Wushu teaching methods

Wushu teaching materials have many contents, tight class hours and low starting point for students to learn. Most of the lecturers are just physical education teachers who have mastered martial arts textbooks initially. Therefore, traditional teaching methods such as explaining and demonstrating, decomposing the whole and correcting mistakes are still the main methods of Wushu teaching in schools. This situation reflects the teaching rules that school Wushu teaching must follow, and also reflects the characteristics of these methods when they are used in school Wushu teaching. Over the years, many front-line teachers have tried to introduce new teaching methods into Wushu teaching and made many useful attempts. The following is what I arranged for you: Wushu teaching methods. Welcome to read!

The following is divided into two parts: traditional teaching methods and new methods of Wushu in schools:

1. Traditional teaching methods in Wushu teaching (1) The application of language methods in Wushu teaching

The language methods used in the teaching process of martial arts textbooks in schools are as follows:

1, Explaining Methods in Wushu Teaching

(1) Explaining Directory

1) Technical requirements with universal regularity in Wushu textbooks. For example, the punching and pushing of Changquan begin with the fist at the waist. It is convenient for teachers to repeat and waste time.

2) Action norms in Wushu textbooks. For example, the distance between two feet of "ma bu" or "ma bu" is the length of three feet or three and a half feet; Both thighs should squat equally. Make students clear the quality standards and requirements of specific actions through explanation.

3) The key link of Wushu action. For example, the key link of lunge is that the heel should not leave the ground and the knee joint of the hind leg should be straight. The key to explaining the movements is the finishing touch to help students master the correct movements as soon as possible.

4) Martial arts movements are easy to make mistakes. For example, punching cards is easy to appear? End shoulder? . Every mistake that is easy to make can be explained in advance. Encourage students to prevent mistakes before they happen.

5) The offensive and defensive meaning of Wushu. Every martial arts action has a corresponding meaning of attack and defense. Explaining these contents can help students understand the purpose of Wushu movements and help them understand and master the movements accurately. However, in the teaching of Wushu routines, it is not easy to explain the offensive and defensive meanings of Wushu actions to students too much, so as to avoid students' interest transfer and unable to complete routine teaching tasks.

6) The name of the martial arts action. Wushu actions are named according to the structure and image of the actions, which can generally express the whole picture of the actions. Like what? Punch? , is a combination of lunge and punch; ? A flat horse stance just look? It is a combination of horse stance and punching.

(2) the method of interpretation

1) is told in concise language. It is mainly used to announce the task, content, requirements and arrangement of organizational measures of the class.

2) use terminology. Terminology is the unique language of Wushu. Such as: technique, leg technique, strength, etc. Explaining with martial arts terms can play a concise role, but the initial use should be explained properly.

3) Tell it in vivid language. Vivid metaphors are convenient for students to understand and remember actions, but they should be combined with students' life experience.

4) Tell in the language of single words. Martial arts movements are complicated. Summarizing the complicated movements into a few concise words can play a clear role in explaining. Like what? Flying feet? The process of jumping off the ground, swinging legs, lifting the waist and lifting the air, clapping hands and stamping feet can be summarized as? Kick, swing, lift, clap? Four words.

5) Say it in formulaic language. Martial arts movements are complex, so it is convenient for students to remember by summarizing the complex movements into simple and catchy formulas. For example, the formula of lunge can be programmed as? Bow your front legs, stretch your rear legs, stand up straight and not shake? .

6) Tell in contrasting language. Often used to correct students' wrong actions. Compare and point out the differences between right and wrong, right and wrong, advantages and disadvantages. Contrastive explanation can help students deepen their understanding of correct movements, which is enlightening.

7) Tell in the language of questioning. This is a method that students often use. You can ask the students questions before the teacher explains. Students can also ask questions and then be answered by students. Asking questions can concentrate students' attention and guide them to think positively. But pay attention to the necessity and timing when asking questions. If you ask questions too often, you will lose your attraction to students.

In addition, there are many ways to say things, such as reviewing the past, encouraging and repeating. It can be used alone or in combination according to actual needs in teaching.

(3) Description requirements

1) When explaining, the teacher's speech should be clear, the table should be vivid and the language should be concise and easy to understand.

2) The terminology is explained accurately and clearly.

3) explained? Quantity? Be appropriate, and don't let your speech affect your practice.

4) Generally speaking, the sequence of explaining martial arts movements is to talk about lower limbs first, then upper limbs, and then the coordination of upper and lower limbs. Then the body moves first.

2. The use of passwords in Wushu teaching.

There are four kinds of passwords used in Wushu teaching. The tone and rhythm of the password should be changed according to the characteristics of boxing and action.

(1). This password can be used for basic skills, basic movements, combination movements, series basic skills, complete movements and decomposition movements in boxing routines. When using this password, the action password should be short, loud and powerful; Generally speaking, the password of the transition action can be softened and slightly expanded.

(2) Prompt for password. It is to say the name of the action as the password of the pre-order before placing an order. Like what? Punch? 1! ? . Prompt password is a commonly used password in new Wushu teaching. For actions that are easy to forget or make mistakes, prompt passwords are also used. When using, students should have time to think between preface and action, and the length of time should be determined according to the actual situation.

(3) Single-character password: Take one or two words in the action name that can highlight the offensive and defensive features as the password, such as? Hug your arms, jump up and punch? Call sign can be? Give me a hug? .

Single-word passwords are mainly practiced after decomposition actions, and students basically master them.

When using passwords, teachers should have a loud voice, accurate pronunciation and dignified behavior. Make students feel serious and have to do it.

(B) the demonstration method in Wushu teaching

Use demonstration method in the teaching process of martial arts textbooks in schools.

1, types of martial arts demonstrations

(1) Full set of action demonstrations

Show students a complete set of Wushu routines. Often used at the beginning of new teaching and after regular teaching.

(2) Demonstration of action

Show students the movements of Wushu routines. Often used after an action has been taught.

(3) Complete the action demonstration

Show the students a complete martial arts action. Often used before and after the teaching of complete sets of movements.

(4) decomposition action demonstration

Divide a complete martial arts action into several links for students to see. Often used in the process of teaching complete movements.

(5) local action demonstration

Show students the movements of the key parts of a complete martial arts movement. Often used to emphasize the focus of action.

2. Guidance in Wushu teaching.

Guidance is a common demonstration form for teachers in Wushu teaching, and it is also the main means of Wushu teaching. Guidance is an imitation exercise in which teachers do actions on the spot to guide students. It can not only guide students to master the movements as soon as possible, but also facilitate the unified command of students' movements. Leading is the teacher taking the students to practice; The demonstration is for teachers to practice and students to watch.

3. Demonstration in Wushu teaching.

The commonly used demonstration surfaces in Wushu teaching are front, back, side and mirror. Teachers should choose suitable demonstration surfaces according to the structural characteristics of movements and teaching emphasis, and multiple demonstration surfaces can also be used for the same movement, so that students can understand the characteristics of movements in different directions. Teachers should pay attention to avoid causing visual obstacles to students when choosing the presentation surface. In Wushu teaching, the team leader usually uses back demonstration when doing routine movements. The teaching demonstration of lunge and horse stance just look can adopt multiple demonstration surfaces.

4. The position of demonstration in Wushu teaching

The basic principle of teacher's demonstration position selection is to let all students see the action demonstration clearly. Therefore, the choice of demonstration sites should be changed according to the different teaching contents and formations. When doing martial arts exercises and individual movements, the team leader usually stands at the apex of an isosceles triangle with the horizontal line as the bottom. When leading a set of martial arts routines, the teaching of martial arts routines generally adopts multiple rows of horizontal teams. At this time, the teacher's demonstration position should always be in the right front (or left front) of the team's advancing direction, and the demonstration position should be adjusted in time according to the change of the action direction.

5. Demonstration speed in Wushu teaching

The focus of teaching is different, and the speed of demonstration is different. For example, when emphasizing action details or teaching some complicated and difficult actions, using slow demonstration can make students understand action information more clearly. When the teaching focuses on the movement rhythm, the constant speed demonstration is usually adopted. At the beginning of teaching, when the teacher makes a complete demonstration of the whole set of movements, it is also a uniform demonstration.

6. Problems that should be paid attention to when using the Model Law

(1) The demonstration should be correct and skilled.

This is the primary requirement for physical education teachers who are engaged in the teaching of martial arts textbooks in schools. Skilled, more accurate and powerful demonstration of martial arts movements can immediately arouse students' interest and desire in learning and practicing, which is convenient for students to learn actively and master the correct movements as soon as possible.

(2) The demonstration should be easy for students to observe.

In order to let students observe the demonstration action, teachers should pay attention to the demonstration surface, demonstration speed and the distance and angle of students observing the demonstration action.

(3) The demonstration should have a clear purpose.

Teachers should demonstrate according to the tasks of the class and students' problems. Blind demonstration will make students not understand the purpose and focus of learning, and will also be attracted by some factors that are not required for the purpose of demonstration and divert their attention.

(4) The combination of demonstration, explanation and inspiring students' thinking.

Teachers should combine action demonstration, explanation and inspiring students' positive thinking, and have the overall consciousness of teaching methods. So as to improve the effect of learning and training.

(C) the methods of correcting wrong actions in Wushu teaching

This method is used in the teaching process of Wushu textbooks.

Martial arts movements are difficult for students. Therefore, it is normal to make mistakes in the process of study and practice. Teachers should be patient, prevent and correct them. The prevention and correction of action errors in Wushu teaching is not only the need to correctly master Wushu action skills and knowledge, but also an important link to effectively avoid sports injuries.

1, the main reason of Wushu action mistakes

There are many reasons for the mistakes in Wushu movements. The main reasons are as follows.

(1) Students' learning objectives are unclear and their enthusiasm is not high.

(2) Students are not clear about the technical essentials and requirements of the movements they have learned.

(3) Interference from original skills.

(4) Teaching requirements are higher than the actual situation of students.

Teachers should take corresponding measures to prevent these mistakes, first of all, they should know students in advance, strengthen lesson preparation according to students' actual situation, study teaching materials and teaching methods, arrange teaching process reasonably, and apply various teaching methods realistically. And be patient when correcting the action mistakes of primary school students.

2, the method of correcting mistakes

According to the characteristics of teaching materials and the nature of action errors, teachers can adopt the following methods to correct them.

(1) Slow leadership: Most students have poor acceptance and coordination of Wushu. Because of this, when they can't remember actions and mistakes, teachers can lead students to practice and correct collectively in a slow leadership way.

(2) Language hints: When students forget or make the same mistakes repeatedly, teachers can use language hints to correct the actions made by students.

(3) Standing pile shaping: Most students have poor muscle proprioception and inaccurate cognition of spatial orientation. Can the teacher take out the students' mistakes and put them in a correct posture? Standing pile shaping? .

(4) Target assistance: Because most students have poor physical control and self-control, some martial arts movements can't be done. Teachers can help students overcome shortcomings and mistakes by setting signs. If some students can't afford to kick, you can let them kick over the shoulder, or make a certain height mark by hand. With specific goals, students can take action easily.

(5) Comparison of right and wrong: For the students' repeated mistakes in the same action, the teacher himself or ask the students to make a demonstration comparison of right and wrong, so that the students can analyze the differences themselves and find out the differences. What if some students do it? Bounce your legs? You can hook your toes without stretching your toes? Kick? Go on.

(6) Explain attack and defense: Some students' actions are inaccurate because they don't understand the meaning of attack and defense. For this kind of mistake, the teacher can explain the offensive and defensive meaning of this action, so that students can experience it a little.

3. Problems that should be paid attention to when correcting action errors

Students often make mistakes when learning martial arts, so teachers should be patient with students. When correcting students' action mistakes in class, we should pay attention to the following points:

(1) affirm the progress of students in correcting, and then point out the mistakes in action. This makes it easy for students to accept and improves their confidence in correcting mistakes.

(2) Individual mistakes should be corrected in group or individual practice; The mistakes that individuals often make should be corrected in collective practice.

(3) Correcting action mistakes should be closely combined with reality and solve problems in time.

(4) If students make mistakes because of some poor physical qualities, teachers should take remedial measures to develop relevant qualities. Gradually improve the quality of action.

Correcting action mistakes is very important in school Wushu teaching. If the wrong action forms a dynamic stereotype before you correct it, you have to spend twice as much time and energy as learning the corresponding action, right? It's easier to learn boxing than to change it. That's the reason.

Second, the application of new teaching methods in Wushu teaching. For martial arts, aerobics, rhythmic gymnastics and other physical education class textbooks with complex techniques and large movements, especially for young teachers who are new to teaching, it is very important to use traditional teaching methods to complete teaching tasks within a limited class time. Because the traditional teaching method follows the law that people learn and master knowledge and skills, teaching is gradual and procedural; Especially when teaching in large classes, it is convenient for young teachers to control and grasp the classroom as a whole, so that the whole class can master the technical movements taught and receive teaching results.

On this basis, young teachers can refer to the teaching methods created in other fields and sports fields, and make some changes to the traditional teaching methods according to the specific conditions of the students they teach, or create teaching methods that are more conducive to students mastering martial arts textbooks, so that students can better receive the education of national traditional culture. The following are some practical methods of martial arts teaching in schools that I have summarized in my teaching practice.

(A) the game teaching method

It is mainly used in the teaching of Wushu basic skills, basic movements and antagonistic unarmed movements. Cultivate students' interest in Wushu, competitive consciousness and social adaptability.

Standard teaching method

It is mainly used in the teaching of Wushu basic skills, basic movements and antagonistic unarmed movements. Cultivate and improve students' competitive consciousness and entrepreneurial ability.

(C) students call for practical teaching methods

It is mainly used in the teaching of martial arts combination movements, martial arts routines and antagonistic unarmed movements. Strengthen students' memory of teaching content. Cultivate and improve students' ability to show themselves.

(D) Difficulty classification teaching method

It is mainly used in the teaching of martial arts combination movements, martial arts routines and antagonistic unarmed movements. Cultivate and improve students' logical thinking ability and understanding ability.

(E) Metaphor teaching method

It is mainly used in the teaching of Wushu routines and the key points of confrontation techniques. Cultivate and improve primary school students' thinking and understanding ability in images.

(5) I want to practice the combination teaching method.

Let students use their brains and practice consciously, which can improve the proficiency of Wushu routines and the single-action practice of unarmed technique wholeheartedly. Cultivate and improve students' initiative in learning.

(6) variable speed teaching method

Through the fast, slow, medium and variable-speed practice of Wushu routines, students' proficiency in Wushu routines and unarmed single-action practice can be improved, thus increasing their interest in practice.

(7) Group Mutual Guidance Teaching Method

Mainly through the mutual counseling of student groups, we can clearly grasp the content we have learned. Encourage students to exchange guidance and inspire each other after class, and enhance their confidence and enthusiasm for autonomous learning.

(VIII) Target Evaluation Teaching Method

It is mainly the same as urging students to master what they have learned clearly. Guide students to help and evaluate each other, and improve their sense of participation and social adaptability.

(9) Inheriting creative teaching methods

It is mainly the same as strengthening students' mastery of what they have learned. Under the explicit requirements of teachers, guide and cultivate students' cooperative learning and cooperative innovation ability. Cultivate students' innovative consciousness and ability on the basis of inheritance.

(10) student narrative teaching method

It is mainly the same as strengthening students' mastery of the content of martial arts they have learned. Cultivate students' oral expression ability and performance ability of Wushu. Guide students to carry out inquiry learning.

Third, the problems that should be paid attention to in Wushu teaching

(1) What to do? Fist salute?

(2) cultivation? Small cadres?

(3) Safety precautions must be prompted.