Folk sports activities are the outstanding national cultural heritage of our country, with distinctive characteristics of traditional sports in China. They are interesting, popular, simple, healthy and entertaining, which are in line with children's physical and mental laws, the requirements of quality education for school physical education reform, and the guiding ideology of "people-oriented" and "health first", and are deeply loved by students. It is also very convenient to carry out, so it is deeply loved by children in rural areas, especially urban primary schools. It can be clearly seen from physical education class's textbooks that the content of traditional ethnic and folk sports in China is very small, and choosing some traditional ethnic sports according to local conditions is more conducive to the all-round development of students' physical quality. Yunnan province is a multi-ethnic province, and the traditional sports activities of all ethnic groups are rich in content and diverse in forms. Some projects not only have fitness significance, but also have educational value. Our school is a county primary school that combines rural and urban areas. Students especially like popular and simple traditional folk sports activities. The "entry" of folk sports activities not only develops students' physical quality, but also is very popular with students.

First, the practical value of folk sports in physical education class teaching in primary schools.

The collected folk sports are more suitable for the development of physical education class teaching for primary school students. Among them, there are interesting sports activities suitable for children, intellectual sports activities for self-cultivation, fitness sports for leisure and entertainment, and vigorous competitive sports, which provide many optional materials for the development of school-based curriculum in county primary schools. However, traditional national sports have low requirements for venues, equipment and organizations. It is simple, convenient and easy to teach, learn and practice, and is deeply loved by primary school students in all counties and districts. It is also beneficial to cultivate students' national self-esteem and harmonious team spirit, and to inherit and carry forward national traditional sports. Developing school-based curriculum of national traditional sports in county primary schools, spreading and popularizing national traditional sports through schools can subtly let students know the characteristics of national traditional sports, accept the influence of national culture, and give full play to the health effect and educational value of national traditional sports.

Second, the specific operation in physical education teaching practice

After arrangement and adaptation, folk sports can be used in primary school physical education teaching, and can also become one of the important contents of primary school physical education teaching. When folk sports enter the classroom, first of all, we should have a good research class, demonstration class and open class in this discipline group for all teachers to observe, explain and discuss the organization and implementation of folk sports games, and put forward suggestions and suggestions for improvement. On this basis, we design folk sports games and try to carry out folk sports activities among physical education class in the whole school. For example, when our school popularized the national group dance to primary and secondary school students, according to the local folk sports, it created an 8-minute "Hui Yi" dance and implemented it during the big recess; Secondly, when organizing physical education, we should boldly reform the traditional teaching methods and introduce folk sports as the main or auxiliary teaching materials into primary school physical education classes. In the teaching form, folk sports activities are carried out in various forms such as large groups, small groups and free combinations, and the role of teachers is promoted through teaching practice; Thirdly, teachers should be good observers of folk sports activities and observe students' behavior, development level, needs and difficulties as the basis for guidance; Finally, be a good supporter and guide of students' folk sports games, and provide help in language, materials and skills, so as to promote the popularization of folk sports games, share emotional experiences, exchange experiences and master the necessary rules in folk sports games.

Three, several problems that should be paid attention to in practice

1, the opportunity for folk sports to enter classroom teaching

This paper defines the word "walk into", which means nature. As for where it "enters" the teaching content, it depends on the intention of the textbook. For example, I attended a class entitled "Jump up healthily and happily" (1). In the teaching class of "unarmed exercise" in the second grade of primary school, I introduced the choreographed local Yi group dance into the preparatory activities. In this way, students can reach the heart rate, interest and activity required by teaching within 3-5 minutes, which played the role of running laps, unarmed exercise and games in the past. In the study of the basic part of the teaching material, I used it as an auxiliary teaching material, adopted the situational teaching method, created a story scene, and carried out activities after the creation of the Yi people's "Squat Fight" game. Students enjoy the joy of folk sports activities in beautiful Spanish bullfighting songs. In particular, the participation of teachers makes the class climax again and again. In addition, we can also assist some folk sports activities in the form of quality practice in class to develop students' sports quality and so on. When the class was over, the teacher and the students danced the Hui dance, which made the students very happy. Folk sports do have a lot of living space in the classroom, and it is a trend to enter the classroom. As for when to enter the classroom, I think we should adopt flexible and diverse methods.

2. The evaluation of folk sports should be objective and realistic.

There is no fixed standard for the evaluation of folk sports activities in physical education classroom teaching, and its evaluation is flexible and changeable. Therefore, teachers observe students' activities in class in real time to see whether students actively participate in folk sports activities and whether they can determine the appropriate teaching objectives of folk sports according to their actual situation. And self-control and self-evaluation in the teaching process, whether there is positive emotional input in the learning process and so on.

3. The organizational form of folk sports entering classroom teaching.

Because folk sports activities have great affinity for students, their organizational forms should show the greatest freedom. In view of the flexibility and diversity of its participation methods and content selection, folk sports activities bring organizational diversity, which is embodied in: (1), and the organizational form is determined by the content. (2) According to students' hobbies, decide the organization form. (3), according to master the action (technical level) to determine the organizational form. (4), set aside natural lessons, in the form of big recess. As a physical education teacher working in the front line, we should try our best to exert our innovative ability and create a unique organizational teaching form.

4. Evaluation method of folk sports entering classroom teaching.

Since the content and organizational form of folk sports activities have greater freedom, and its evaluation system is also a standard of "activities", physical education teachers should look at it with encouragement, not nitpicking. As long as students participate in this activity or make progress, they should be praised and encouraged. After all, there is no fixed evaluation standard for folk sports activities. For example, when students dance the national group dance, it seems that the movements are not so uniform, but we appreciate the seriousness and eagerness of the students. The evaluation of folk sports in classroom teaching should adopt self-evaluation and intra-group evaluation. Even the simple evaluation of teachers can bring endless wealth to students.

In short, with the deepening of teaching reform, it is a trend for folk sports activities to "enter" primary school physical education classroom. Its arrival has injected fresh blood into the development of school-based resources and brought vitality to school physical education classroom. As long as our front-line physical education teachers are willing to think, practice and innovate, I believe that in the near future, school physical education will surely usher in a brand-new pattern.