Junior high school physical education teaching plan 1 1. Teaching content:
Safety knowledge and rhythmic activities
Two. Teaching objectives:
1, let students know how to prevent sports injury accidents.
2, understand the requirements of preventing sports injuries and accidents, and gradually learn some scientific physical exercise methods and self-protection skills.
3. Know something about scientific exercise and enhance self-protection awareness.
4. Know the names and action methods of animal imitation exercises. You can practice with the beat of music and play your own creative actions to experience music.
3. Teaching emphases and difficulties:
Make students master the precautions of injury accidents in physical education class. Difficulty: Let physical education class's safety awareness deepen in his mind and apply it spontaneously in his later study.
Four. Preparation of teaching AIDS:
Multimedia, card, red five-pointed star.
Teaching methods and learning methods of verbs (abbreviation of verb);
1. Let the students explore, try and find the answers by themselves. Provide the learning content directly to students, let them play, explore and imagine.
2. The dishes inspire and induce students to enter the teaching scene. Through audio-visual teaching, we can enhance intuition and interest, and infiltrate collectivism and unity and cooperation teaching. With students as the main body, through students' trial guess and students' actual participation, the key and difficult points of teaching are highlighted.
Teaching process of intransitive verbs;
1. Import and reveal the theme.
① Show acrobatic pictures and think about problems. Students make bold guesses and express their opinions.
(2) The teacher summarizes and puts forward the topic.
2. Students watch the story video.
Reveal the question: Is the swan in danger? Students illustrate with examples. The teacher summed up the knowledge points: obey orders in an orderly manner.
3. The teacher asked: What measures should students who feel uncomfortable before going to physical education class take? The students answered and the teacher explained. Show the second knowledge point: stop exercising if you are unwell.
4. Guide the students to guess for themselves: What other safety knowledge is there in physical education class? Students discuss and express their views.
5. Verification and thinking: Computer Congcong brought some animated stories, which also talked about some safety knowledge. Do you want to know what they are? Ask the students to choose the viewing order, and show the answers, comments and summaries. Show three knowledge points: be prepared to prevent sprains, help each other learn protection, and check equipment before moving.
6. What did the students learn through self-summary?
7. Indoor activities: animal imitation exercises. Students watch the video and then do decomposition exercises. Practice completely with the music. Students make up action exercises.
8. Class summary: Students evaluate each other's scores to see who has more five-pointed stars. Recite what you have learned.
Junior high school physical education teaching plan 2 I. Guiding ideology
The design idea of this course is mainly based on the educational concept of "student-oriented development" emphasized in the second phase of curriculum reform, and the guiding ideology of "health first" is established. Combined with the junior high school entrance examination, we should teach students the basic dribbling and layup movements, and the coordination of starting point and coherent movements. Stimulate students' interest in sports through physical education class, develop students' potential, and highlight the curriculum concept of "combining sports with education".
Second, teaching material analysis
Dribble and layup are difficult skills to master in basketball, especially for girls. Through various forms of practice, students can establish basic action appearances. There are four main formulas, one is to catch the ball steadily, two are to jump hard, three legs are to hold the ball high, and four fingers are to use their wrists skillfully. Not only will the formula be memorized, but it can also be instilled slowly in practice to meet the requirements.
Third, the analysis of students' situation.
In teaching, it is found that girls' mastery of dribbling and layup is relatively weak compared with boys'. In order to solve this problem, on the basis that students have mastered dribbling and shooting in situ, they learn the technical movements of dribbling and layup step by step. This lesson is a learning lesson, which requires students to memorize the formula and complete the basic essentials of one big jump, two small jumps and three small jumps in practice. 50% students can master and use it to dribble, bounce and lay up in one go.
Fourth, the teaching objectives:
1. Through the study of dribbling and layup, students can initially master the essentials of action, and 50% can complete the technical movements of one big, two small jumps.
2. Use basketball to review the action of throwing your hands on your head, and learn to exert your strength on your legs, waist and arms at the same time.
3. Improve students' stability in mastering layup techniques, enhance students' self-confidence and experience the fun of layup success.
Five, the teaching focus:
Enable students to initially establish the concept of "action" in dribbling and layup during marching.
Six, teaching difficulties:
Improve the stability of students' layups and let 50% students master this technology.
Seven, the process and design of the classroom:
In the preparation part, the game of in-situ preparation practice and shouting several feet after in-situ running is chosen to start, so that students can prepare well before class as soon as possible, enliven the classroom atmosphere in the game and create a relaxed and harmonious relationship between teachers and students.
The main teaching materials of the basic part are dribbling, one-handed shoulder shooting and throwing exercises in basketball. This lesson basically requires junior high school students to master the combination of basketball dribbling and layup. It is convenient for students to memorize the essentials of action through various teaching methods, master coherent actions, better complete the layup, master the action techniques to the maximum extent within the limited classroom time, and improve students' ability to master the techniques.
This lesson trains students' ability to face difficulties and challenge themselves step by step through ball practice, unarmed practice, step-by-step practice by two people and layups in March. Finally, expanding training can stimulate students' interest in learning and experience the fun of successful layups. In order to improve the stability of girls, allowing girls to use smaller basketball has obviously improved their ability to control and master the ball and played a very good role.
It is mainly to understand the correct action essentials of throwing with both hands, hold the ball with both hands and pull it backwards with straight arms, and pull the body into an anti-bow shape. It is also necessary to understand the sequence of simultaneous exertion of the back pedal, back and arms, pay attention to the running route of the ball after the shot, and try to keep a parabola to improve sports performance. Choose basketball games with logo barrels to stimulate students' interest and create a harmonious and happy classroom atmosphere.
Eight, relaxation and evaluation
Finally, the individual movements of yoga practice are selected, so that students can enjoy the fun of sports again after the whole class. Under the teacher's demonstration, students can gradually recover their heart rate, adjust their breathing and relax in a pleasant atmosphere.
Junior high school physical education teaching plan 3 I. teaching material analysis
The content of the textbook is basketball (reviewing straight dribbling and learning to dribble in reverse direction) and head-on relay race, both of which are selected from the four textbooks of physical education and health in provincial middle schools.
Ball games are students' favorite sports, which have good comprehensive fitness functions and can cultivate students' spirit of unity, mutual assistance and active struggle. The middle school basketball textbook consists of three parts: basic skills, simple tactics and teaching competition, and the basic skills occupy a large proportion in the whole teaching content. Choosing the technique of changing direction dribbling as a teaching material is based on the physical and psychological characteristics of junior one students, as well as the actual situation of their cognitive and skill level.
This lesson is basketball dribbling 1 lesson (* * 3 lessons). After 1 class, most students have mastered the basic technical movements of basketball straight dribbling, which laid a good foundation for this class.
Second, the analysis of learning situation
The teaching target is 40 boys from Grade One (3) and Grade One (4). Boys in both classes like sports, especially basketball, whose basic and physical qualities are generally good. They have a strong sense of collective honor, but some of them are too active and have relatively poor organizational discipline. We should design the class well.
Third, the teaching philosophy
Carry out the teaching concept of highlighting students' subjectivity, adopt group inquiry learning method in teaching, fully mobilize students' initiative and enthusiasm in learning, and strive to improve students' learning effect.
Four. Important and difficult
The key points are: the position and strength of two hands touching the ball; The difficulty is: the connection when the left and right hands are exchanged.
Verb (abbreviation of verb) teaching goal
1. cognitive goal: to clarify the difference between straight dribbling and changing dribbling, and the essentials of changing dribbling.
2. Skill goal: More than 80% students correctly master the movement of changing direction dribbling; Develop leg strength through relay race.
3. Emotional goal: cultivate basketball interest and law-abiding quality.
Sixth, teaching methods.
1. explanation and demonstration: through enlightening explanation and intuitive and beautiful demonstration, students can clearly understand the technical principles such as "the rebound angle of the ball is directly related to the position where the ball is pressed (slapped)" and establish a clear representation of dribbling action.
2. Inquiry method: discuss and explore the difficult fast break dribble in groups, and finally the teacher comments and summarizes it.
3. Competition method: The head-on relay race teaching adopts competition method to create an atmosphere of unity, cooperation and enterprising.
VII. Teaching process
(1) Preparation (9 minutes)
1. Content arrangement and activity sequence:
Hold the ball and do joint exercises-get familiar with the ball in situ-dribble in a straight line around the field-dribble in front of the original body (exercise picture: omitted)
2. Design intent:
Move the joints, be familiar with the sphere, and lay the foundation for the teaching of the basic part.
(2) Basic part (32 minutes)
1. Basketball dribble (20 minutes)
(1) Teaching steps:
(1) Dribble in front of the body.
② Change the direction and dribble 2-3 steps forward.
③ Pay attention to the essentials of demonstration movements.
Explanation: the right hand tends to press down and the left hand tends to connect; Switch hands and do the same action, crossing forward.
(4) find a student to try, other students comment, and the teacher summarizes.
⑤ Change direction and dribble 2-3 steps forward.
⑥ Change direction and dribble 5-6 steps forward.
⑦ Group discussion: How to change direction and dribble quickly? The representatives of each group spoke, and the teacher summarized: the left and right hands quickly connected and pushed the back and upper parts of the ball.
8 dribble forward to the basket and shoot (as shown below)
Requirements: Start at half-time, dribble and shoot at half-time, and each person will shoot more than 3 times.
(2) Design intention: Let students master the movements gradually by using induction exercises; Choosing group discussion to let students explore the essentials of action can highlight students' subjectivity and improve teaching effect.
2. Relay Run (12 minutes)
(1) Practice sequence
① Trial operation experience
② Explain the rules and requirements.
③ Pre-competition trial run
④ Head-on relay race (as shown below)
Requirements: 3 wins in 5 games, the teacher judges, and the foul is invalid.
(2) Design intention:
First of all, the trial run experience is the physical, psychological and route preparation for the official competition. Secondly, try to run before the game to make students more familiar with the rules. The foul in the competition is invalid, so that students can play under the premise of observing the rules, which is conducive to cultivating students' excellent quality of obeying the law.
(3) The last part (4 minutes)
1. Content arrangement and activity sequence:
Relax and walk-play (laugh or not)-summarize and encourage (exercise illustration: omitted)
2. Design intent:
Arranging relaxation walks and "laughing and not laughing" games are all for physical and mental relaxation, and at the same time, it is beneficial for students to form the habit of sorting out and relaxing after exercise; Finally, on the basis of commenting on the effect of this course, encouraging the evaluation of students' performance is conducive to students' progress and development.
Eight. Effect prediction
This course can better achieve the teaching objectives set in advance;
In addition, the average heart rate of this course is expected to be 130 ~ 135 beats/min, and the exercise density is expected to be 30%-40%.
Nine, after-school expansion
Assign homework (practice dribbling quickly for more than 20 minutes after class) and explain the inspection method (sampling homework in the next class).