The Case of Physical Education Stories in High School

In high school education, physical education is the basis for realizing quality education. Physical education teaching relative to other teaching subjects, the innovation system is an indispensable condition, only innovation can be presented to the students more freshness and intuition, in order to stimulate students' interest in learning. Here is my high school physical education story case for you to organize, come and take a look!

High school physical education story case a

A case background:

In the traditional view of physical education, teachers and students, curriculum view of the bondage, teachers in teaching, the content and methods of the class is often in the form of monotonous repetition of the content, the method lacks novelty. Let the students in a passive position to accept, so that the number of people who like to go to physical education class is a declining trend phenomenon. Especially high school girls in physical education classes appear listless, fear of difficulties, more leave and so on. Students gradually reduce interest in physical education classes, and finally may also have an aversion to physical education classes. How to change this situation? I try to use different practice methods in teaching, using sports games to combine the content of the class to promote sports teaching, in order to improve the students' interest in physical education.

According to the fundamental ideas of modern education and the purpose of the new curriculum reform, this class is based on the development of students, to establish ? Health first? The guiding ideology, in actively improving to? The first is to establish the health of the students as the basis for their development. The main objective system of the curriculum at the same time, the inquiry-based curriculum, focusing on cultivating students' innovative spirit, practical ability and personality strengths, and organize teaching in the form of group cooperation. In the teaching process, give students a certain amount of time and space to create a relaxed, harmonious atmosphere of learning and practicing, and explore a teaching mode that provides students with independent learning and self-improvement.

In this lesson, I chose a variety of games to combine the teaching content. The use of guidance, breaking the traditional creation, independent learning, games and other teaching methods, aimed not only to achieve the role of fitness and strong body, but also to cultivate students to learn to think, learn to cooperate, the ability to solve problems. This lesson gives full play to students' enthusiasm and development of speed and sensitivity, while cultivating students' spirit of solidarity and cooperation.

Second, the teaching process and method

Learning stage: level five

Learning Objectives:

1, in the way to run without lowering the head, without shrugging the shoulders, eyes flat, stirrups strong.

2, the development of speed quality, and further improve body coordination.

3, the formation of strong will to overcome difficulties and the spirit of cooperation.

Learning content: fast running

Learning focus: different forms of starting.

Learning difficulties: strong reaction ability and running speed.

Learning process:

(a) mobilize the emotional stage:

1, to achieve the goal: (1) focus students' attention. (2) Mobilize interest in learning. (3) Fully move the body to avoid sports injuries.

2, learning content:

(1) classroom routine

(2) unarmed exercise: the teacher led a set of unarmed exercise.

(3) Requirements: students follow the teacher to do unarmed exercises, to do fully active body parts, in order to prepare for the following activities.

(2) Teacher-student interaction stage:

1. Reach the goal: (1) Improve the ability to practice and stimulate interest. (2) Experience the joy of movement and improve the coordination of the body.

2, learning content: running posture practice

Teaching method:

(1) Teacher led to do in situ arm swinging exercises, to develop the correct running posture practice.

(2) Combined with the swinging arm running along the straight line, explaining and demonstrating the main points of the running movement.

(3) Identify individual students who have a more standardized movement posture to show themselves.

(4) Practice with the students and guide them verbally.

Learning Methods:

(1) Listen carefully, pay attention to observe and follow the teacher to do in-situ arm swinging exercises. Requirements: movement coordination, movement stretching, active participation.

(2) Combined with the arm swing run along the straight line. Requirements: Keep your eyes in front of you and keep your feet in a straight line.

Organization:

☆ ▲

(3) Mastery of Skills Stage:

1. Achievement of the goal: mastery of movement skills, stimulate students' interest in learning.

2. Learning content: fast starting and accelerated running practice. Different postures listen to different signals to start running.

Teaching method:

(1) Teachers explain the action and practice of fast starting and accelerated running.

(2) The teacher divided into four groups according to the average number of men and women.

(3) Instruct the students to practice in groups and praise them.

Note: When explaining, the location is reasonable and concise, and the focus is prominent.

Learning Methods:

(1) Listen carefully and practice according to the teacher's instructions.

(2) In the practice pay attention to the speed of the run to see who gets to the finish line first.

(3) Requirements: active participation in the practice, pay attention to the results.

(D) innovative thinking, cultivate sentiment stage:

1, to achieve the goal: to cultivate the spirit of collaboration, show personality, and get the joy of sports.

2, learning content:

(1) grab the rope game

(2) fast running shift relay game

Teaching method:

Explain the game method and rules.

Divide the students into groups of two to see who gets the rope first. The first person in each group runs to the middle of the field, moves the weight to the side of the field and puts it back; the second person in turn.

3, students into the number of proportionally divided into equal groups of four practice.

Learning Methods:

1, students listen carefully to the game methods and rules.

2, students should obey the arrangement to stand and wait for the game to start.

3. Requirements: students actively participate

(E) Stabilization of emotions, physical and mental recovery stage

1. Reaching the goal: relaxation, reflecting the beauty of the soul.

2. Learning content: rhythmic gymnastics with music (little white boat).

Teaching method: Teachers guide students to adjust the relaxation of the body and mind.

Learning method: follow the teacher carefully to do rhythmic gymnastics.

Requirements: easy and natural.

(VI) Evaluation stage

1. Teachers guide students to self-evaluation.

2, the teacher evaluation summary, affirmation of the performance of the students in this lesson and give encouragement. Requirements: students actively participate in relaxation and active self-evaluation.

Third, the case evaluation:

In this section of the "fast running" class, when the students carried out a practice, there was a student ran over to tell me that there are two students to change the starting method by themselves. At first I was very angry, they are too unorganized, discipline, how the class can casually change the practice method arranged by the teacher, if the other students are like them, then the classroom discipline is not a mess. So I went to the two students, want to criticize them, let them go back to their own according to the teacher's arrangements for practice. But then I thought it would be better to investigate the reason! When I understood the situation, I changed my mind. It turned out that due to their own physical and reaction ability gap is large, good reaction ability students always run first, the poorer students put their best foot forward will always be the last, never and success have no chance (unless the other side? Watering down?) The other side? We all feel uninterested, the fast student feels that he does not fully exert his ability, because he does not have the need (and not a test), with a little effort, will be a large part of the companion left behind, and slower students also feel that they no longer try to overtake the companion, and lose the motivation to learn, but they all want to try a different way of starting, and so there is a private change in the starting method of the The phenomenon that they felt they had found real fun shook me. Their change broke the fixed framework of activities given to them by the teacher, satisfied their personal psychological needs, and undoubtedly had a positive effect on their learning, so why not. So, I called all the students, let them spontaneous combination, find their own way to practice (in a few groups in close proximity to each other), in this way, in the latter several exercises, students practice the interest is always very high, the classroom atmosphere is surprisingly active.

This lesson gave me a great shock. How to play the main role of the students in physical education, how to reflect the students as the main body, is indeed a deep-rooted problem. In sports teaching, teachers create a loose learning environment for students, can make students play a subjective initiative, change students passive learning for active learning, so that the teacher's teaching and student learning into one, so as to receive twice the result with half the effort.

Engaged in any activity need to have interest, otherwise the effectiveness of the activities will be difficult to improve. Neglect to cultivate students' interest in sports, hobbies and habits of physical exercise will not lay a good habit of lifelong exercise. After the practice of this class proved: in a class, the content and method of the class if the form, the content of monotonous repetition, the method of lack of novelty that will make

Students on the class to produce aversion. To change the traditional single, boring, passive, repetitive physical education teaching methods, must strengthen the understanding of students. Only in the innovation and practice of students' adaptability, awareness and talent development, which can make students appreciate the fun of sports. How do we as a physical education teacher to innovate, how can we make students in a relaxed and pleasant scenario practice, active, active exercise, which has improved the students' interest in physical education class and adaptation?

Physical education is a subject from the game and the development of the game, should have been loved by students. But regrettably there are many students in contact with a period of physical education class, they found the reality of the formal physical education class and their minds in the joy of fun between the gap between the physical education class is too big. Of course, physical education is education, there should be some more formal teaching content, which is indisputable, if the teacher's teaching methods are dull, rigid will make this gap steep. So some students will slowly alienate sports, class in a passive state, the more senior the more obvious. So how to change this objective existence? Aversion to learning? How to change this objective phenomenon? How to cultivate students' interest in sports, hobby, awareness and ability? What happened in this fast running class, gave me great inspiration, I think to create a loose learning environment for students to reflect themselves, for students to play the subjectivity is not a way.

High school physical education story case two

First, the design concept

The teaching process must be closely linked to the students' lives, so that they actually feel their own value and needs, so that students are interested in the content of what they are learning, so that they are happy to explore, try. Based on the above understanding, I designed the paper airplane throwing as ? Flight? Air combat? Theme-based simulation activities, trying to stimulate the mobilization of students' interest through this form of children's delight, so that they learn and move in an autonomous, cooperative atmosphere, guiding them through? Play to learn, play to practice? , in the self-learning and self-understanding, active exploration to master the correct action of throwing, preliminary understanding of the essentials of throwing, and at the same time further stimulate their good interest in throwing activities.

Second, the teaching objectives

1. Continue through the theme of children's enjoyable simulation activities to stimulate students to actively create, active participation in the activities of interest. 2. through the paper airplane throwing, understand the basic elements of throwing: shoulder bend elbow - - to get a good angle of the hand, fast, favorable swinging arm speed, and know the height of the hand, the speed of the throwing and the relationship between the throwing distance. 3. Through a series of throwing activities, the development of students' good throwing ability and mobility. 4. Teachers continue to select the best individual, group selection, encouragement, and guide students to gradually form a good value in physical education class. 5.

5. Guide students to try formation flying, ambush air combat, *** with training to improve and other cooperative activities, to develop students' teamwork and mutual cooperation habits and abilities.

Third, the teaching process

(a) interest in the introduction

Teacher: children, want to be a pilot? (Students cheered, eager to try) then, the teacher to take you to fly the plane, okay? (lead students to simulate a variety of flight action: climb

rise, dive, catty bucket?)

Teacher: (show the picture of various aircraft flying in formation) beautiful? Teacher told the children, want to be a good pilot must learn to fly in formation, the following we compare which flight team to fly the best?

(Let the students to the group as a unit to discuss how to formation, try to formation simulation flight)

[Interest is the best teacher, if the teacher consciously to guide, so that the students in the state of eagerness to learn, practice, the students will certainly be able to actively participate in the classroom learning, so as to become the master of the classroom]

(ii) experience? Explore?

Teacher: Just now the children's flight simulation is really good! Now the teacher announces that our ground training has been successful and we can proceed to the official flight training! The following each flight team to their respective airspace to compete, whose aircraft fly the highest and furthest.

(Students to their respective? airspace? Try? Flight? , Teachers were involved in the activities of each group, guiding students to compare and observe each other to find a reasonable throwing method)

Teacher: each flight team to focus on the field airfield, let's compare who is a stunt pilot. (Please recommend students from each group to demonstrate, teachers and students *** with the comments, from which the students who threw well named ? Stunt Pilot? and give awards)

Teacher: children who want to be a stunt pilot please raise your hand! Oh, everyone wants to be a stunt pilot, so how do you become a stunt pilot? (Students answered in a variety of words) Right, you have to master the good flying skills to be able to do! The following teacher just saw the pilot show a few flight methods imitation to everyone to see, please look at which flight method is better (teacher combined with student practice were demonstrated skimming, shoulder bend elbow slow throwing, shoulder

bend elbow slow throwing, shoulder bend elbow fast throwing three throwing methods, let the students compared to find a summary of the correct method of throwing, teacher and student **** with the generalization of the shoulder bend elbow, Attention to the angle and speed of the throwing method)

Teacher: Well, we all know how to be an aerobatic pilot, then the flight team back to their respective airspace to catch up on training, and so on a little while later, we'll compare which team is the aerobatic flight team!

(Students learn and practice in groups, the teacher toured to the groups to guide the students to help each other learn, *** with the improvement) once again focused on the field airfield, to carry out? The aerobatic team? Competition, teachers and students *** with comments and named awards.

[Competition is a way that students especially like, and the competition between groups is more helpful to develop a sense of unity and cooperation and competition. And put the teacher's correct and incorrect demonstration, guidance on the students to practice, after the sense, not only realize the teacher by ? The teacher will not only realize the teacher's change from a master to a master. to? service provider? The role of the teacher to change, so that the teacher's guidance more targeted and effective, but also to cultivate students to observe, compare, adhere to, summarize the ability and habits of the development of important significance]

(C) Improvement? Consolidate? Demonstrate

Teacher: The pilots have done a great job! Now I announce the successful completion of flight training, then we should carry out exercises?

(Announcement? Drill? rules, take turns by four or five students to play the role of? Scout planes? Rush past the other students? ambush? (The students will be in a position to ambush the other students. The first is to take the role of a reconnaissance plane.)

Teacher: (Nervous announcement) Just now the teacher received information that a super-large reconnaissance plane from an unknown country is flying towards our country, so please ask all the flying squads to quickly get into position and get ready to fight the invaders!

(Teachers holding large paper airplanes play ? enemy airplane? and the students? The air war?)

[The form of novelty, close to the actual life of students and the ability to understand the practice of competition, students will often be emotionally excited, happy. In this way, without realizing it, the students' throwing ability has been exercised, improved]

(D) relaxed and happy, communication and sharing

Teacher: Victory! The people came to pay their respects to the heroes of the battle.

(Teachers and students with cheerful music relaxation game: treat the pilots)

Teacher: (pointing to the?

Teacher: (pointing to the crashed? The pilot is not a pilot, he is a pilot. reconnaissance plane?) Our pilots are great, the invasion of our country's enemy aircraft were destroyed by us, the following please meritorious pilots to share their experience, okay? (The students happily discussed, a sweaty smiling face overflowing with the spirit of becoming a? Defense of the motherland? Heroes? The success and joy)

[In the review, the teacher encourages students to boldly self-criticism and mutual evaluation, although it is a first-grade students, but all scrambled to express their own insights, the exchange of their own feelings, is still childish words also pointed out that the group, their peers and their own gains and losses. I think, if we can create as many students as possible to explore, experience, perception, comment on the space, students in the physical exercise in the analysis of the problem, problem solving and the initiative to find happiness, the ability to succeed will be gradually strengthened and improved]

Fourth, after the lesson reflection

This lesson using the theme of simulation method of teaching and learning, and more fully play the role of the main body of the students, teachers and students *** together to create a new environment for the students. The whole classroom activities, students hand and brain, body and mind really? Activity? The first time I saw this was when I was a student at the University of California.

As this class is a municipal seminar, I have been worried that the students will? The first thing I'd like to say is that I don't know what to do. The first thing I'm worried about is letting the student group try to do it on their own. The first is to let the student group try to simulate the flight of the formation. As a result of the first-grade students, the pre-course preview and lose the significance of the seminar, so the student group in the class can be instantly teamed up I have no idea in my heart, and even before the class is ready for the students in this session? I even prepared before the lesson that the students would make a fool of themselves in this session. The response measures. But in the classroom, all four student groups unexpectedly showed a variety of wonderful formation flight simulation. I realized that as long as students are allowed to insert the wings of their imagination and are given the space to be independent, students, even if they are new to the first grade, have the ability to turn their innovative thinking into results. The second concern I had before the lesson was the issue of equipment. Since the material and production of the paper airplanes would directly affect the height and distance of their flight, I was worried that this would affect the students' experience and mastery of the correct throwing motion. Facts have proved that my worries are redundant, part of the broken paper airplanes, although to a certain extent will limit the students throwing effect of the show, but after self-practice and teachers and students **** with the investigation, the vast majority of students on the correct throwing action of perceptual and rational understanding of the same throwing action of paper airplanes with different flight heights and distances on the contrary, also aroused the curiosity of some of the students, in the after-school they pulled down the I asked why, after encouraging and affirming their sense of inquiry, I explained to them some of the disadvantages of paper airplanes, while encouraging them to find better ways of making paper airplanes so that they can fly higher and farther. Afterwards, I used this as an example in the class and encouraged the students to learn from these students and try to develop good habits of inquiry in their studies. After a period of time, I was pleasantly surprised to find that most of the students in the class had made good progress in their motivation to learn and their sense of active inquiry. This lesson on the drawbacks of throwing paper airplanes to a certain extent in turn become a trigger point to stimulate students' interest in exploration, it seems that as long as teachers focus on teaching and student exchanges, to do intentional, often unintentional? The teacher will also be able to make the right choice for the students. Will also make? Willow into shade? The effect of this is that it is not a good idea to have a good time.

High school sports education story case three

Guiding ideology: to? The first thing is to be healthy. For the purpose; pay attention to the student's main position, stimulate students' interest in sports, promote independent and innovative learning, pay attention to the differences, for all, so that each student to get the most out of it.

Teaching objectives: to master the basic techniques and skills of throwing, to cultivate a sense of safe exercise; to develop speed, endurance, sensitivity and other sports qualities and muscle strength, muscular endurance and other health qualities; to cultivate a positive, active participation in the sports attitude of the students, and to enhance self-esteem and self-confidence.

Teaching content: grasp fingers? The head of the row to catch the end of the row? Throwing far, throwing high, throwing accurate? Relaxation drill

Design Ideas: Throwing as an important means of developing the physical and mental qualities of students and the school sports test program, has been generally concerned. But from the past situation, in the teaching process there are often students do not participate in the active factors, affecting the completion of the teaching task.

In view of the teaching materials and the students' situation, according to the requirements of the curriculum level four, centered on the five learning areas, close to the three objectives for the design of the case. Through the teacher's inspiration and guidance, students can experience the joy of movement and creativity in their own movement participation and innovation, thus realizing the teaching objectives.

Second, the case narrative

The pre-course episode: once the preparatory bell rang, the students of the first year (8) class gathered to the assembly point of the physical education class. When they saw the baskets of solid balls and softballs, they began to whisper. Teacher, what's the content of today's lesson? A few female students asked slightly timidly.

? Today we have a throwing class. I replied.

? AHHHHHHHHHHHHHHHHHHHHHHHHHHHH! A few of the female students let out ? agonizing? s voice. There are many students in white shirts also face a cloud of sadness. Indeed, the dirty solid balls in the baskets with cinderblock dirt in them were a bit unappealing. Instead, the students showed some curiosity about softballs and grenades. Preparation phase: "Health first". Health comes first. Safety should not be ignored. In order to better achieve the teaching objectives under the premise of safety, I for the main content of this lesson and the physical and mental characteristics of the students, the use of? Catch fingers? and? The head of the row to catch the tail of the row? Two games to make the students' physical and mental state get warmed up. At the same time also diverted the attention of the students to the solid ball.

Stimulate interest, then how to stimulate students' interest in learning? After two preparatory games I began to ask questions:? Students, do you know in the study and life what are the activities related to throwing?

? The basketball thrower. A male student answered in a loud voice.

? Throwing paper balls.

Throw the ball. A ring?

I raised my voice. darts

I raised my voice and said: ? That's right, you're all right, so what do they all have in common?

?

? Both have to be thrown by hand? One student answered, and more students chimed in. In addition to throwing with the hands, what other **** similarities? I asked. The students looked confused. What are the similarities between these activities? Do all of these activities have a throwing purpose? I asked.

? Well, ? , yes? The student replies.

? Today, we will aim to throw far and accurately, and we will design and innovate our own way of throwing, okay? I said.

? Good, good. The students replied happily.

? But I have a request, is to pay attention to safety, and we should try to throw the way

to do different, to see whose throwing action is the most innovative. Okay? I said.

? Good? The students answered loudly.

Learning and practicing phase: I brought the team to the throwing field, announced the beginning of the throwing experience for the purpose of throwing far, and reiterated ? Try not to repeat the movements that others have already used, and see who has the most innovative throwing movements. The requirement is to try not to repeat movements that have already been used by others and to see who has the most innovative throw.

? I'll go first. Afterwards, two groups of men and two groups of women, in order to throw the long distance for the purpose of innovative long-distance practice, really a variety of styles and patterns: lunge forward, horse stance backward throw, hands crotch backward throw, double-knee kneeling front and back, left and right throw, in situ sideways throw, lateral step up to throw? In the classroom, we not only completed the content of the textbook, but also create a richer posture, so that the spirit of innovation, creative consciousness, creative ability to carry and carry forward.

The students inspired each other, motivated each other, learning enthusiasm has never been higher. When they were not finished, we began to practice the innovative experience for the purpose of throwing the ball to the right place.

? Teacher first. The students neatly gave me a signal. The students are all ready to give me their orders.

? Yes, sir! I'll do it. I picked up the softball on the ground and threw it at the basket four meters away in the form of a dart. The applause was loud again. The next thing I know is that my classmates are doing a lot of different things, sighing, appreciating, accusing, encouraging and laughing.

Application stage: this stage is mainly combined with the characteristics of the throw far, throw accurate development of students to control the power of the ability, and through the collective collaboration *** with the experience of cooperation and success of the fun.

? Here we make a game, have you heard of bowling? I asked.

? I've heard of it? I've heard of bowling. I've even gone bowling with my dad," the students answered, even bragging a little.

?

All right! We're going to do a game of bowling against each other," I said. I said.

The students were divided into four groups, two for each gender. Boys and boys, girls and girls in the group elimination rounds, and finally the winning group of boys and girls in the final. Each person only three times, the winner is determined by the total number of grenades knocked down by each group. At this point, the boys were even more excited and motivated, and it was clear that they did not take the girls seriously, while most of the girls showed a timid look. When I saw this, I added:? Girls have the advantage of throwing one meter less than boys?

? Each group of students should pay attention to the rules of the game, to knock down the grenade in the form of a ground ball, the throwing method can be freely chosen, but shall not cross the throwing line. I add the rules of the game.

Third, teaching reflection

(a) teaching objectives through the teaching process successfully realized. The teaching goal of this case is to develop students' innovative spirit and ability through the experience of throwing innovation. The case mainly allows students to design the throwing method according to their own learning and life experience, and to ? Bowling? Collective competition game as a carrier, so that students enjoy the fun of throwing, experience collective cooperation to obtain the joy of success, so as to achieve the teaching objectives.

(B) dilute the competitive color of the teaching of throwing, attracting students to participate actively. Students' physical and mental health and good social adaptability is mainly realized through the form of sports participation. This case lightens the throwing technology, let students according to their own life experience and learning basis, innovative experience and practice, not only improve the throwing ability, but also stimulate students to participate in the throwing activities of interest and enthusiasm.

(C) create a strong democratic atmosphere, reflecting the teacher-led, student-oriented new standards

concept. In this case, the teacher has always been a participant in the classroom, and students *** with the whole class to participate in the experience of the throwing activities. There is no barrier between teachers and students, equal dialog presents a democratic atmosphere, the teacher's leading, the student's subjective position are fully embodied.

(D) the teaching content and the actual connection with life, learning to use can be effectively realized. Throwing is a common skill in people's daily lives. This case allows students to put forward a throwing purpose, use their own knowledge and experience base, design the corresponding throwing practice methods, to promote the development and improvement of their throwing ability in life practice, so as to achieve the effect of learning to use.

(E) Happy and pleasant learning situation, pay more attention to sports safety education. The more the form of teaching emphasizes autonomy, the more likely to be loose, which will increase the classroom teaching of unsafe factors. For example, in the long throw, throwing and bowling practice, must require each group of students in the throwing object all throw, before the group of throwing objects can be retrieved, in order to avoid the danger.

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