Teaching method is the way, means and way to complete the teaching task. The application of teaching methods should be determined according to the teaching tasks, the characteristics of teaching materials, the students' reality and working conditions, which is the key to improve the quality of Wushu teaching. The following briefly introduces the application of some common teaching methods in Wushu teaching.
I. Interpretation of the Model Law
(-) explanation
The explanation should be concise, focused and clear. Different methods should be adopted according to the teaching tasks and students' actual level, which is interesting and enlightening, and attention should be paid to the timing and effect of the explanation.
Main contents of 1. Description
(1) Action specification: explaining the action specification enables students to know the specification requirements of specific actions, which is helpful to master and improve the technology.
(2) The meaning of attack and defense: explain the meaning of attack and defense, so that students can clearly understand the essence of the action, which is helpful to accurately understand and master the essentials and usage of the action.
(3) Basic skills: Basic skills refer to techniques and methods with general regularity that often appear in martial arts movements. For example, when punching forward, the back of the fist (flat fist) or the eye of the fist (standing fist) is always upward; For another example, pushing hands always needs to twist the waist and shoulders; For another example, the fist always faces up when it comes out from the waist.
(4) Key links: explaining the key to mastering movements can help students learn movements quickly.
(5) Error-prone: Explaining error-prone actions can remind students to prevent such mistakes.
2. Method of explanation
(1) Sequential explanation: Generally, the explanation of martial arts moves begins with the gait and footwork of the lower limbs, followed by the operation of the upper limbs, and then the coordination method of the upper and lower limbs.
(2) Terminology explanation: Wushu action names are named according to the action structure, image and action method, which can generally express the whole picture of the action, such as "lunging and punching" and "standing and hitting". When explaining, combine action norms and action terms, so that students can remember actions and correctly understand the essentials of actions.
(3) Visualized explanation: refers to common natural phenomena as metaphors of action images, such as "raising knees and shining palms" for the independence of golden roosters and "stepping palms" for swallows facing the water.
(4) Single-word explanation: It refers to summarizing the action process into several concise words, such as "flying feet", and summarizing the process of kicking off, swinging legs, raising the waist and lifting the air, clapping hands, patting feet and banging into four words.
(5) Oral explanation: refers to the explanation of the main points or sequence of actions in a jingle. For example, to explain lunge, the formula is: "Bow your front legs, stretch your back legs, hold your chest and bend your back." When it comes to the height of punching and pushing the palm, the formula is: "Punching is not over the shoulder, and the palm refers to the tip of Mei Qi".
(2) Demonstration
Demonstration plays a leading role in intuitive teaching, and it should be accurate and skilled. Beautiful, and highlight the characteristics of Wushu. It can make students understand the image, structure, essentials and methods of the actions they have learned, and it is the main means for students to obtain an overview of the actions through intuitive and perceptual knowledge.
1. Full demo
A complete demonstration can help students understand the whole picture of the action and form a complete concept.
The complete demonstration can be used in the following situations.
(1) A complete demonstration of Protestant martial arts movements can help students establish their first impression.
(2) For movements with simple structure and little difficulty, complete demonstration can be adopted.
(3) Students with a certain foundation can adopt complete demonstration.
2. Decomposition demonstration
Decomposition demonstration is a teaching method for complex and difficult movements, which is convenient for students to understand the details of movements and better grasp the integrity of movements.
Exploded demonstrations can be used in the following situations.
(1) Actions with complex structures and methods can be divided into two parts or several sections for demonstration teaching.
(2) Actions with multiple offensive and defensive factors can be demonstrated in the order of offensive and defensive meanings.
(3) Actions full of setbacks can be expressed in the order of action structure. The mastery of setbacks in Wushu routines directly affects the distinct rhythm. This kind of action must have the following basic characteristics: ① An action is divided into light and heavy, which can be divided into details according to the light and heavy contrast factors for teaching; (2) There is a sudden change of direction in an action, and the details can be divided according to the sudden change of direction for teaching; (3) In an action, there is a characteristic of escapement or beating, and teaching can be carried out according to the key points of escapement and beating.
The purpose of decomposition demonstration is to let students master the action better, so it is not appropriate to decompose the action too carefully, but to transition to complete the action as soon as possible. Decomposition argument and complete argument should be organically combined, and generally the principles of complete decomposition and repetition should be followed.
3. Presentation surface and location
Demonstration is to solve problems, so we should pay attention to the selection and application of demonstration surface, demonstration position and demonstration speed.
(1) Demonstration surface: There are four methods to demonstrate a surface: front, back, side and mirror. In teaching, you can choose flexibly according to your needs. In general, a single action can be demonstrated from the front or from the side. Combination movements and routine movements can be demonstrated on the back; When doing martial arts exercises or preparing for activities, you can demonstrate with a mirror. For example, in order to let students understand the width of feet and the direction of toes, positive demonstrations can be used; To see clearly the specifications of chest, waist collapse and knees not exceeding toes, you can use side demonstration.
(2) Demonstration position: The choice of teacher demonstration position should be determined according to the number and formation of students, which should be conducive to students' observation. Generally, you can stand at the apex of an isosceles triangle and form a horizontal line, such as four rows of horizontal lines, so that the students in the first two rows can sit down or squat down, so that the students in the back row can also see the demonstration movements clearly; You can also use two rows of horizontal teams to stand opposite each other, and the teacher stands in the middle to demonstrate. Try to keep students away from the sun or the wind during the demonstration.
(3) Demonstration speed: Demonstration speed can be divided into slow speed and normal speed. The speed of demonstration depends on the difficulty of action. The movements that are generally easy to master can be fully displayed at normal speed; Slow demonstration can be used for difficult movements. Demonstration and explanation should be organically combined. In Wushu teaching, sometimes we can explain first and then demonstrate, or demonstrate first and then explain, or demonstrate while explaining. Generally speaking, when teaching students with poor content and foundation of new textbooks, they should give priority to demonstration; When teaching students with complex textbooks and good foundation, they should give priority to explanation.
(3) Leadership and password
In teaching, leadership and password command are a special form of teachers' demonstration and explanation, and also the main means and methods of Wushu teaching. It can effectively guide students to master actions and facilitate students to act in unison.
1. Leading.
Guidance means that teachers do actions and guide students to imitate exercises. Make students master the direction and route of routine movements through guidance. Pay attention to the following requirements when doing this work.
(1) The position of the team leader should be appropriate: the position of the teacher's team leader should generally stand diagonally in front of the movement direction of the routine and be consistent with the movement direction of the students. When the action direction changes, the teacher's dominant position should also change with the change of the student's action direction, and at the same time, the method of student redoing or password prompting should be adopted to give the teacher time to continue to dominate in the changed position. This can not only avoid students' memory confusion, but also help students master routine movements.
(2) the combination of leadership and password command: the teacher's leadership should be slower to facilitate students' observation and imitation, and at the same time, it should be organically combined with simple language prompts and password command. In Wushu teaching, when teaching new textbooks, priority should be given to collars and passwords, so that students can imitate actions more accurately; When reviewing textbooks, passwords should be given priority and collars should be supplemented, which is helpful to help students remember actions.
2. Password
After the students have basically learned the movements, the teacher can guide the students to practice with passwords. Correct use of passwords can unify students' actions and achieve a unified teaching effect.
(1) Common passwords: one call and one call sign. This password is suitable for simple movements and basic exercises. If some actions need to be broken down into several continuous exercises, you can add a password on the basis of the original action. Generally speaking, the action password of force should be short, loud and powerful, and the transition action password can be slowed down appropriately. The level, length and speed of the password must conform to the rhythm of the routine.
(2) Prompt for password: Before issuing the password, add the name of the action or concise terms as a preface to give an enlightening prompt, such as "lunge punches-1". This is a password for beginners or easily forgotten actions.
(3) Single-word password: according to the structural characteristics of the action, choose a single-word password that can prompt and emphasize the main points of the action. For example, the word "lift" can be used in the action of "lifting the knee and pointing the sword", and the word "point" can be emphasized in the action of "pointing the sword".
Second, the practice method
(-) Practice method
Practice is the main method for students to master and improve Wushu technical skills through repeated practice under the guidance of teachers. Imitation exercises, repetition exercises and meditation exercises are often used in teaching.
1. Imitation practice The main purpose of students' imitation practice is to find out and remember the movement route, direction and method of the action, and learn the action initially. Therefore, in imitation practice, teachers should not change the direction of action practice at will, and arrange the backbone of students trained before class or students with good foundation around the formation, which is conducive to improving the effect of imitation practice.
Repeat practice
After the students learn the movements initially, teachers should organize the students to repeat the exercises in time, and gradually form the correct dynamic stereotypes of the movements. Teachers should determine the form, time and frequency of repeated exercises according to the teaching tasks and contents of this course. At the same time, teachers should explain the specific requirements and precautions of various exercises to students.
Practice meditation
Meditation is a kind of practice method for students to reproduce the action representation obtained by the brain through mental activities, so as to strengthen actions and techniques. Meditation exercises are usually carried out after learning new movements or before reviewing movements, which can help students deepen their impression of movements and is also an effective means to help students eliminate fatigue and adjust their exercise amount. Generally speaking, the time for meditation practice in class should not be too long, about 1-3 minutes each time.
(B) the form of practice
The organizational practice forms of Wushu classes generally include group practice, group practice and single-person practice.
1. Group practice
Group practice is a form of centralized guidance to the whole class, and practice together. Mainly, teachers instruct students to practice with collars or passwords, so as to unify the action requirements. In password-guided group exercises, teachers should pay attention to observing students' wrong actions in order to correct them in time.
Practice in groups
Group practice is a form in which the whole class is divided into several groups to practice after centralized guidance. Generally speaking, after the students have basically mastered the content of this lesson, the teacher asks that the group leaders or student backbones lead the students to practice. There are two forms of grouping:
(1) Several groups practice in designated venues, and the teachers take turns to guide them.
(2) One group of exercises, multiple groups of observation and teacher evaluation.
Practice alone
Single-person exercise is a form for students to complete action drills by themselves. Generally speaking, after students have mastered the movements, teachers ask for exercises, and students practice alone, which is helpful to master and consolidate the movements, at the same time, it can eliminate students' dependence on teachers or peers and cultivate students' ability of independent thinking and practice. In the process of single-person practice, teachers should give individual counseling, point out mistakes and teach students in accordance with their aptitude.
Third, the method of error correction.
Error correction means that teachers point out all kinds of mistakes made by students in the process of learning and mastering actions and help them correct them. There are five commonly used correction methods.
1. Slowly decompose lead
When students make mistakes due to poor acceptance and coordination, teachers should patiently and repeatedly explain the technical essentials of movements, and can use methods such as action decomposition, slow demonstration and multi-citation to help correct them.
2. Static consumption experience
When students make mistakes due to poor muscle proprioception and can't effectively control their movements, teachers should emphasize the norms and requirements of their movements, and can use static consumption of standing piles and leg control to help students enhance their feelings of muscle exertion and help correct their wrong movements.
Protection help
When students are afraid of danger and can't do well, teachers can adopt some effective protection and help methods to eliminate their psychological obstacles, so that students can master the essentials of action with peace of mind and gradually overcome the mistakes in action.
4. Language tips
When students forget the action or don't know the essentials, teachers can use the action name or essentials to inspire and induce students to complete the correct action process.
5. Comparative analysis
When students make mistakes because they don't understand the nature and function of actions, teachers can find out the differences according to the offensive and defensive nature of actions. Through the demonstration method of right and wrong comparison, students can understand the differences of actions and help correct mistakes.
When teachers correct mistakes, if they are * * * mistakes, they should be corrected collectively, and for special mistakes, they should be corrected individually. At the same time, we should inspire students to analyze the causal relationship of wrong actions and cultivate their ability to analyze and solve problems. Fourth, the evaluation method
(-) Observe and ask questions
1.
In the process of Wushu teaching, observation is the most direct way for teachers to understand students' mastery of motor skills. In observation, teachers should first be good at discovering and analyzing the problems existing in students' practice; Secondly, we should give timely feedback and guidance. For example, after instructing students to practice collectively with passwords, teachers should evaluate the strengths of the exercises in time, and point out the existing problems and precautions, so that students can know the effect of each exercise in time and adjust themselves easily.
ask questions
Questioning is the teacher's questioning in class, and it is the main way for teachers to ask students to briefly explain their experiences and opinions according to the questions raised by teachers, and to understand the students' mastery of Wushu knowledge and skills. The content of questions should be concise and consistent with the content of explanations, such as analyzing the specifications and requirements, strength and coordination, spirit and rhythm of actions. At the same time, teachers should seize the opportunity to ask questions and inspire students to think positively.
(2) Spot check and test
1. Random surprise inspection
Spot check is a method for teachers to let a single student or two or three students practice in class to check whether Wushu movements are correctly coordinated and whether routine movements are coherent and skilled. During the spot check, focus on the students with quick acceptance and good mastery of technical movements and those with slow acceptance and poor mastery of technical movements, so that students can observe each other, learn from each other and help each other to achieve the goal of * * *.
test
Testing is a way for teachers to check students' martial arts skills in stages or during the semester. Testing is the main link of checking teaching and learning. Therefore, teachers should determine the content of the examination according to the syllabus and basic teaching requirements, and formulate scoring methods and standards; The test should be based on the technical level of students' on-site independent drills and make an objective evaluation; After the exam, we should conscientiously sum up the teaching, so as to improve and improve the teaching work in the future and strive to achieve the best teaching effect.
(3) Teaching competition
Teaching competition is an important method to mobilize students' enthusiasm for learning and practicing Wushu, cultivate their enthusiasm for practicing Wushu, and make them practice under the condition of "competition", learn from each other's strong points and exchange skills. Teaching competition can be conducted in three forms: class, group and individual. The content of the competition can be divided into basic skills and basic movements, routine competition or offensive and defensive fighting competition (the offensive and defensive fighting competition should ensure safety). Grading can be done by teachers' evaluation or by combining students' evaluation with teachers' evaluation.