstrated and tested in specific teaching practice. Some teachers are afraid that students will not learn, and the teaching methods are single, boring and lacking in new ideas; Some teachers are irresponsible; Some teachers don't know how to inspire students' thinking and arouse their enthusiasm. In addition, teachers have not really experienced the classroom teaching supported by the new curriculum concept, and many teachers feel that they have no way to start, which brings difficulties to the start and implementation of curriculum reform. To this end, we organized the teachers of the curriculum reform guidance group and some teaching backbones to design various types of demonstration classes, which were taught by some backbone teachers, and organized teachers to analyze and exchange these classes, focusing on lectures (introducing how to design and conceive this class) and evaluating classes (pointing out the advantages and disadvantages of classes, pointing out whether these classes meet the new curriculum standards and are operable, and making reasonable choices according to the situation of schools and students). Expert comments (make a guiding evaluation on whether these courses need to be further improved and how to change, and point out the direction and training objectives of physical education in the future according to the requirements of curriculum reform and the development trend of school physical education). In this way, teachers not only have a clear understanding of the new curriculum reform, but also know how to teach, how to make students experience happy sports, how to cultivate students' enthusiasm for participating in sports and lifelong sports awareness, and how to infiltrate the new concept of curriculum reform into specific teaching.
The improvement of teachers' teaching ability will not happen overnight. With the implementation of the new curriculum reform, teachers' teaching methods and students' learning methods will undergo major changes. This will further stimulate teachers' enthusiasm and initiative in training and learning, master scientific and effective teaching methods, and play a positive role in teachers' teaching innovation, concept change, professionalism and dedication in teaching work.