Folk games are an important part of folk customs and intangible cultural heritage. In the long history, people of all ethnic groups have given full play to their wisdom and innocence and created a large number of folk games, some of which have been preserved over time. These folk games change with the development of the times, which fully reflects people's desire for a happy life.
Folk Games Reference 1 Reference:
Hou, Jin Fei. Present situation and development of folk games [J]. Sports. 20 13.02: 147- 148.
[2] Abu Ghrairi. Traditional Uygur Folk Games [J]. Journal of Xinjiang Arts University.2013.03: 25-27.
[3] Li Bingzhen. Inheritance and innovation: let Wudi folk games shine again [J]. Jiangsu education research.2014.02: 66-67.
[4] Niu Guihong. Decline of rural folk games and its causes [J]. Journal of Gansu Normal University.2014.04: 99-10/.
[5] Wu. Cultural analysis of folk games in traditional temple fairs in Vietnam [D]. Huazhong University of Science and Technology.2012.
[6] Xu. The reason of "absence" in folk games and the strategy of "presence" [J]. Shanghai Education Research, 2011.10: 87-89.
[7] Wang Wenbao. Attention should be paid to the study of folk games [J]. China Folklore (Science Edition) .2012.06: 5-8.
Folk Games References 2 References
① The Collection of Chinese Folk Literature compiled by the Cultural Center of Xunhua County, Qinghai Province. Folk songs in Xunhua Salar Autonomous County of Qinghai Province =
2 according to the Qing dynasty. Lu Gu's Jia Qinglu
(3) Zheng Zhenduo's History of Popular Literature in China (Volume I), page 10, published by Shanghai Bookstore, and 1984 (4) 10,000 copies of Miscellaneous Notes on the Divine List.
Kindergarten game guide
Early childhood education
Research and Practice of Garden-based Project
Folk Games References 3 References:
(1) China Folk Games, Huang Guihua, Shanghai Century Publishing Group, Shanghai Education Press, 1998.
(2) Happy Family Parent-child Game Guide: Play Together, Zhang Xiao, Fujian Fine Arts Publishing House, 2002.
③ Ethnology, written by Zhang Wenxun and Shi Zhu, China Social Sciences Press, 1999.
(4) The Outline of Emotional Education, written by Zhu Xiaoman, Nanjing Normal University Press, 2002.
(5) Putting Seedlings in the Soil of National Culture, Yan Dongying and Tang, Shanghai Education Press, 1996.
(6) Folk Festivals, Meng Xianming, Cheng Jianjun and Haiyan Publishing House, 1997.
(7) Examples of Children's Family Education, Huang, Shanghai Education Press, 1996.
(8) Family Education for Preschool Children Li Shenglan, East China Normal University Press, 2000.
(9) Fundamentals of Community Education, Ye Zhonghai, Shanghai University Press, 2000.
(10) local knowledge and education reform Shi Zhongying education research 200 1 No.8.
(1 1) Participation in Children's Games and Enlightenment, No.2, 2002.
Application of Folk Games in Junior Middle School Physical Education Teaching
Folk games are created by working people according to their own life experiences, and they are very interesting, national, inherited and scientific. Traditional folk games are rich and colorful, have strong vitality and are deeply loved by students. How to effectively integrate folk games into physical education, stimulate students' love for folk games and let students experience the cultural heritage of folk art is a test of teachers' wisdom.
First, the introduction of folk games to create interesting situations
"Junior high school physical education curriculum standard" clearly points out: "Physical education teaching should inherit and develop traditional folk games, and run them creatively through teaching practice, so as to lay the foundation for cultivating students' sports literacy and cultural literacy. "Folk games are deeply rooted in the people's soil and are often carried out in the form that people like. Folk games are more interesting. In the sports meeting, the students strengthened their physique and developed their body and mind.
For example, when learning "Sprint", the teacher first separates the boys and girls and prepares some traditional game activities for the students. Boys play the game of throwing sandbags, while girls play the game of eagle catching chickens. The teacher put forward the general requirements and carefully explained the content and rules of the game. At the beginning of the activity, the whole playground was full of active students with high enthusiasm and strong learning atmosphere. Teachers should also participate in game activities to solve the problems existing in students' games. After the game, the teacher guides the students to talk about their feelings and experiences. Many students think that participating in activities must be keen-eyed, insightful and quick-moving, and then the teacher introduces the sprint content. In this learning situation, students quickly mastered the sprint related knowledge.
Handkerchiefs, sandbags, eagle catching chickens and hopscotch are all common folk games. These games conform to the characteristics of students' physical and mental development, can stimulate students' interest in inquiry and participation, and enhance students' attention to classroom learning content. Teachers should create interesting situations for the development of folk games and let students have the desire to exercise in the situations.
Second, with the help of folk games, improve the level of interaction.
Introducing folk traditional games into physical education classroom teaching enriches the content and dimension of classroom teaching, creates opportunities and provides a platform for cooperative learning. Physical education classroom teaching in junior high school is not only limited to imparting knowledge and skills, but also should pay attention to the cultivation of students' comprehensive quality. Teachers should take cooperative learning as the main teaching method, assess the situation, introduce folk games into classroom teaching in time, improve the level of interaction, broaden students' horizons and highlight the diversity of teaching.
When learning to throw a solid ball, the teacher first demonstrates the throwing action and explains it while throwing. Students' curiosity is activated. Sandbags are similar to solid balls. In order to let students better perceive throwing methods and skills, teachers introduced the traditional game of throwing sandbags. The teacher drew a big rectangle on the playground and divided the students into four groups, each with eight people. Two students stood at both ends of the box, and the rest stood in the middle to avoid the oncoming sandbags. This game tests students' accurate throwing ability, which is similar to throwing a solid ball. Students interact and cooperate, and the spirit of cooperation is activated.
In junior high school, students are in a critical period of physical and mental development and have a stronger desire for various game activities. Teachers should take this as a starting point, let students exchange ideas and explore sports skills in various games, and cultivate students' cooperative spirit and ability.
Thirdly, screening folk games and inheriting sports culture.
Traditional sports games have distinct characteristics of the times and contain great cultural value. But not all folk games meet the requirements of physical education. Some traditional sports games have high technical requirements and great risks, and are not suitable for introducing physical education teaching practice at all. So teachers must screen folk games. There are also some folk games that can't stimulate students' interest in content and form. Teachers should design activity themes according to actual needs. On this basis, analyze the value of folk games, improve and promote folk games, and give full play to the value of folk games.
When learning "obstacle running", teachers should consider students' learning situation and teaching content. In traditional folk games, jumping on bamboo poles and skipping rope are jumping actions across obstacles. The teacher analyzed the characteristics of bamboo pole jumping and rope skipping. Jumping bamboo poles is the most pristine activity of the Li nationality. It is an activity with bamboo poles as obstacles, which is closer to the obstacle running activity. After comprehensive consideration, the teacher chose the game of jumping bamboo poles. After experiencing the activity of jumping bamboo poles, students have a deeper understanding of the skills of "running over obstacles"
The improved traditional games are more exquisite and flexible, which can inject fresh vitality into physical education teaching, tap the cultural value contained in traditional sports games and lay a solid foundation for the inheritance of sports culture.
There is no fixed method in teaching, but it is important to have the right method. The ultimate goal of the choice of physical education classroom teaching methods is to highlight students' dominant position and create efficient classroom services. It is an important content of modern teaching thought and the practical need of physical education to creatively introduce folk traditional games into physical education teaching practice and better serve physical education teaching. In concrete operation, teachers should pay attention to creating interesting situations with the help of folk games, improve the level of interaction between teachers and students and students through the improvement and innovation of game content and form, realize the high integration of traditional teaching ideas and modern teaching ideas, and lay the foundation for the improvement of students' sports literacy.
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