Difficulties: coordination of upper and lower limbs
On the basis of studying in the last few classes, in order to let all the first-year students learn the basic movements of skipping rope as soon as possible, I consulted my teacher online, combined with my previous experience, and after analysis and integration, I think that the teaching method of "observing first, teaching later, helping and teaching later, and finally stimulating games" can achieve good teaching results in a short teaching time.
Watch first: let boys who can't dance watch the performance of girls who can dance. After watching it for a period of time, their interest was aroused, and they had a desire to learn to skip rope, so their hands trembled involuntarily with their dancing classmates. In this case, learning to jump rope will get twice the result with half the effort.
Post-teaching: The teacher teaches the basic movements of skipping rope. Two weeks before teaching movements, the students trained their coordination and sense of space by jumping with one foot and two feet exchanged and their hands suspended. Then teach the students to practice skipping rope by hand. At this time, we should pay attention to the coordination of students' hands and feet jumping. When holding the rope, first practice the action of jumping at both ends of the rope with one hand, and then practice the action of holding the rope with both hands on the basis of proficiency and coordination. In practice, the teacher focuses on guiding students to jump rope. Jump on both feet first, and then practice one-legged exchange jump. The action frequency changes from slow to fast.
Re-education: Divide the students who haven't learned and the students who have mastered it into groups of three to four, and at least one student who has mastered skipping in each group will be taught by the students who can. The teaching method is: those who can jump repeatedly practice skipping, let those who can't jump repeatedly observe, then those who can't jump practice, and those who can jump help them correct their wrong actions while practicing. At this time, I will arrange the students' practice area reasonably, and then conduct roving guidance to correct mistakes in time. Let students teach students, so as to give full play to students' dominant position in the classroom, stimulate their enthusiasm for learning, and let them develop physically and mentally in the atmosphere of mutual communication and cooperative learning.
Finally, the game is exciting: at the end of class, we hold a game competition, such as comparing which group of students can jump faster and more, which group can make the fastest progress and which group has the most skipping methods, and making a demonstration performance. Teachers give affirmation and praise to stimulate students' desire for progress. I also designed a game in which two students shake the rope and one classmate jumps, so that students can better master the rhythm of jumping and the method of shaking the rope in the environment of cooperative exchange and learning.