The importance of physical education in kindergartens is self-evident, but there are still many misunderstandings and problems in physical education in many kindergartens, which seriously affect the scientificity and effectiveness of physical education. This paper mainly analyzes some misunderstandings and puts forward corresponding solutions.
Keywords:: sports teaching misunderstanding suggestions
The main task of kindergarten is to "implement the policy of combining conservation with education, educate children to develop in an all-round way physically, intellectually, morally and aesthetically, and promote the harmonious development of children's body and mind." This is pointed out in the Guide to Learning and Development for Children Aged 3-6. In early childhood, the body grows rapidly and its metabolism is vigorous. From a medical point of view, proper physical activity can improve the working ability of the heart, accelerate blood circulation, increase vital capacity, and make the excitement of the cerebral cortex reach the highest point. Physical education plays a leading role in the field of education and children's growth. It is an important part of children's all-round and harmonious development education and the main means to achieve educational goals. According to the level of children's physical development and the inherent ability of the human body shown in sports, we should make full use of our own physical factors, strengthen our own weak links and take the initiative to exercise, so as to develop ourselves from a strong body to a good body. However, there are still some misunderstandings in daily physical education teaching:
Myth 1: the goal is not implemented enough and the form is cumbersome.
Some teachers simply pursue the novelty and excitement on the surface, attach importance to the renovation of form and the uniqueness of musical instruments. This problem is particularly prominent in public teaching and activity evaluation. 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".
Suggestion: stick to the goal of teaching activities.
The Guide to Children and Development of 3-6 years old clearly points out that physical education in kindergartens should "promote the coordinated development of children's normal physical development and functions and enhance their physique". Therefore, it is necessary to build a physical education teaching system with the fundamental goal of developing children's physical quality, so that teachers can correctly understand the relationship between basic action exercises and physical quality training, and take skill exercises as a way and way. For example, we let children practice walking and running alternately, with the purpose of cultivating the strength quality of children's lower limbs, persisting in the endurance quality and balanced and coordinated adjustment quality. We let children learn the skills of skipping rope in order to cultivate their strength and endurance of upper and lower limbs, and it is also an effective way to cultivate their coordination and speed control.
Myth # 2: Only pay attention to basic movement exercises and ignore quality training.
In kindergarten physical education teaching, it is often a common teaching method for teachers to take the development of children's basic movements as the main teaching goal. For example, in shoulder-throwing activities, teachers often pay attention to how to teach children the methods of shoulder-throwing, but pay little attention to developing the sensitivity and coordination of children's arm muscle strength and movements, and cultivating children's good visual ability when throwing. 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.
Suggestion: Strengthen quality education through physical education.
To establish a correct concept of big sports, preschool teachers should constantly strengthen their study. In other words, children's physical education should be regarded as the starting point and the basic and substantive goal of physical education should be to cultivate children's harmonious physical and mental development. Physical education teaching activities are not only a means of skill training and physical fitness enhancement, but also enable children to form a sense of responsibility to protect their health, acquire the ability to skillfully use their bodies, meet the needs of imitation, sports, entertainment, communication, competition, performance and aesthetics, and promote the development of intelligence, personality, morality, aesthetic taste and communication ability.
Myth 3: Children are just simple learners.
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.
Suggestion: Let children become the main body of sports activities.
The fun of children's participation in sports activities lies in their personal experience and attempt. Therefore, teachers must guide children to participate in the whole process of sports activities, let children participate in designing activity plans, and ask children what they want to play and how to play; Let children prepare sports equipment together, such as sewing sandbags and making headdresses; Let children constantly adjust their activity plans in the process of activities, encourage children to make bold attempts, let some "bystanders" among children actively participate in activities, tap children's organizational potential and sports potential, and make sports activities another powerful means to cultivate children's subjectivity.
Myth 4: The difficulty and amount of exercise are too low.
Kindergarten teachers are often afraid to 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. Kindergarten teachers often choose some quiet, relaxed and safe activities focusing on skill practice 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. 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 not conducive to the cultivation of children's psychological quality.
Suggestion: Improve the actual effect of physical education teaching.
A good physical activity should have a scientific and reasonable density of explanation, demonstration, practice and rest. Among them, practice has the highest density, which can generally account for 50%-70% of the whole activity. In specific teaching, we should do some activities with little activity at the beginning, arrange intensive and difficult physical exercise in the middle, so that children can reach the appropriate peak of physiological load, and finally arrange games or relaxation activities with little activity. In organizing and guiding, we should pay attention to centralized teaching and practice more to reduce excessive waiting time in line. At the same time, teachers can appropriately choose some activities with great intensity and challenges, such as jumping from the height of 1.5m, passing the ball through sit-ups, squatting over obstacles with a height of 30cm-40cm, etc. Conditional kindergartens can also carry out roller skating, baseball, football and other activities to effectively stimulate children's sports enthusiasm. This not only exercises the children's bodies, but also greatly enhances their psychological quality.
Myth 5: There are too many meaningless explorations and innovations.
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.
Suggestion: Pay attention to children's age characteristics and individual differences.
Teachers should consciously arrange different important and difficult contents, so that children with different constitutions have opportunities for activities and successful experiences. Kindergarten physical education should take games as the basic way, fully consider the different characteristics of children of all ages, and avoid boring and repetitive skill training. At the same time, in the understanding of innovation, we should pay attention to developing children's creativity through their independent exploration. For example, in the activity of "playing ball", the first level of exploration can be free play, who plays more; The second level of exploration is to play tricks that others have played; The third level can provide children with ropes, sticks, rings and other auxiliary materials, so that children can actively communicate with the equipment and create various interesting new tricks such as "catching pigs", "playing ball" and "taking the ball away". Let children get positive self-experience and success pleasure under the guidance of teachers step by step and persuasion.
To sum up, 3-6 years old is an important period for children's physical and mental development. Maintaining and enhancing children's health and promoting their all-round and harmonious development are important tasks that cannot be ignored. Therefore, scientific and suitable physical exercise can make children develop in all aspects, such as morality, intelligence and physical beauty. Make children's physical development more coordinated and have a very important impact on children's psychological development. Therefore, kindergartens should carry out rich sports activities and outdoor activities to cultivate children's interest in participating in sports activities, which requires kindergarten teachers to attach importance to children's physical exercise and help children acquire the most basic physical exercise skills and knowledge. It is also necessary to cultivate children's fearless, brave and strong will and positive, cooperative and optimistic attitude in the activities. Children are naturally active and curious, and the main feature of children's activity education is playfulness. Sports activities and outdoor activities just meet their curiosity and physiological needs. Kindergarten physical activity is not a single physical training, it is a comprehensive game practice to socialize children, and it is to promote children's better integration into society without losing their personality and becoming a well-developed person.