Teaching Design of Standing Long Jump 1 Teaching Content: Standing Long Jump
Teaching tasks:
First, through the study of this class, let each student feel happy in "playing with middle school, learning and creating", and initially master the methods of jumping and landing with both feet in happiness. Develop students' jumping ability and cultivate their interest in sports.
Second, develop students' upper limb strength through games, and cultivate students' serious and responsible positive attitude and teamwork spirit.
Third, let students observe, experience and master learning methods in specific situations, so that students love sports and are willing to accept the guidance of teachers, so as to experience success.
Teaching emphasis: take off with both feet, jump forward and upward forcibly, and coordinate upper and lower limbs.
Teaching difficulty: landing your feet gently.
Preparation of teaching AIDS: 40 soft balls, 4 baskets, 1 playground covered with lotus leaves, candy and a tape recorder.
Teaching procedures:
First, the introduction of new courses.
1, Teacher: Students, have you ever seen a frog jump? How did they jump? Study in situ, okay?
2. Student: Learn leapfrog in situ.
Teacher: Here are a group of little frogs who are hungry and want to find food. Mother frog decided to take her children to the pond to catch insects to eat.
The teacher took the students to the playground covered with lotus leaves.
5. Teacher: When catching bugs, you can't fall into the water. Frogs falling into the water can't continue to jump into the pond to find food until they return to the shore. Students who find food should put the worms in the box on the shore and continue to look for food. Only by catching bugs can we share the fruits of our labor.
6. Students: Students listen to music and learn to look for food on the lotus leaves like frogs jumping. When looking for food, the teacher evaluates those who dance well with beautiful stars and encourages those students who need to work hard with the sun. )
7. Teacher: The standing long jump we are going to learn today is very similar to the frog's jumping posture just now. Shall we learn the standing long jump together at this time?
Design intention: The creation of vivid learning scenes can stimulate students' freshness and affinity, so that they can't help but inject enthusiasm and actively participate in learning activities, and achieve twice the result with half the effort in a relaxed and happy environment. This activity also enables students to achieve the warm-up effect, fully arouses children's interest in learning sports, and lays a good foundation for learning new knowledge in the next step.
Second, learn new knowledge.
standing long jump
1, Teacher: Just now, all the students learned the leapfrog well. At this time, let's learn what we are going to learn in this class. Should we stand on the long jump? Standing long jump is similar to leapfrog. Let's go to see the teacher and give a demonstration first, and then come back to study, shall we?
2. Students watch the teacher's demonstration, and the teacher explains the action method while demonstrating. (Action method: The feet are naturally parallel and separated, the upper body leans forward slightly, the feet bend their knees, and the arms are lifted back. Then swing your arms forward and upward, and at the same time, step on the ground and jump out quickly. When landing, the calf stretches forward, the feet follow the ground, and the knees are cushioned to keep the body balanced. )
Teacher: Just now the teacher made a complete standing long jump. Now, please think about how to do it well. What's the difference between standing long jump and leapfrog?
4. Students raise their hands to answer while discussing.
Now let the students learn by themselves and see who can learn quickly.
6. Students can practice freely. (The teacher's patrol guide timely evaluates and rewards excellent, average and poor students with gestures.)
7. Practice in groups. (Team leader judges the best action)
8, each group of outstanding personnel to perform. (where students evaluate good or bad)
9. Jump into the river in groups to see who jumps best and whose movements are the most beautiful. (Teachers' patrol guidance, timely evaluation and reward)
Design intention: After the teacher gives a complete demonstration, the students get a complete action representation, and then study, discuss and practice in groups, so that the students' learning becomes a voluntary action, truly changing "I want to learn" into "I want to learn", and at the same time enabling students to obtain learning methods of self-study, self-practice, mutual learning and mutual practice. The whole class gives students enough time and space to study independently, and students guide each other, discuss and correct mistakes, which really gives full play to the learning method of combining "small groups" with individuals, promotes mutual learning, breaks through difficulties and masters actions in practice. And through timely evaluation, let students maximize their level and let every child experience the fun of success.
Third, tidy up and relax.
1, teacher: lovely children must be very tired after intense physical exercise, so please listen to music and do relaxation exercises with me!
2. Teachers and students do relaxation exercises together.
3. Teacher's summary
4. Goodbye between teachers and students
5. Sorting equipment
Design intention: At the end, listening to relaxing music and doing relaxation exercises will help students relax all parts of their bodies after intense physical activities, eliminate fatigue and enter the next class in the best state.
Teaching design of "Standing Long Jump" Part II I. Learning objectives
1. Cognitive goal: further study the action method of standing long jump and improve the coordinated action of swinging arm and landing.
2. Skill goal: By creating situations, games and other forms, students can master technical movements in a pleasant atmosphere.
3. Emotional goal: to cultivate students' sense of unity, cooperation and collaboration in group cooperation.
Second, the teaching emphasis and difficulty:
Teaching emphasis: take off with both feet, land with both feet, and land with buffer.
Teaching difficulty: coordination between swing arm and ground take-off
Third, the teaching process
(A) the preparation part (happy warm-up, stimulate interest)
1. Classroom routine (the Sports Commission queues up, reports the number of people, checks clothes and arranges interns)
2. Teachers create situations: Do students know how frogs catch pests? Today, let's learn the frog's ability to catch pests, stand in the long jump, introduce topics through this dialogue, and dictate the learning objectives of this lesson.
3. Warm-up activities: jogging for 3 laps+rhythmic rabbit dance rhythmic gymnastics.
The design intention is that sophomore students like to imitate when they are young, create situations, stimulate their interest in learning, and put forward goal requirements according to trends. Designing rabbit dance rhythmic gymnastics related to jumping also paves the way for the next jumping teaching.
(2) Basic part
1. Explore independently and try to experience.
(1) The teacher instructed: "Who will imitate the frog's action of catching pests?" Name a few students to demonstrate, and the teacher and the students commented. The teacher summed up according to the students' answers: "Jump with both feet, land with both feet, and land lightly (because frogs can jump around on the lotus leaf)"
(2) Show the teaching pictures of standing long jump, imitate the pictures of self-study in groups of six, and try to practice in groups.
The design intention is aimed at the characteristics of grade two students. If teaching is conducted in a straightforward way, students' enthusiasm is not high, and their interest is increased through imitation and cooperation.
2. Skills consolidation and capacity development
(1) First, divide the students into 8 groups and practice and communicate freely in the groups. After 3 minutes, each group chooses a representative to show it in class, and the teacher summarizes the mistakes and demonstrates the correct action essentials. Students carefully observe and correct their movements.
(2) Teachers create the situation of frog growth process and guide students to carry out special exercises.
Frogs grow hind legs first and jump with their feet;
Frogs grow front legs again and swing their arms;
Frogs jump on the lotus leaves, land gently and bend their knees. (Use hula hoop to simulate lotus leaf for jumping practice)
(3) Use the gymnastics mat to increase the difficulty, skip the mat, and the students with strong ability expand the mat jump.
The difficulty of this course is the coordination of swing arm and kick-off. In this part, I use the growth characteristics of frogs to teach the decomposition of lower limb movements to break through the difficulty.
3. Explore and innovate, expand and extend
Compare: Let's see who jumps far.
According to the data of the measuring ruler, the team selected a student in the class to compete, and finally selected a "star of long jump" and a "star of action" to present prizes.
Design intention is the first class, so there is no requirement for the elevation in the distance, mainly to master the essentials of action. Strive to let every student experience the joy of success and lay a good foundation for the next class.
(3) Conclusion.
(Rehabilitation, teacher-student evaluation)
1. The teacher summed up the evaluation and announced the content of the next class.
2. Relax in groups, sit on the ground and clap your legs to relax, and do relaxation exercises with music.
(Pack your equipment, class is over)
The design intention is to relax students' body and mind by playing relaxed music. Finally, the teacher plays the role of evaluation, and comments on students' knowledge and skills, emotional attitude and value performance in this class in time.
Teaching Design Part III Standing Long Jump Teaching Content:
standing long jump
situation
Teaching objectives:
1, master the basic action essentials of standing long jump.
2. Exercise students' jumping ability.
3. Temper students' hard-working psychological quality and the spirit of unity and cooperation.
Teaching emphasis: Kick your feet forward and land your feet at the same time.
Teaching difficulties: the swing arm and pedal coordinate their efforts and land lightly.
Teaching tools: basketball, tape recorder.
Teaching methods: explanation, demonstration and error correction.
Learning methods: try to practice, compare and cooperate.
teaching process
First, the beginning of the class (3 points)
1, gather the whole team, count the number of people, and form four rows.
2. Say hello to teachers and classmates and announce the content and requirements of this class.
3. Safety measures: Implement the physical education classroom routine and tell students not to carry sharp objects, such as knives, nails and keys. Strengthen students' awareness of self-protection, strictly abide by physical education class discipline, obey orders and pay attention to safety.
Second, the preparation part (6 points)
1, queue up
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Step 2 practice in queues
Listen to the password: stand at attention-at ease-look right-look forward-turn left-turn right-turn back.
3. Preparatory activities
The teacher shouted the password and led the students to do various joint activities of the body;
1 head movement
2 Shoulder movement
3 Abdominal dorsum movement
4 knee joint activity
5 Wrist joint activity
Third, the basic part.
(1) Standing long jump (15 points)
1, the teacher explained the movements and methods of standing long jump.
(1) Three-beat method: the feet are naturally opened, the upper body is slightly forward, the legs are bent, and the arms are lifted back. When you hear "1", lift your arms upward and stretch your legs elastically once. On the count of "2", the arm is down, placed and lifted backward, and the legs are elastically flexed and extended once. When you count to "3",
(2) Action method: The feet are naturally parallel and shoulder-width, the upper body leans forward slightly, the feet are bent, and the arms are lifted back. Then swing forward and up hard, and jump forward and up quickly with both feet on the ground. When landing, the calf stretches forward, the feet touch the ground, and the knees are cushioned to keep the body balanced.
(3) standing long jump action method melody:
One swing, two squats and three jumps.
Push the ground quickly and spread your body.
Abdomen, knees and calves.
Landing smoothly, jumping far
Students try to practice standing long jump.
(1) Under the guidance of the teacher, students try to do the swing arm exercise of "three beats".
(2) Students do the practice of swinging their arms and jumping up.
(3) Under the guidance of the teacher, students do the swinging arm forward and upward jumping exercises.
(4) Students observe practice, compare their own shortcomings and cooperate with each other.
(5) Teachers should correct students' uncoordinated movements in practice.
(2) Passing relay race (10)
1. Game method: Divide the students into four columns with equal numbers. Every student in the front row has a basketball in both hands. At the beginning of the game, the students in the front row lifted the ball with both hands and passed it to the students behind. After receiving the ball, the last student passed it back in turn. After receiving the ball, he ran forward quickly and passed it to the students in the front row. The first to arrive is the winning team, and the slowest is to perform a program. This project is decided by itself.
2, the rules of the game:
Pass the ball back in order. When passing the ball, you must turn your back on the receiver. You are not allowed to throw the ball back. After passing the ball wrongly, you must take it from the wrong place and pass it back.
3. The teacher demonstrated the passing skills.
4. Teachers instruct students to play games and handle slow-paced performances according to the rules.
5. Execute the program before continuing the game.
Four, the last part (6 points)
1, gather around and stand still.
2. The teacher leads the students to listen to the music of "wow haha" and run and jump to relax.
The teacher commented on this lesson.
4. Class is over.
Teaching Design of Standing Long Jump Chapter IV Teaching Content: Standing Long Jump
Emphasis: combine elastic flexion and extension with fast and powerful take-off.
Difficulties: coordination of upper and lower limbs
Guiding ideology
This lesson is based on the Curriculum Standard of Physical Education and Health, which fully embodies the guiding ideology of "Health First". Focus on cultivating students' thinking ability, cooperation ability and team spirit in class; At the same time, attach importance to cultivating students' spirit of active participation, fair competition, unity and cooperation, honesty and trustworthiness. Using group cooperation in teaching activities can improve students' learning ability in physical education teaching, reflect students' dominant position in learning activities, give play to students' learning enthusiasm and learning potential, pay attention to individual differences, ensure that every student benefits, and let every student experience the fun of physical exercise and meet their own development needs.
Analysis of teaching material learning situation
In the third and fourth grades, the jumping materials are mainly long jump and high jump, and gradually transition to standing long jump and run-up high jump on the basis of basic jumping activities in the first and second grades. Standing long jump is of positive significance for promoting the development of students' upper and lower limbs, joints, ligaments and body organs, and improving their physical qualities such as agility, speed and strength. The standing long jump consists of four parts: pre-swing, take-off, flying and landing. Two-arm swing and elastic flexion and extension of knee joint are the teaching focuses of this class. Lay a solid foundation for the technical study of long jump and equal jump in the future. Therefore, this course will be based on the characteristics of poor self-control and understanding ability and great emotional changes of junior high school students, combined with physical education teaching practice, through language encouragement, teacher demonstration, student demonstration and other teaching methods, to stimulate students' initiative in learning physical education, so that students can learn to master motor functions in exploration and experience, so as to achieve the teaching purpose of strengthening students' physique and promoting their all-round and harmonious development.
Teaching objectives
1. Cognition and skill goal: Make more than 90% students understand the technical essentials of standing long jump through practice. Make more than 80% students correctly master the standing long jump technique.
2. Physical fitness goal: develop students' physical qualities such as strength, speed and agility, improve students' jumping ability and develop good exercise habits.
3. Emotional goal: cultivate students' sense of cooperation and innovation, develop good exercise habits and make progress.
Class structure
course content
Teaching activities and organizational measures
ask
Beginning part
Preparation part
First of all, classroom routine.
1, gather in line and count the number of people.
2. Say hello to teachers and students
Step 3 check clothes
4. announce the content of this class
Step 5 arrange interns
Second, the preparatory activities
1, jog around the basketball court for 3 times.
2. Preparations during the parade:
① Head movement
② Arms around the ring
③ Chest expansion exercise
④ body rotation movement
⑤ Vibration arm movement
⑥ Lift your knees with one leg.
Organization: four lines.
××× Year× Month× Day
Xxxx students
××× Year× Month× Day
Xxxx xx teacher
Organization:
1, teachers should speak clearly.
2. The teacher gives free-hand explanations and demonstrations.
3. Teachers and students practice together
Requirements:
Fast, quiet and tidy
Requirements:
Students listen carefully and watch the demonstration.
base component
First, the essentials of standing long jump:
Action structure: pre-swing, take-off, flying and landing.
Forward swing: open your feet left and right, shoulder width apart, and swing your arms back and forth. When swinging forward, straighten your legs. When swinging backwards, bend your knees to lower your center of gravity, lean forward slightly, and swing your hands backwards as much as possible.
Take-off: Push your feet to the ground quickly and forcefully, jump at the same time, slightly bend your arms, and fly from back to front.
Vacation: At the moment of kick-off from the ground, the hips are sent forward first, and the hips, knees and ankles are fully extended to complete the aerial exhibition.
Landing: abdomen, leg lift, calf extension, arm swing back with force at the same time, and knee flexion cushion landing.
Second, auxiliary exercises:
① In-situ swing arm practice
② Squat and jump.
③ group jumping
Third, complete the exercise.
Fourth, the display of eugenics
Five, the game:
"Pony jumping obstacle"
Rules of the game:
Divide the students into four equal teams and stand behind the starting line in a row. After the order was given, the leaders of each team quickly jumped forward, crossed the obstacles and returned, high-fived the next classmate and stood at the end of their team. The next student will continue in the same way to see which team finishes first.
Schematic diagram of action:
Organization:
1, the teacher explained the demonstration of standing long jump.
2. Emphasize that mistakes are easy to make.
3, explain the practice methods and requirements
(Auxiliary exercises and decomposition exercises)
4, password command students to practice.
5. Organize students to do complete technical exercises.
6. Teachers tour to guide, analyze and demonstrate each group of movements, and correct them collectively at the same time, and invite outstanding students to show them, emphasizing the key points and difficulties.
7. Students practice seriously and correct each other's mistakes.
Organization: divided into four groups.
××× Year× Month× Day× Month× Day× Month× Day× Month× Day × Month× Day
××× Year× Month× Day× Month× Day× Month× Day× Month× Day × Month× Day
Requirements:
1, listen carefully to the teacher's explanation of the action essentials.
2. Practice carefully according to the teacher's password.
3, correct the wrong action, recall the essentials.
4. Experience the consistency of movements of the exhibition, abdomen and calf in the air.
Requirements:
1, you must take off with both feet, swing your arms in coordination, and act in unison.
2. Teachers' itinerant guidance
3. Students are full of energy.
Recovery and classification section
First, do relaxation exercises.
Second, review the content of this lesson and evaluate students' performance effectively.
Third, bid farewell to teachers and students.
I. Organization:
Four consecutive lines (Figure 1)
××× Year× Month× Day
××× Year× Month× Day
××× Year× Month× Day
××× Year× Month× Day
Teaching and learning activities:
1. The teacher explained and demonstrated the relaxation action, and the password ordered the relaxation exercise.
2. Ask to adjust breathing and relax.
Requirements:
1, do relaxation exercises with the teacher for 3 minutes.
2. Communication between teachers and students
field apparatus
There are 4 playgrounds, sign barrels, 12 agile circles, 4 hurdles and 4 gymnastics mats.
Estimated exercise load
Exercise density: about 45%.
Average heart rate: 120— 130 beats/min.
Maximum heart rate: 140 beats/min.
Reflection after class
"Standing Long Jump" Teaching Design Chapter 5 teaching material analysis:
The teaching object of this class is junior students, whose self-control ability and cognitive ability are poor, but the junior children are more active, fun and thoughtful. We should grasp this characteristic, comprehensively apply the teaching methods of practice, thinking, exploration and discussion in the standing long jump teaching, and gradually complete the questioning process under the guidance of teachers. In this way, we not only learn the action of standing long jump, but also cultivate students' ability to analyze and solve problems. In addition, the game activities should run through the whole teaching process, and the physical education teaching and games should be organically combined, so that students can always immerse themselves in a benign learning atmosphere and learn consciously, independently and actively.
Design concept:
Giving full play to students' main role is the key to optimize teaching process and improve teaching efficiency. Cultivating students' interest in sports activities and improving students' enthusiasm for participating in sports activities is one of the important goals of primary school physical education class. To achieve this goal, it can be summarized as "practicing with fun, practicing with exercise and practicing with fun". Here, "practice" is the means to develop ability, and "fun, exercise and play" is the key to cultivate students' interest.
Teaching content:
1. Learn the standing long jump to improve students' jumping ability.
2. Create a good learning environment through various games to stimulate students' interest in sports activities. Cultivate students' attitude and behavior of actively participating in sports activities.
Teaching objectives:
1. Cognitive goal: Through the study of this course, most students can initially master the technical movements of standing long jump.
2. Skill goal: develop students' jumping ability, coordination and sensitivity, and improve students' lower limb strength and standing long jump level.
3. Emotional goal: cultivate students' fighting spirit and lifelong sports consciousness, and enhance the sense of collective honor.
Teaching emphases and difficulties:
1. Let students learn the coordination between their feet and swing arms.
2. Kneeling and pedaling, swinging arms are coordinated, and knees bend and cushion when feet land.
Grade One Standing Long Jump Design Scoring Table:
Excellent: be able to complete actions according to the required standards and give full play to your greatest potential.
Good: I can better understand the essentials of technical movements, complete the movements better and achieve better results.
Pass: can basically master the essentials of action and complete the basic actions.
Fail: I can't master the basic movements well and can't complete the basic movements.
Self-assessment:
Through the study of this class, let students try, observe, analyze, compare, communicate and other activities, so that every student can appreciate the fun of physical exercise, fully mobilize the enthusiasm of students, let students not only learn sports knowledge but also exercise, improve their learning enthusiasm, cultivate their awareness of active participation, and make them fully enjoy the fun of learning.
He commented:
Through the rational use of teaching methods such as induction, questioning, competition, cooperative inquiry and achievement display, students' awareness of participation can be mobilized by learning methods such as tracking, self-study and evaluation, and active learning can be realized. I want to learn, so that every student can actively participate and enjoy happiness.