Display is a demonstration, an encouragement, a praise, a success and improvement. In physical education class, teachers usually arrange exhibition sessions, which can generally achieve the preset effect, but sometimes accidents occur: some students are unwilling to come out to show because of cowardice and other reasons; Some students made mistakes in the presentation because of nervousness. For these two accidents, if the teacher lacks the ability to cope, it will make the classroom display face "embarrassment". First, the students don't want to show the case 1: In the city open class, a teacher took a "forehand pass" and entered the exhibition session after intense practice. The teacher smiled and pointed to a classmate who had just practiced well and motioned for him to demonstrate on stage. To his surprise, the students didn't want to show it. At this time, the teacher had to guide other students to give high-five encouragement while pushing his back with his hand. The students half-heartedly displayed on the stage, and the scene was very embarrassing. Cause analysis: 1. Lack of confidence. Some students have low self-awareness and automatic negativity, and always think that they are inferior to others. I'm afraid of making mistakes because I'm not skilled, and I'm afraid that I can't hold my head in front of other students after making mistakes. 2. Past unpleasant experiences. Some students failed in the exhibition, which led to negative emotions and resistance. Countermeasures: (1) preventive measures In order to avoid such embarrassing incidents, I generally take the following three methods to prevent them: 1. Prior agreement method. Teachers may wish to communicate with students with good motor skills or great progress and invite them to show their movements when touring to guide students to practice. Invite others if you don't agree. 2. The teacher-in-charge education law. Students generally listen to the teacher in charge. Therefore, the head teacher suggested that the head teacher should educate the students before class and ask each student to show it boldly in class. According to the author's experience, when the teacher asks for a demonstration, the students are more cooperative, which is emphasized by the class teacher. 3. Put your hands up. During the exhibition, teachers can ask students to raise their hands to apply for participation. Then the teacher chooses representatives (such as those who have made great progress and standardized actions) to show them according to the observation. In primary school, teachers can prepare some small gifts (such as encouraging comments, patterns, seals, small prizes, etc. Before class, send a little star to the students who bravely stand up and do the action and complete the action to show their encouragement. In this way, the students who came out to perform were satisfied, and he also enjoyed the fun of success, which greatly stimulated the desire of other students to perform. Of course, in open classes, students generally don't raise their hands easily for various reasons. Teachers should foresee this in advance and take measures to solve it. (2) Coping strategies 1. Incentive law. If students don't want to demonstrate, teachers can use encouragement to deal with it. For example, in a demonstration class, I asked a student to come out to demonstrate, and the student suddenly froze and refused to come out. "Oh, xx just practice action is very beautiful. Let's invite him out to demonstrate with applause. " He took one look at me and finally moved out of the team. "Very well, you have succeeded in half, and then the teacher wants you to show it boldly." At my prompt, he showed it carefully. When he ran back to the team with a red face, applause sounded. I obviously saw a smile on his lips and happiness written on his face. 2. Students show false descriptions: Showing can give the presenter a sense of pride. However, due to the inexperience and nervousness of the presenter, presentation errors are often inevitable, especially some technically complicated actions, which often occur. However, the mistakes in the demonstration often lead to the embarrassment of classroom display. Reason: 1. Nervous. When the human body is nervous, the muscles are stiff and the coordination decreases. Some participating students are generally nervous and unskilled when facing many teachers and students, which leads to exhibition mistakes. 2. Excess performance. Some students excessively pursue the perfection of movements, concentrate on doing the movements well, or excessively pursue details, which leads to display errors. 3. Peer cooperation is not good. For a demonstration that needs more than two people to cooperate, if the partners don't cooperate well, it will increase the difficulty of the demonstration and cause mistakes in the demonstration. For example, volleyball is characterized by "one person throws the ball and one person buffers it". If the partner throws poorly, there is a high probability of mistakes. Countermeasures: (1) Preventive measures 1. Create a relaxed classroom atmosphere. Classroom presentations need to be conducted in a relaxed environment. We all think that when the classroom atmosphere is boring, students practice in a stiff, serious way. On the contrary, when the classroom atmosphere is active, students are active in thinking, actively practicing and speaking boldly, and the classroom is full of laughter, and students will also be relaxed and confident in this atmosphere. Therefore, teachers should create a relaxed classroom atmosphere through various methods. 2. Teachers' participation is to prevent mistakes. For the technical demonstration that needs cooperation, the teacher can directly act as a collaborator, which can avoid the action mistakes caused by the unskilled actions of the collaborators. For example, a teacher asked two students to demonstrate pitching skills. In the first demonstration, the display was unsuccessful because of the poor pitching of the partner. At this time, the teacher was not nervous and directly acted as a thrower. Because the teacher throws the ball accurately, the students' cushion skills have been well played. If students continue to throw the ball, it is likely that there will still be throwing mistakes and the class will be more embarrassed. In addition, teachers can make appropriate reminders before students show, such as reminding students to take a deep breath, or suggesting in advance that students should not pursue the perfection of movements too much, so that students can show with a peaceful mind and avoid mistakes in display. (2) Coping strategies 1. Adapt to the environment and resolve the embarrassment. In the face of students' demonstration mistakes, teachers need to judge. If it is a "* * *" mistake, teachers might as well take this opportunity to say, "xx just gave us a wrong demonstration. Let's ask him to show you a correct demonstration. Please carefully observe the differences between the two demonstrations, and I will ask the students to answer later. " This kind of strain has diverted students' attention without leaving a trace-from paying attention to the mistakes of demonstrators to quickly observing the correct actions of demonstrators, and solved the "embarrassment" of demonstrators in time.