Curriculum reform puts forward new requirements for our physical education teachers. Should we set up new ideas in teaching and really take students' development as the foundation? For all students, for all students, for all students? . The following is my collection of junior high school physical education teaching design and reflection, I hope everyone will read it carefully!
1 Reflection on the Teaching Design and Pre-class Preparation of physical education class in Junior Middle School;
First, the design ideas
What do you want to teach students and how do you plan to take this course?
Second, teaching material analysis, analysis of learning situation and analysis of teaching strategies.
Only when the analysis is clear can the teacher understand why it is so important.
1, analysis textbook.
2. Analyze the current situation of students' physical education learning and the teaching content of this course.
3. Analyze the strategies and methods for teachers to teach and students to learn.
Third, the teaching objectives
The setting of teaching objectives reflects the overall expectations of teachers for this class, and it is also a preset evaluation standard to measure the success of this class, so it must be targeted and hierarchical.
1, target setting should be effective: how is 80% set, and what is your basis? Can you achieve this goal? Must it reach 80%? The setting of goals must be based on evidence and actual results.
2. Goal setting should be targeted: set teaching goals according to the teaching content of this course. Don't set goals for the sake of setting goals, play word games.
Case analysis: the design of emotional teaching objectives in aerobics class.
3. Goal setting should be hierarchical: set different teaching goals for different students.
Case study: designing the teaching goal of split-leg prancing (goat)
1, sports participation goal: In the teaching process of just 40 minutes, make students have a strong interest in the teaching content of this lesson.
2. Sports skill goal: Understand the action method of prancing (goat) and actively learn the skills of prancing (goat). Know safe exercise methods.
3. Physical health goals: develop students' physical qualities such as flexibility, coordination and sensitivity, enhance students' sense of rhythm and expressiveness, and cultivate students' ability of observation, thinking and self-control. So as to achieve that purpose of enhance students' physique.
4. Mental health goal: Through the study of this course, students can build up their self-confidence and eliminate their inferiority complex.
5, social adaptation goals: in (this article is from the e-commerce paper, please keep it. In the classroom atmosphere, students can respect and care for each other, especially the disadvantaged peers. Through communication and cooperation in learning, we can cultivate the good habit of helping others and let students experience a sense of collective identity and belonging.
Fourth, the teaching process
Preparation part:
1, the preparation activities should be comprehensive. Do some exercises from time to time.
2. The preparation activities should be targeted. It is common to set up some preparatory activities related to the key teaching contents of this course, or to use the main teaching equipment of this course to do preparatory activities. It has a good guiding and auxiliary effect on key teaching contents.
Case study: Design two warm-up activities for split-leg prancing (goat)
Basic part:
1, site, equipment.
Fairness: Fair layout and equipment arrangement are conducive to activities.
Economy: Make good use of the existing site and make full use of it as much as possible.
Economy: It is also a level to have excellent classes in small venues. Going out for a game is often a lesson in the gym, which is as big as a basketball court. Try to save space and equipment.
Innovation: multi-purpose, traditional sports equipment, folk local equipment, good use of natural resources.
2. organization.
How to group, how to group, how to rotate, how to mobilize the team, how to deal with emergencies.
3. Realization of content.
① The content of setting exercises should not be too much, but it should be carefully selected.
② Practice should not be illusory: pay attention to the quality of practice, not just exploration and cooperation.
(3) It's better to be specialized than scattered: the content of the exercises should be targeted, and the attention should be focused on the exercises related to this lesson.
4. Main points
The following points should be emphasized:
① The practice of key contents should have a certain time to ensure the understanding and mastery of sports techniques.
(2) the practice of key content should have a certain number of times to ensure the consolidation of motor skills.
③ The practice of key content should be targeted, and the higher the technical content, the more targeted it is.
④ There should be some auxiliary exercises for the exercises of key contents, so as to promote the progress of students' overall quality and promote students to better master various sports techniques.
Therefore, in a normal physical education class class, there are not many key teaching contents, and it is enough to teach one or two skills well in one class.
5. Difficulties
Difficulties to be noted:
The difficulty of teachers' teaching determines the level of students' overall grasp of the teaching content.
2 junior high school physical education teaching design and reflection 1. Teaching object analysis
With the continuous development of basketball, especially the global promotion of NBA games, more students have the opportunity to watch high-level games, and students are full of interest in learning basketball skills. Junior two students are active, studious, imitative and have a wide range of interests. Besides, this class has a strong sports backbone, and students have a good sense of participation in sports. Students are United and cooperative, and have a strong sense of collective honor.
Second, the analysis of teaching objectives
1, understanding goal: establish the concepts of dribbling in front of you and changing hands, and clarify the purpose of learning.
2. Skill goal: master technical movements and the ability to control and dominate the ball, and develop physical qualities such as agility and speed coordination.
3. Emotional goal: Experience the fun of basketball. Cultivate students' collective spirit of positive thinking, cooperative learning and unity and cooperation.
Third, the analysis of teaching content
Teaching content of this lesson: Basketball is the fourth lesson in the basketball unit. Dribble is an important part of Band 4 basketball teaching and the foundation of basketball. Its content is simple, interesting and practical, which plays an important role in cultivating students' lifelong physical exercise. Therefore, this course focuses on solving the skills of changing direction in the process of marching-the rapid and sudden acceleration of sideways shoulder probing, and gradually breaking through the technical difficulties of coordinating upper and lower limbs and controlling the dominant ball in the process of students participating in activities. Let students develop their skills in activities and experience the fun of basketball in competitions and exercises. It will lay a good foundation for future teaching competitions and students' lifelong physical education.
Fourthly, the analysis of teaching process.
1, introduction and preheating
A, basketball unarmed change direction practice, in-situ review of high and low dribbling, left and right hands alternately horizontal dribbling, body side after pulling forward and pushing dribbling. To improve the technical action and ball control ability of dribbling in situ, the focus is on the experience of different dribbling methods and different parts of the hand approaching the ball. Through special preview activities, that is, to enliven the classroom atmosphere, to pave the way for the next step of learning.
Teacher B organizes students to compete in groups. (The teacher stopped the game in time when he found the problem.) Most students will involuntarily break through and lose the ball when they encounter defense, which leads to the failure of the whole team's attack. Help students find the root of these problems, and do not master the correct method of changing direction dribbling. Even if they have mastered the horizontal and horizontal dribbling in situ, they will lose the ball because of the incoherence of their movements when they change direction during the March. Eventually led to the failure of our team's attack. Draw out the learning content of this lesson, change forward and dribble in different hands.
2. Practice and experience
Students gathered in six rows. First of all, the teacher demonstrated the movements completely, explained the technical structure, technical requirements and the role in developing various qualities of the human body, and made clear the purpose of learning. Let the students initially form the overall action representation in their minds and understand the process of each technical link. According to the reverse thinking method; Arrange the following exercises:
A, two people change hands and dribble the ball before changing direction: the teacher demonstrates the whole movement, and the students imitate it many times. Experience the complete action technique.
B, one person, one ball decomposition action: the teacher decomposes the complete action into dribbling with the left hand-changing direction-pressing the shoulder to the right-changing the ball-accelerating forward. Practice alternately with your left hand and your right hand (weak hands practice first, and weak hands practice longer than strong hands) to experience different parts of the racket. Teachers and school teams also demonstrate repeatedly, and students practice repeatedly.
C, broken line dribbling (divided into six groups)
Practice slowly and quickly on the journey so that students can understand clearly? Sudden change of direction, rapid lateral pressure on shoulders, and backward acceleration? The truth. Through teachers' questions, students discuss, experience and practice with questions, and explore the methods of correct actions in the process of experience. Please show it to students of different levels, and the teacher will comment and analyze it in a targeted manner. Let the students compare themselves, attract attention and correct their mistakes. Through students' repeated discussion-experience-practice, the teaching steps are from easy to deep, from easy to difficult, step by step, comparative exploration, stimulating interest, and achieving the goal of mastering technical movements initially. In practice, I emphasize that students should observe each other, correct their mistakes and improve together, which fully embodies the spirit of harmony and mutual assistance.
D, dribble and run? Base? relay race
Through group discussion, we summarized various dribbling methods. The teacher added the summarized dribbling methods to running? Base? In the competition, students can experience the feeling of being there, stimulate their enthusiasm for the competition, and cultivate their fighting spirit and team spirit in the competition.
3. Adjustment and evaluation
A. Male and female students stand on the circumferential lines with diameters of 8m and 15m respectively, and relax their limbs and let their hearts fly in the rhythm of "the game of love".
B, students talk about their feelings about practice, the teacher summarizes, assigns homework and takes back the equipment.
Analysis of the Difficulties in verb Teaching (Verb Abbreviation)
Teaching points: coherent movements, strong pedaling, quick sideways shoulder probing and sudden acceleration.
Teaching difficulties: the coordination of upper and lower limbs and the ability to control the ball by hand.
Break through the key points and difficulties of teaching, stimulate students' interest in learning through group teaching competitions, observe the movements between peers and analyze the essentials of technical movements through slow-motion exercises, and then actively imitate and learn the correct technical movements and master the essentials of technical movements.
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