Physical education thought is an important part of educational thought and the nerve center to guide and lead school physical education work. It is the compass for all our educators, especially physical education teachers to carry out their work according to law. Under the new situation of promoting quality education in an all-round way and further implementing the new curriculum standards, it is an unshirkable task for all our educators to explore the enlightenment and inheritance of sports ideas to students and re-examine and examine them.
There is a tree called Robinia pseudoacacia. Its wood is firm, delicate and tough, which is suitable for making a variety of furniture. It is widely used, but it is easy to crack and deform in practical use. Later, some people put it in the river for a long time, and then exposed it to the sun, so that the furniture made is not easy to deform.
Physical education class is similar. If the PE teacher is just an ordinary carpenter, and his craft only stays in the technical details, only relying on experience to transform the students' bodies and skills, then the students who leave the campus will still be like a bench that is easy to deform. Similarly, as physical education teachers, we should use our mature sports ideas to penetrate into students' physical activities in school for a long time, so as to root out the roots and let students continue to accompany them after leaving school and benefit for life.
Therefore, a physical education teacher must be a thoughtful "craftsman".
First of all, for physical education teachers, the main position to inherit his physical education thoughts is the classroom. His main education and teaching task is to transform students' primary interest in sports into conscious fitness habits through physical training, technical teaching and skill training until they are internalized into mature health concepts.
At present, it has become our urgent central task to straighten out the classroom teaching ideas as soon as possible, solve the common contradictions and puzzles in teaching, think dialectically about them and find the countermeasures of unity of opposites. In teaching, an extremely important factor is the "guidance" of teachers. But when guiding knowledge, thinking, morality, law and guidance, we must not forget to "guide interest". As the saying goes, "interest is the best teacher." The best teacher, of course, we have to "hire" at work. In the harmonious education and teaching concerto, it is a harmonious part that cannot be underestimated, which strengthens and supports the main theme and makes the music more vivid and full. Therefore, "guiding interest" should run through education and teaching. But in reality, many of our teachers often ignore the cultivation of students' interests, simply think that teaching activities are the rights and obligations given to all teachers and students by the education law, and often attach importance to administrative orders and ignore democratic consultation in teaching; Pay more attention to the guidance of authority than the opinions of students; Paying attention to the unity of gender and ignoring the differences of personality, this class seems to be uniform, but in fact it is boring and boring, and both teachers and students feel very tired.
What is the reason for this phenomenon? It's because teachers ignore their educational objects. They are a group of children with their own distinct personalities. They have different foundations and interests and need to be cultivated. Especially in our era of personality hype, we should not ignore students' dominant position in the bilateral relationship between teaching and learning, and learn to let go, let go and rest assured. Some people say that you don't want students to "do whatever they want" in class, right? Yes! Let students "do whatever they want", let the classroom become a stage for students to show their personality, and let the playground become a paradise for students to exercise.
Of course, this must be under the guidance of the teacher. We should not let students' interests lead us by the nose. We should actively show students the charm of various sports, stimulate students' interest and let them dabble in various projects as much as possible. For example, students don't like martial arts, and they are afraid of hardship, fatigue and difficulty. But after the teacher's wonderful demonstration, it immediately aroused the students' desire to learn and practice. Some people accuse you of putting it here and there, but what about the contents stipulated in the syllabus and textbooks? If you want to teach gymnastics, what if some students insist on playing basketball? You want to teach basketball, and some students insist on playing football. What about you? You want to teach martial arts, but the students are too tired. You want to talk about sprinting, some people want to play table tennis and so on. These are thorny problems that we often encounter in teaching, which makes our organizational ability "stretched" and it is difficult to go back and forth freely in teaching. What did you say?/Sorry? I see, if it really doesn't interest them, let him learn how he wants! Aren't they actively exercising? Aren't they giving full play to their specialties and hobbies and consciously cultivating their sports ability? It has also been asked that compulsory education is a crucial period for students' all-round growth. Can we still adhere to the principle of comprehensive physical exercise, accumulate students' sports skills and cultivate students' tenacious will? Yes, I can. Can't we achieve this goal through indoor teaching, standard physical training courses and higher target requirements for students' self-selected projects? Imagine if you were asked to listen to an old song you don't like over and over again, would you listen to it despite the hype? Don't we have a certain preference for sports ourselves? In addition to the physical indicators of physical quality, physical education must also let students experience happiness and highlight their personality. For some of their hobbies, students tend to be more involved, even with obvious idealism, and the exercise effect is excellent. For this kind of preference of students, we should not only try our best to stop it, but also vigorously advocate it. At the same time, teachers themselves should have a good teaching emotional experience like students. Only in this way can the relationship between teachers and students be harmonious, the feelings of teachers and students can be infected with each other, the teaching atmosphere can be warm and rational, and finally physical education and health classes will become a pleasure for teachers and students.
The syllabus and teaching materials also give us great flexibility and freedom, especially the new curriculum standards, which allow and encourage us to organize practical sports activities according to local conditions. This needs to consider the situation of schools, students, teachers and even families. Teaching in physical education class is like writing a composition. The tentacles of thinking can extend in all directions, and the shape is scattered but the spirit is not scattered. As long as the main thread of teaching creativity is always in our hearts, as long as we can basically complete and realize the four basic goals of sports (knowledge, emotion, will and action), that is success. For a physical education teacher with mature educational thoughts, he should pay attention to every class, but not limited to every little utilitarian gain and loss. He often sees farther, so far that we can't even see the results of ten or twenty years. Only by being bold in practice, pioneering, diligent in thinking and good at summing up can our teaching be unique and colorful. Even on the groping road, it is reasonable to take some detours.
Secondly, a good teacher-student relationship is also a "catalyst" for physical education to play its enlightenment and inheritance functions. Respect, equality and care are the basis of the relationship between teachers and students. Physical education teachers have more physical and psychological contact with students because of their own discipline characteristics, and students are more willing to be close to them. This is our advantage and creates conditions for us to establish a good "life". After class, the relationship between teachers and students is more equal between civil subjects. Haven't we been talking about establishing an equal and harmonious relationship between teachers and students? So, what have we done in real life? When students salute and greet you at the school gate, do you return the gift sincerely and enthusiastically? When a student makes a mistake that a child often makes and stands in front of you trembling, do you light a cigarette, cross your legs, face it cynically, or even punch at each other? When a student is on the road with you and wants to give you a ride, will you accept it? When a student borrows two dollars from you to buy a pen and says that he will return it in the afternoon, will you say, borrow it from a classmate or refuse it sternly? Wait, countless students are watching you with keen eyes. Whether you treat students equally or not, and whether you can become a mentor and friend of students, students are very clear.
The establishment of a good relationship between teachers and students can not be consolidated by one or two small things, let alone manifested on a whim. It requires you to really abandon the traditional "dignity of teaching as a teacher" and "style of private school" in concept, regard students as the subject of teacher-student relationship that is completely equal to you in personality, put down your authoritative posture, and change your role as both a teacher and a friend. Only in this way can we truly establish an equal and harmonious relationship between teachers and students, so that students can "be close to their teachers and believe in their ways" and pave the way for our education and teaching activities.
Physical education focuses on teaching by example, "teaching by example is more important than teaching by words". Because role models can stand the test, they can be learned and imitated by others, but they must be close to students' lives. Therefore, it is necessary to choose typical models of various physical exercises among students, set an example and give full play to the educational assimilation function of the example. Physical education teachers should be role models for students. He should always assimilate students with healthy sports thoughts and words and deeds, so as to impress students, and play an educational effect of "moistening things silently" from eyes to heart to faith.
The educational and inheritance functions of physical education for students often involve extracurricular activities. Looking back on our boyhood, I have received physical education for so many years. I only remember the scene where the physical education teacher sat on the playground to practice Qigong in the early morning or at dusk, and I remember the scene where he helped the injured classmates heal. Perhaps it is this magical charm and exemplary role that makes me interested in sports. Another time, in a staff basketball game, the PE teacher jumped up and caught the ball with his stretched body in the middle of the court, then bent down and waved his arm to pass the ball into the basket. I was moved by the combination of speed, strength and beauty. And all this happened outside the classroom. At that time, what I taught in the classroom might be too boring or too mandatory, which made me completely forget it when I was young!
In fact, it is not difficult to teach students a certain skill, even if it is a complicated martial arts routine. The difficult thing is to cultivate students' habit of physical exercise, deepen their cognition and emotion about sports, form students' lifelong sports consciousness, and make sports an eternal complex in students' hearts, and become their first choice for improving health and prolonging life. To give a simple example, a person has been unwell for some time. For those who lack good health awareness, doctors and medicines are his first thoughts, while those who have strong sports health awareness think of physical examination and exercise first. There are obviously different health concepts. I really believe in such a famous health saying: take health into your own hands and never give it to a doctor easily. In the column of animal world, we often see how animal mothers educate their children. When her children grow up, he no longer gives them a bug, a small fish and a piece of meat, but teaches them survival skills and lets them learn to get food and build nests by themselves. As engineers of human soul and health, why can't PE teachers train students into social people with good sports concepts and good physical and mental health with the unique wisdom of human beings before they leave school?
Therefore, in education and teaching, we must completely change our concepts and grasp the key points of physical education teaching. Shift the focus from imparting technical skills to cultivating physical exercise habits; From only paying attention to the biological indicators of improving physical function to the sociological requirements of harmonious development of body and mind; From focusing on the short-term effect of simple fitness exercise to focusing on cultivating students' lifelong sports consciousness.
In short, physical education teaching should cultivate students' physical quality, teach them technical skills, and at the same time pay attention to cultivating students' cognition and emotion of sports, so that students can form a complex that is difficult to give up. Any command and coercion will be wishful thinking, and the effect will of course be extremely poor. Only by constantly improving physical education teaching facilities, making sports venues a paradise for students' fitness, and constantly stimulating students' new interest in sports, can students have a solid emotional foundation for sports, and can they "grow old together" with sports and live a healthy life hand in hand.