It is pointed out in the Regulations on Kindergarten Work that the main task of kindergartens is to "implement the principle of combining conservation with education, educate children to develop in an all-round way physically, intellectually, morally and aesthetically, and promote their harmonious physical and mental development". It can be seen that children's physical education is an important part of children's all-round and harmonious development education. The overall goal of children's sports activities is to promote the harmonious development of children's body and mind with the healthy development of children as the center.

At present, preschool physical education has been highly valued by preschool educators, and many kindergartens have carried out various forms and rich contents of physical activities, but there is still a long way to go. Many teachers are still very vague about how to effectively strengthen children's physique and make their body and mind develop harmoniously through sports activities. For example, some teachers do not fully understand the function of sports, overemphasize interest and ignore the role of sports activities; In sports activities, one-size-fits-all indoctrination is often adopted; The control of children's activities is arbitrary; There are also phenomena such as long waiting time, which does not meet the psychological needs of young children. With the development of society, modern children have made great progress and improvement both physically and psychologically than in the past. How can kindergartens carry out sports activities more effectively? I think we should start with the following points:

First, break the tradition in content and let children gain confidence in the challenge.

1. Dare to try new forms of activities and break old traditions.

Society is developing and children are no exception. The traditional content of children's physical education is far from suitable for children now. If children are educated with traditional requirements, they will not be satisfied. We should break the tradition, dare to break through, change and improve the requirements, let children face new challenges, and in the process of constantly overcoming new challenges, make children's body and mind develop in an all-round way, which is also the goal of children's physical education. Give a typical example: In America, many children like skateboarding. In the streets and wide squares, there are often children running around, jumping up and down on the steps, and even sliding down on the iron railings. This can hardly be seen in China, because skateboarding requires skill, while people in China have always been good at playing skill games, but skateboarding requires courage because it is dangerous. Traditionally, many people think this game is too dangerous and easy to break limbs, so children are not encouraged to play it. The traditional way of education in our country is to protect, indoctrinate and discipline, so children's fear of this kind of game is even stronger. Although the child temporarily ensures that the body is not hurt, it hinders the development of ability. In fact, this kind of activity is feasible after the teacher's full preparation and orderly arrangement. At present, some kindergartens in Shanghai, Suzhou and other places have already had similar double-row games, and many children are very interested, which is undoubtedly a new breakthrough in children's physical education.

2. Dare to break through in difficulties.

Psychological research shows that only moderate requirements can effectively promote the development of young children, and neither too high nor too low requirements can be achieved. In educational practice, we find that children are generally interested in activities with certain difficulties. For example, in the "bench game" of sports activities, children can freely choose benches of different heights to balance, and most children are willing to stand behind the benches that teach high. When the teacher piled several benches on the other side, almost all the children lined up there, eager to try. It can be seen that children have an adventurous nature, and the more common phenomenon is that the requirements for young children are not difficult, and young children can achieve it without too much effort. There are two reasons: first, teachers ignore children's development, can't understand children's actual ability and level, don't tap children's potential, and still measure and demand children according to the old standards; Second, teachers dare not increase the difficulty. Some teachers know to increase the difficulty, but finally give up the idea, because they are afraid that once the difficulty is increased, children will be prone to danger. In this way, children's ability can not be fully developed, and more importantly, they miss the opportunity to cultivate their willpower and psychological endurance.

3. "Multi-peak" training is adopted in the amount of exercise.

The "multi-peak" of children's exercise amount in sports activities means that the distribution of exercise amount in the whole sports activities is in the peak state more than twice, so as to avoid the injury caused by sports fatigue. Considering the changing characteristics of children's body during exercise, the activity ability of children's physical skills is constantly changing, and presents a certain regularity: the law of rising-stability-decline. This is also the law of the change of human physiological function activities. According to this law, we arrange children's activities from small to large, forming a multi-peak state of starting-the first peak-buffering-the second peak-buffering. If the exercise intensity is small, it will increase the exercise density, and if the exercise intensity is large, it will decrease the exercise density. Adjust children's activities not to be excessive, but also to ensure proper exercise, which is in line with the body's endurance and reflects the "exciting combination of static and dynamic" in sports activities.

Second, highlight children's subjectivity in free activities.

Many studies show that outdoor optional activities, activities in children's mixed-age theme areas and indoor expressive and creative physical activities are more conducive to the cultivation of children's subjectivity. Because these activities can give every child the opportunity to express and create freely, and promote the cultivation of their subjectivity to the greatest extent.

1. indoor expressive and creative physical activities: challenge children around certain themes indoors, stimulate their desire to try physical activities, and let each child express, play and create freely in his own way. For example, in the indoor game of "playing bamboo poles", children move barefoot in the room, and with music, they try to create many interesting activities with their fingers, toes and other parts of their bodies (such as the Monkey King playing golden hoops, planting trees, skiing, torch relay, etc.). ). This kind of activity improves children's performance ability of body movements, gives them the opportunity to find their own action ways when facing different sports stimuli and hints, and promotes their initiative and creativity in sports.

2. Outdoor optional activities: Teachers fully consider children's different hobbies, respect children's wishes and choices, and give children free opportunities in activities as much as possible, that is, free choice of activities and equipment, free companionship, allowing children to exercise according to their own needs, experience the happiness of participating in sports activities independently, and develop children's autonomy and sociality. For example, kindergartens generally have many sports activity areas, such as climbing area, throwing area, balance area and jumping area. We can let children choose their favorite sports areas and their partners according to their own requirements, and experience the fun of participating in sports activities.

3. Children's mixed-age theme area activities: Use the effective activity venues and equipment in the kindergarten to set up several areas with different activity themes. Teachers can set up ball games, car activities, climbing areas, throwing areas, balance areas, jumping areas, and medium and large sports equipment combination areas. At the same time, it is open to children of the above two ages, and children of all ages can freely combine and choose activities in the activity area. This kind of activity breaks the traditional linear framework of grouping classes by age, emphasizes nonlinear combination, makes the heterogeneity of the team greater than homogeneity, expands the extensive contact and communication between children, meets the psychological needs of children to communicate with peers of different ages, provides sufficient conditions for children to choose activities and creative exercises independently, makes children's activity motivation stronger, and encourages children's sense of participation and autonomy. For example, let the children in the middle class and the children in the big class participate in the activities in the climbing area at the same time. During the activity, the children in the middle class have rich connections, and they have learned activity skills from the children in the big class, making them more open. Children in large classes will also become more confident and take the initiative to lead children in middle classes. In such activities, children's social development and physical and mental development will be promoted.

Third, the implementation of sports emphasizes cooperation with families and communities.

Russian educational institutions attach great importance to cooperation with parents in children's sports. Educators pass on the knowledge of children's age and psychological characteristics to parents, so that parents can understand their achievements and existing problems. At present, many kindergartens in China have carried out parent-child activities. Educators can take this opportunity to let parents know how to enrich their children's lives, help their children grow up healthily and carry out sports activities suitable for parents and children to cooperate through intuitive publicity, consultation and discussion. For example, regular parent-child sports meetings are held every semester, so that children and parents can participate in activities together, which not only increases the affection between parents and children, but also makes parents realize the benefits of letting children participate in sports activities, which can better promote their physical and mental health and truly achieve family education. In addition, in the parent forum, teachers can publicize some methods and skills of sports activities to parents, and parents can also talk about their own views and learn from each other.

In addition, kindergartens can expand cooperation with the community and carry out some sports activities in the community. Such as games and competitions, not only enrich the content of sports activities, but also expand the social space for children. In addition, we can also investigate some parents' implementation of children's sports activities through questionnaires in peacetime, so as to raise parents' awareness of the importance of sports activities, make parents and teachers work together and make sports activities get twice the result with half the effort.

Fourth, pay attention to promoting children's good psychological development in sports activities.

Looking back on our goal, the Regulations on Kindergarten Work clearly points out that the general goal of children's sports is to promote the harmonious development of children's body and mind with the healthy development as the center. Therefore, while strengthening children's physique, teachers should attach importance to children's psychological development and give full play to the diversity of sports functions. Psychology is the reflection of human brain on objective reality. The development of action can give children a lot of stimulation, thus promoting the improvement of brain skills and laying the foundation for the formation of various psychological qualities.

First of all, cultivate good mood in sports activities. Many observations and studies show that emotions have a very obvious stimulating effect on children's psychological activities and behaviors. It is not only an important psychological quality, but also an intermediary link that leads to psychological abnormalities and obstacles. The development of action can make children get rich sensory stimulation, greatly accelerate the sheathing process of brain pulp, enhance the comprehensive regulation ability of nervous system, make the process of excitement and inhibition more coordinated, and thus better regulate emotions. Generally speaking, sports activities can make people feel happy, lively and cheerful, and have a good emotional experience, but if they are not well organized, they will also bring unpleasant emotions to children. Therefore, in sports activities, we should pay attention to children's physical characteristics, arouse children's interest and arouse their enthusiasm. The content of the activities should be interesting, and the activities should be suitable for children's age characteristics and can exercise. In the activity, they can cooperate with their peers in a friendly way, experience the happiness of the same activity and promote children's good emotional experience.

Secondly, try to explore aesthetic education factors in sports activities. Aesthetic feeling is a pleasant emotional experience after people carry out aesthetic activities on aesthetic objects. Therefore, the sports equipment provided by the teacher should be beautiful, practical and safe, the teacher's demonstration actions should be accurate and skilled, and the password should be fluent. The design of gymnastics movements should pay attention to artistry, consider the organic combination of sports activities, music activities and language activities, improve children's interest in participating in sports activities, and let children stretch their bodies and minds and be happy and optimistic in sports activities.

Third, pay attention to children's problem behaviors in sports activities. In sports activities, children's problem behaviors include fear, withdrawal, depression, unsociable, uncooperative, aggressive and destructive behaviors, which are generally not regarded as mental illness. However, such problems or obstacles will make children frustrated in life. If it is not corrected or intervened as soon as possible, it will not only affect their normal life and activities, hinder their physical and mental health development, but also lead to their psychological defects and social maladjustment in adulthood. Teachers should pay attention in their daily life. In sports activities, teachers should let children start with simple sports and let children with psychological barriers experience the joy of success. The same is true in other activities, so that children can gradually overcome psychological obstacles and develop in harmony with body and mind.

In short, we should actively carry out sports activities, and effectively promote the formation of children's healthy psychology while exercising. Mobilize all possible factors to enrich and develop the connotation of sports to meet the needs of the times.

References:

[1] Chen. Feng Xiaoxia. Editor Pang. Developmental Psychology of Preschool Children, Beijing Normal University Press, (1988.06).

[2] edited by Zhu Jiaxiong. Mental Health of Preschool Children, People's Education Press, (1994.07).

[3] Jin Chen. From the perspective of Reggio's education system, the problems existing in kindergarten sports activities. Early education, (2002.09).

[4] Jing Li. Russian baby movement. Early education, (2002.48+00).

[5] Guo Buller. How to cultivate children's self-confidence in sports activities? ..

(This article won the second prize of the third "New Vision of Early Education" in Jiangsu Province)

First, make clear the value orientation of kindergarten health education.

Modern preschool education theory points out that children are in the initial growth and development stage of human body shape and function. In order to make them grow and develop healthily and lay a good and solid foundation for their healthy development in the future, we should not only provide them with good diet and health care, but also actively carry out various sports activities through physical exercise. Many sports scientific researches at home and abroad have also confirmed that scientific and reasonable sports activities can not only effectively promote children's physical and mental health development, but also lay a good foundation for their lifelong health.

In the field of health, the Guiding Outline of Kindergarten Education (Trial) issued by the Ministry of Education points out that kindergartens should "develop colorful outdoor games and sports activities, cultivate children's interest and habits in participating in sports activities, enhance their physique and improve their adaptability to the environment", and the concept of lifelong education based on "children's development" makes us strongly realize that the ultimate goal of health education is not only to enhance children's physique, but also to develop children's health through physical exercise. Physical education teaching activities are the basis to achieve this goal.

In order to promote children's physical and mental development, in today's better living conditions, children grow up under the excessive protection of parents and teachers, reducing the amount of physical exercise, resulting in the phenomenon of children's physical and physical development backwardness. According to the relevant institutions, the overall physical fitness of children aged 3-6 was tested, and the test results showed that the excellent rate was11.9%. Excellent rate 17.6%, qualified rate 48.8%, unqualified rate 2 1.7%. It is concluded that the overall physical condition of children is not ideal, and the overall level of children's physical fitness is declining year by year, so the monitoring of 6-year-old children's physical health should be strengthened. The ultimate goal of physical education teaching is not only to strengthen children's physique, but also to promote children's physical development, cognitive development and personality formation, improve their social adaptability and lay the foundation for their sustainable development.

The "value orientation" of kindergarten health education also includes the following three aspects:

First, physical and mental harmony. Including physical health and mental health, children's physical health is characterized by sound development and basic self-care ability, and mental health is characterized by a happy mood and adaptation to collective life.

Second, pay equal attention to protection and exercise. We not only attach importance to mastering necessary health care knowledge to improve self-protection ability, but also emphasize improving physical fitness through physical activities. Among them, knowing the necessary knowledge of safety and health care and improving the corresponding skills are the main goals of health education, and cultivating interest in sports activities and enhancing the coordination and flexibility of movements are the main goals of physical exercise.

Third, pay attention to the formation of healthy behavior. The cultivation of healthy behavior is the core of health education. Therefore, the contents of kindergarten health education include mastering necessary health care knowledge, developing healthy behavior, cultivating self-care and self-protection ability, promoting the coordinated and flexible development of basic movements, and cultivating strong will and cooperation with music groups.

Second, the main problems existing in the current kindergarten sports activities

At present, teachers in our park are not sure about physical education teaching activities, and the teaching activities are single. Some teachers pay too much attention to the creation of "scattered" and "idle" scenes and ignore the development requirements of "jumping and picking fruits"; Pay more attention to "protection" than the cultivation of self-protection ability, and do not design corresponding teaching activities from the physical development of children of all ages. Don't understand the teacher's password, have no sense of rules and so on. And the density intensity is not up to standard, which leads to low achievement rate and poor benefit. Due to the above problems, the harmonious development of children's body and mind is affected.

Question 1: Pay more attention to the practice of basic movements than the cultivation of physical quality.

In kindergarten physical education teaching, teachers often take the development of children's basic movements as the main teaching goal. For example, in the "shoulder-throwing" activity, teachers often pay attention to how to teach children how to throw them on their shoulders, but pay little attention to how to develop their arm muscle strength and the sensitivity and coordination of their movements, and how to cultivate their good visual ability when throwing their shoulders. Therefore, in the teaching process, the skill training of narrow foot movements and arm angles makes physical education fall into the misunderstanding of skill training.

Question 2: Pay more attention to the renovation of pattern forms than the realization of activity goals.

This problem is particularly prominent in public teaching and activity evaluation. Some teachers simply pursue the novelty and excitement on the surface, attach importance to the renovation of form and the uniqueness of musical instruments. Some teachers have been playing with one thing for some time. You play with shoeboxes, and I'll play with cardboard, tires and skateboards. No matter whether it is suitable for the age characteristics and actual level of the children in this class, it is conducive to "strengthening the children's physique", so there is often an embarrassment that the content is patchwork and the equipment is "useless".

Question 3: Pay more attention to the teacher's pre-class design than the children's active participation.

Some teachers often meditate alone in the preparation before class, spend a lot of energy and time to design the form of activities, and do the preparation work very carefully. For example, make a lot of headdresses, draw big patterns, prepare a lot of activity materials, and arrange large scenes. , but rarely let children pay attention to the whole teaching process. Children can't choose what they are interested in, can't experience the fun of participating in the preparatory work, and can't make active decisions about their own activity experience, which weakens their initiative and makes the activity unable to achieve the expected results.

Question 4: The amount of exercise is too little, the difficulty is too low, and the practice density is not enough.

Kindergarten teachers often choose some quiet, relaxed, safe and skill-oriented activities based on their own physiological, psychological and social factors. In the organization of activities, the density of explanation and demonstration is too long and the density of practice is insufficient. Teachers often dare not use some high-intensity and high-risk content, which makes children lose the fun of "jumping enough" and the opportunity to meet challenges and difficulties. Boys, in particular, can't get enough "catharsis" in the process of activities and can easily "reach the standard" without too much effort, which not only affects the effect of physical exercise, but also is unfavorable to the cultivation of children's psychological quality.

Question 5: Simplify the sense of innovation and explore the mechanization of activities.

Some teachers think that innovation is advocated now, so no matter what sports activities, children are required to innovate. "Hopping on one foot" should be creative, so children use their brains to "please" the teacher while dancing, and at the same time abandon the basic requirements of hopping on one foot. Some teachers only repeat the requirements over and over again when guiding children to explore, so that children can explore freely, lacking hierarchical guidance strategies, which makes children's exploration become mechanical.

Third, to carry out sports teaching activities commonly used methods and strategies

After finding out the existing problems, we can apply effective teaching methods to the teaching of acupuncture medicine according to the contents, methods and guiding strategies of physical education.

(A) the content of physical education teaching

Physical education teaching activities include basic physical skills such as walking, running, jumping, kicking, climbing, rolling, jumping, balance and coordination, basic gymnastics exercises, equipment activities and games, some basic queue training, and quick action exercises after listening to commands to stimulate children's interest in sports.

(B) the general teaching methods of sports activities

1. Demonstration and explanation

Demonstration: ① Correct posture, relaxed and graceful movements. The demonstration position should be determined according to the nature of children's formation and movements, and the direction can be determined according to the structure and requirements of movements. Front, side and back demonstrations or mirror demonstrations can be used. General basic movements such as walking, running, jumping and throwing can be demonstrated in the first three ways, while unarmed exercises and light weapons exercises are generally demonstrated in mirror images.

(2) the demonstration should have a clear purpose.

(3) combined with explanation or accompanied by language tips.

Description: ① The key points are prominent, and the language is few but refined. ② Easy to understand, lively and interesting.

③ The explanation should be enlightening.

practise

① Complete exercises and decomposition exercises ② Repetition exercises ③ Conditional exercises (change the environment, conditions and action combinations of exercises).

3. Verbal tips and specific help

(3) Matters needing attention in sports activities

1. Pay attention to the fun of the activity. 2. Adhere to gradual progress. 3. Reasonable arrangement of exercise density and activity.

Reasonable arrangement of activities should pay attention to the following points:

(1) According to the general law of human physiological function rising-stabilizing-declining, the amount of activity gradually increases from small to large, and gradually decreases before the end of the activity.

② Arrange the activity amount according to the specific tasks and requirements of the activity. (The volume of activities focusing on review actions is greater. )

(3) According to the content, nature and difficulty of the activity, arrange the activity amount reasonably.

(4) According to the physical condition and action development level of most children in the class, arrange the activity reasonably.

⑤ According to the children's daily activity burden, arrange the activity amount reasonably according to the season, climate change, venue and equipment conditions.

Adjust the amount of activity can take the following methods:

① Change the practice conditions.

② Change the practice method.

③ Stimulate children's interest in activities.

④ Strictly organize teaching, reasonably arrange venues, instruments and teaching AIDS, reduce unnecessary waiting time in line and increase practice opportunities.

1. Pay attention to the correct posture of the child's body.

2. Insist on comprehensive exercise

3. Teaching students in accordance with their aptitude for all.

caution

5. Pay attention to cultivate children's good moral character in activities.

(4) The structure of physical education class.

The beginning part: organize the children quickly, let every organ of the children quickly enter the state of movement, get ready and concentrate on preparing lessons. This part can organize children to queue up, briefly explain the main content of this lesson, and do some games with little activity.

Basic part: mainly learning new textbooks or reviewing the main textbooks that have been learned.

① The new textbooks are arranged in the first half of the class.

② Practice and rest alternate.

The end part: mainly relax muscles, eliminate fatigue as soon as possible, let the body recover from the state of exercise to a relatively quiet state, and end a class in an orderly way. You can arrange walking, tidying, playing quiet games or simple rhythmic movements.

These three parts are both different and related, and this structure is mostly used in the middle and late stages and large classes.