The first part: the design of physical education teaching plan for the ninth grade in junior high school.
Standing long jump is the key content of junior high school physical education teaching. The focus of teaching is to take off with both feet at the same time and land smoothly. Therefore, teaching should focus on solving two problems:
1. Cultivate students' correct jumping posture and lay a foundation for their future development and improvement.
2. Learn to land lightly, enhance the awareness of participating in sports activities safely, and improve the ability of self-protection.
Second, student analysis
1. After a semester's study, students have mastered various jumping methods, such as imitating the jumping movements of rabbits, frogs, kangaroos and other animals. Have a basic understanding of jumping, which provides the basis and possibility for students to explore cooperation in their studies. The focus of teaching should be on coordinating efforts and landing lightly.
After nearly a year's study and life, students have become familiar with the learning environment, can participate in physical exercise through cooperation, can exert their autonomy and creativity in learning, and can communicate with each other.
Third, the design concept.
1. For primary school students, it is the main task to experience the fun of participating in sports in physical education class, improve their physical fitness and master certain skills. Therefore, teachers should fully consider children's physical condition and psychological needs, so that children can learn physical education and participate in exercise in a situational environment.
2. The core of physical health class is to meet the needs of students' development and emotional experience. Therefore, students should be given opportunities for self-design, self-display and self-experience, so as to achieve teaching objectives in various fields such as sports participation, physical health and social adaptation.
3. Highlight the "people-oriented" teaching concept, properly infiltrate the common sense of self-protection and apply it in life.
Fourth, teaching objectives.
1. sports participation goal: actively participate in sports and show systematic activities.
2. Sports skill goal: master the jumping method of taking off with both feet at the same time and landing lightly.
3. Physical health goal: develop jumping ability and develop good hygiene habits.
4. Social adaptation goal: cultivate students' habit of respecting others and cooperative learning.
Teaching process of verbs (abbreviation of verb)
(A) career motivation
1. "Strong wind blows, small wind blows": Students imagine the scenes in strong wind and small wind, and show them with their limbs, movements and language (sounds) according to their own imagination. Teachers change passwords and students practice. When the teacher shouted "the wind stopped", the students really "stood like a loose" and stood up quickly. (Repeat several times)
[Design Intention]: Start physical education class with games and complete warm-up activities, so that students can have a pleasant emotional experience. Develop students' imagination and expressiveness, and show "thinking in action, practicing in thinking and feeling in practice" in activities. "When the wind stops, stand as loose as a pine", we should cultivate students' correct standing posture and organizational discipline.
2. Heaven, Earth and Ball: The teacher makes "pointing to the sky, pointing to the ground and making a ball" according to his own gestures, and the students shout and do it after the teacher. When the teacher's hand turned into a ball, the students immediately squatted into a ball.
[Design Intention]: Improve students' reaction and attention, and adjust exercise load.
3. Beating the ball: Teachers play cartoon characters, students imitate small balls, and teachers and students practice while singing according to the content and rhythm of children's songs.
Teacher: I have a group of balls. Applause.
Health: jump, jump, (shout, do)
Teacher: Red and green can run (teachers chase students and students run around)
[Design Intention]: In the role game in which teachers and students participate together, students can experience the essentials of taking off with both feet at the same time and practice physical activities such as running, chasing, jumping and hiding, which increases the emotional communication between teachers and students.
(2) Development activities
1. Rabbit goes home: Design scenario, a wolf is sleeping in front of the rabbit's house, how does the rabbit go home? Let the students think and land lightly when jumping. ) Teachers and students participate in the game together.
[Design Intention] Landing lightly is the focus of this class. Teachers use students' existing emotional experience to let students experience the landing action in the game, master the landing method, and internalize the teaching focus in the situation.
2. Discuss and try: (1) How can we jump to the ground lightly like a rabbit? (2) Each group practices with a small mat, and the goal is to land lightly and far.
3. Release and share: ask each group to do it, select the best group and individual to lead the practice, communicate with each other and strive to achieve the goal.
4. Show and summarize: design a trap (put the small mat vertically), and the rabbits pass through the "trap", and each group wins with more.
[Design Intention]: Standing long jump is the focus of teaching, and students' psychological needs and emotional experience should be paid attention to in the teaching process. In interesting situations, through group discussion, publishing and sharing, demonstration and induction, we can stimulate students' learning initiative, cultivate students' innovative thinking, improve students' learning ability of cooperative inquiry, take care of students' individual differences, and give students opportunities for self-design, self-display and exchange and discussion.
(3) Comprehensive activities
1. Imagine under what circumstances in life, trying to practice with existing venue equipment and make floor lamps.
2. Try various throwing exercises with a small cloth ball.
3. Practice expression singing and dancing in groups: express the song content of "Sea, Hometown" with actions and expressions.
VI. Self-evaluation
1. In this class, physical education class used games as teaching means, and through creating situations, in a lively and interesting atmosphere, he achieved the teaching goals in the fields of sports participation, physical health and sports skills. Such as "Strong Wind Blows, Small Wind Blows", "Pat the Ball" and "Little Rabbit Comes Home" have all received good teaching results.
2. In the teaching process, teachers can take care of students' physical and mental development laws and psychological needs, and complete the teaching through group cooperation and inquiry. Teaching processes such as autonomous attempt, group discussion, publishing and sharing, demonstration and induction are designed, which improves students' autonomous learning ability and is of great significance to cultivate students' cooperative consciousness and innovation ability.
3. There are also shortcomings in the teaching process, such as the lack of teacher's guidance in the process of rabbit crossing the trap. Students with strong ability can pass the trap at one time, while students with weak ability can jump through the "trap" continuously, which is the result of students' bold creation. The teacher failed to guide this in time, indicating that the adaptability is not enough.
The second part: the design of physical education teaching plan for the ninth grade of junior high school.
1. Run in the corner.
2. game: cross relay.
Second, the teaching objectives
Knowledge and skills
Can tell the technical essentials of "one big and one small, combining inside and outside" in curve running, and initially establish the concept of technical action.
Process and method
Through practice and games, develop students' ability of fast running and body coordination.
Emotional attitude values
Improve students' self-thinking consciousness and collective consciousness.
Third, teaching focuses on difficulties.
The key points are reasonable body tilt, correct swing arm posture and the method of landing with two feet.
Difficulties control the center of gravity and maintain balance.
Fourth, the teaching process
(a) the beginning part
Classroom routine: the sports commission will line up and report the number of people; Say hello to teachers and classmates; Announce the contents and requirements of this class; Arrange interns.
Requirements: standardized actions and neat queues; Full of energy and loud slogans.
Organizational teaching: four lines and one row
(2) Preparation part
1. Do irregular jogging around the sign barrel of the playground.
2. Hands-free practice:
(1) stretching motion; (2) the vibration arm moves; (3) body rotation; (4) lunge leg press; (5) move the knee joint; (6) Move your wrists and ankles.
Requirements: Stretch and be fully active.
Organizing teaching: Four rows of horizontal teams spread out in gymnastics formation.
(3) Basic part
1. Ask the difference between straight running and curve running. Students actively think and answer questions.
2. The teacher demonstrates straight running and curve running. Students observe the changes in the teacher's body and answer the questions just now.
Teacher's summary: The action essentials of curve running are "one big and one small, combining inside and outside", that is, the swing amplitude of the right arm is greater than that of the left arm, and the swing amplitude of the left arm is smaller than that of the right arm. The right forefoot touches the ground on the inside, the left forefoot touches the ground on the outside, and the body leans inward appropriately.
Requirements: Action in place.
Organization teaching: Four rows of horizontal teams spread out in gymnastics formation.
3. Students practice.
(1) in-situ swing arm exercise (10S×2 group)
(2) Students bend their left legs and straighten their right legs, practice swinging arms, and experience the tilt of the center of gravity (10S×2 group).
(3) In-situ leg lifting and swing arm combination practice, experience the coordination of foot landing action and swing arm.
(4) Students are divided into X groups and jog on the X circle (slow X group, middle X group and fast X group).
Requirements: experience the tilt of the center of gravity and the coordination of hands and feet.
Organization teaching: Four rows of horizontal teams spread out in gymnastics formation.
4. Game: Cross relay running.
Students stand in four teams at the practice point (on the diameter of two intersecting circles) and run around the circular route. Students start from each point, return to the starting point, and then high-five the second classmate in turn.
Requirements: Complete the game according to the rules.
(4) Conclusion.
1. Relaxation activities: stretching and relaxing in the atmosphere of light music.
2. Call the whole team to make a summary.
Organization teaching: four rows of horizontal teams are scattered in formation.
V. Field Equipment and Load Forecasting
1. venue equipment: a track and field, some markers, X tape recorder.
2. Estimated strength:
Exercise density: xx %-xx %；; Average heart rate: xxx—xxx beats/minute; Exercise intensity: moderate intensity.
Chapter 3: The design task of physical education teaching plan for grade three: surmounting obstacles.
Objective: Through this task, to stimulate students' enthusiasm for active participation in learning, cultivate students' practical ability and thinking ability, and enhance exchanges and cooperation among students; And through the competition, cultivate students' running ability and will to overcome difficulties.
Venue equipment: a basketball court, four gymnastics mats, four hurdles, four benches, four gymnastics benches and four scorers.
Activity form: The class is divided into four groups for discussion, design and competition.
Preparation before class: Before class, the teacher will put the required obstacle-crossing equipment in place, that is, drill over hurdles, walk over gymnastics benches, cross gymnastics mats, skip benches and bypass markers, and check the firmness and safety of each equipment. As shown in the figure below:
Teaching process:
1, teaching before task activities.
(1), organize students to take obstacle courses after preparing activities or a certain content.
(2) The teacher explained the demonstration obstacle method, and the students took turns to do the trial exercises in groups.
(3) Divide into four groups, and the teacher will evaluate and guide the competition. Students discuss and summarize and improve their methods.
2, the teacher issued the task of designing obstacles (within the prescribed scope, the order and distance of designing obstacles); Students are divided into four groups to discuss the design, and then put obstacles according to the designed scheme.
3. Conduct the relay race on the newly set runway.
4. Discussion: "How to put obstacles in the most reasonable way to get the fastest passing speed"?
5. Each group adjusts the plan, then competes and finally evaluates.
Teaching reflection:
1. Through teaching and learning, students are basically integrated into the classroom atmosphere, and most students show a high degree of participation and excitement. Especially in the obstacle course designed by each group, the class reached a climax.
2. This kind of teaching has changed the traditional practice that the teacher is always the master in the past, giving students a certain amount of time and space to study independently, designing by themselves, allowing students to play freely, and letting students experience that they are the real masters of the classroom.
3. Cultivate students' innovative spirit. After the homework, students in each group can give full play to their intelligence, brainstorm and speak freely until they are coordinated and unified. The design schemes are different, but they all have their own creative explanations.
4. Cultivate students' will quality of teamwork and self-challenge. In the process of discussing and designing the scheme, students should consider obeying the overall interests; Through the competition again and again, in the cheers of everyone, we overcame difficulties, ourselves, timidity and self-confidence.
5. We should fully consider the difference of each student's physique and give the same obstacle standard. Individual students with difficulties (especially short girls) can take it over by turning over when they cross the gymnastics mat. Teachers should use the spirit of fairness and justice in sports competitions and the quality of being a human being to educate them, or change from one person to two people running together (with the last person as the handover stick). This can avoid similar phenomena and arouse students' learning mood.
The fourth part: the design of physical education teaching plan for the ninth grade of junior high school.
The new curriculum reform of physical education and health has undergone profound changes in educational concepts, educational methods, teaching contents and teaching evaluation, paying more attention to students' development and their sense of pleasure in sports. So as to form a good habit of physical exercise. Form the consciousness of lifelong physical exercise and lay a solid foundation. It emphasizes students' sports experience, students' autonomy and cooperation, and explores the formation of learning methods, which has strong practicality. It improves students' physical health, mental health and social adaptability from a new angle, attaches importance to the cultivation of students' three-dimensional health concept and increases students' sense of social responsibility.
This course strives to be close to these new teaching concepts, so we boldly design a variety of games throughout the teaching, with the goal of "practicing, showing, guiding and improving in play".
Second, the design ideas of this class
1 and "running fast" are one of the important symbols to examine people's basic sports ability, and also one of the main contents of middle school sports track and field textbooks. This lesson adopts situational teaching, assuming that every student is a "firefighter", taking firefighter training and fighting as the main story line, simulating the scene of firefighter training and fighting to design the practice form of running. Mobilize students' initiative in teaching, take advantage of junior high school students' love of competition, gradually teach in the form of "trilogy" and organize exercises in the form of situational exercises, so that students' emotions are always high and their enthusiasm for practice is always maintained.
2. Fire knowledge education runs through the teaching of this course, so that it can experience the hardships of fire fighters and the glory of their duties, and cultivate a brave and tenacious glorious style.
Third, the teaching objectives
A) Stimulate students' interest in fast-running exercises by combining fast-running scene exercises with story telling, and effectively complete fast-running exercises.
B) In practice, students can initially establish a correct concept of fast running technology and develop their own fast running ability.
C) Fire knowledge education runs through the practice, so that they can understand the hardships of fire fighters and the glory of their duties, and cultivate a brave and tenacious style of striving for the first place.
D) Enhance the emotional communication between people through mutual competition and cooperative competition.
Fourth, cultivate the ability to run fast.
Five, the process of class
A story (a fireman's day) is connected with three scenes (skills training, military competition, and receiving police to put out the fire).
Classroom introduction: Introduce the topic of fire fighters through the heroic deeds of fire officers and soldiers in Hengyang, Hunan Province, and encourage students to be firefighters once. At the same time, it is proposed that today's "training subject" is running fast.
Course content:
(1) Practice skills, including two contents: 1, and catch some games (reaction exercises) as warm-up exercises before running practice. 2. Emergency assembly (reaction exercise). Set two scenarios: during the day, when you are sitting, you hear the emergency assembly signal, get up quickly, and run to the assembly place. In the evening, I was lying in bed, and when I heard the emergency assembly signal, I got up and ran to the assembly place.
(2) Military competition, with two contents: 1, the competition of retracting and releasing water pipes and water guns (replaced by two small mats), which is organized by simulating the actions of firefighters to quickly release and collect water guns. 2. After the obstacle course, simulate firemen's fast ladder running and organize the competition (step frequency and stride practice). In the practice, please ask the students to think about how to run faster while practicing, discuss and express their opinions during the break, and the teacher will help summarize the counseling.
(3) Call the police to extinguish the fire. Scene: During the break, the alarm suddenly sounded and a fire report was received. A fire broke out in an alley in the city, and it is urgent to gather and put out the fire immediately. The alley is too narrow for one person to cross, and the terrain is complex. It needs to cross, jump and drill to reach the fire. So several teams began to organize relay fire fighting competitions respectively, and let the students arrange several obstacles in the middle, and then compete in order.
(d) When class is over, we use our own relaxation exercises, which not only cultivates the spirit of innovation, but also strengthens the cooperation and communication between students. At the same time, it also achieves the purpose of eliminating fatigue and enjoying body and mind. Finally, students self-evaluate the feelings and gains of this class, and teachers comment.
Chapter five: The design of physical education teaching plan for the ninth grade in junior high school.
According to the guiding ideology of "health first" put forward by the curriculum standard of "Physical Education and Health-Level 4", we should pay attention to cultivating students' interest in basketball, form the consciousness of self-exercise and lifelong exercise in interest, stimulate students' participation consciousness, promote mutual understanding and communication among classmates, teachers and students, and cultivate students' continuous pursuit of basketball knowledge and technology. Enthusiastic help to classmates; Care about the good quality of the collective. Through group cooperative learning and autonomous learning, we can promote communication and cooperation, so as to achieve the teaching goal of improving function, developing physique and improving physical and mental health.
Second, teaching materials and objects
1. Textbook: Physical Education and Health Curriculum Standard-Level 4. Basketball is familiar with ball and dribbling skills.
2. Target: Boys.
Three. Important and difficult
1. teaching focus: stimulate participation, promote cooperation, be familiar with the ball path, and improve basketball dribbling skills.
2. Teaching difficulties: through autonomous learning and group cooperative learning, cultivate the consciousness of independent exercise and lifelong exercise.
Fourth, teaching methods, means and learning methods
1. Teaching methods: explain and demonstrate, inspire and induce, stimulate language, praise and encourage, correct mistakes, practice in groups, etc.
2. Means: using multimedia trolleys, sports courseware, etc.
3. Learning methods: observation and thinking, hands-on thinking, autonomous learning, group cooperative learning, mutual correction and encouragement, etc.
Verb (the abbreviation of verb) course procedures and concepts.
1. Regular lead-in: At the beginning of the course, students should concentrate on teaching in the shortest time by using concentrated exercises.
2. Pleasant warm-up: (1) Under the guidance of teachers or physical education committee members, do jogging and "Shouting for a few" games. (2) Use disco music to lead students to do warm-up exercises.
3. Group cooperative learning and autonomous learning: divided into four groups, under the guidance of teachers and group leaders, using teaching courseware to ensure that the review content of this group (1) is familiar with the ball; (2) pass the ball. Through group cooperative learning and mutual learning, correction, help and encouragement among students, we can achieve the goal of exploring and mastering basketball skills together and promote students' participation and cooperation.
4. Create a space for students to study independently. Under the guidance of teachers, students should learn basketball dribbling skills with teaching courseware as a unit, gradually master basketball straight-line dribbling and curve dribbling skills, improve the practical application ability of dribbling, pay attention to stimulating students' enthusiasm for learning, and cultivate students' ability of independent learning and self-exercise.
5. Presentation and evaluation: The whole class is concentrated, and the group recommends 1 ~ 2 students to participate in the whole class dribbling technical competition-select "the star of the day". Through evaluation activities, students' interest in basketball can be promoted, students' constant pursuit of basketball knowledge and technology can be stimulated, and the purpose of mutual learning and encouragement can be achieved.
6. Restore body and mind: With the accompaniment of music, do a pleasant relaxation action-"hold up the sun in your heart", so that students can fully relax physically and mentally.
Estimation of exercise load by intransitive verbs
Quiet heart rate: xx beats/min, maximum heart rate: XXX ~ XXX beats/min, average heart rate: XXX ~ XXX beats/min, and exercise density: about xx%.
Seven. field apparatus
Stadium, multimedia trolley, basketball, etc.