How to carry out "autonomy, cooperation and inquiry" learning in physical education teaching

Learning style is of great significance to students' development. Autonomous, cooperative and inquiry learning is one of the new learning methods advocated by the basic curriculum reform, and it is also a highlight of the new round of teaching curriculum reform. It breaks the teacher-centered teaching mode and changes the single "indoctrination" and "cramming" teaching mode. It is a novel teaching mode to let students compete in cooperation, cooperate in competition, learn in fun and seek happiness in learning. It completely conforms to the viewpoint of quality education. In the usual physical education teaching, I always adhere to the concept of health first, and conscientiously implement this concept in practical teaching.

First, autonomous learning.

The traditional physical education teaching mode is: demonstrating and explaining students, imitating teachers and guiding students. Teachers are the main body in physical education teaching, and students learn passively according to the practice steps arranged by teachers. No matter what courses the PE teacher teaches, students learn passively. The more PE teachers teach, the more students learn. The less PE teachers teach, the less students learn. You can't learn independence without teaching. In this curriculum reform, the most important thing is to cultivate students' autonomous learning ability and improve their enthusiasm for physical education through autonomous learning. Autonomous learning emphasizes that students, under the guidance of teachers, formulate and complete specific learning objectives according to the spirit of curriculum objectives, their own conditions and needs. Under the encouragement and guidance of teachers, students become passive and active, experience themselves, give full play to the role of "director", and realize the transformation from "forcing me to learn" to "I want to learn".

1. Experience process

Before the mat ball teaching, students can experience the ball feeling by themselves, because in actual teaching, I found that many students, especially female students, feel that mat ball will be very painful. Through the experience before teaching, students can alleviate this fear. Before teaching, let students use any part of their upper limbs to cushion the ball, either with one hand, with both hands, in situ, continuously or intermittently, as long as the ball bounces. In the process of experience, students are completely independent activities and are not restricted by any conditions.

2. Practice and guidance process

After a period of experience, students will have some experience on the action of padding the ball. Although some students don't move correctly and the ball can't be put on the mat, all this is for the follow-up teaching. Then, the teacher let the students know the position of the cushion ball and the standard cushion ball action through some demonstration actions. In the subsequent cushion practice, teachers should design a variety of practice methods, such as in-situ unarmed, cushion ball, self-cushion, throwing a cushion, moving the cushion ball and so on. Let the students practice repeatedly and master the basic skills of cushion ball.

3. Self-assessment process

After a period of practice, the students have basically mastered the cushion action. At this time, the teacher can divide the students into several practice groups, so that the students in these groups can find out each other's shortcomings in actual practice. At the same time, students can also judge the quality of their own movements when observing other students' exercises, find out the shortcomings in their own cushion movements and find out the reasons, so as to consciously and actively improve their own movements and constantly improve their cushion level.

Second, cooperative learning.

It can be divided into two processes: mutual learning and interactive learning. Learning from each other or complementing each other, students who cooperate with each other should learn from each other's strengths, give play to their respective advantages and improve together. For example, volleyball cushion technique and physical fitness cooperate well, the latter can improve the cushion ability, and the former can improve physical fitness. Interactive learning is face-to-face mutual discussion and encouragement, and both sides benefit from a tacit action. For example, students no longer use wall mats and self-mats in volleyball practice, but practice in pairs of three and practice passive hitting. The cooperation of two people, one with bare hands and the other with the ball, can make students feel the touch of the ball passively. Practice actively feeling the hitting position (one person holds the ball and the other person takes the initiative to hit the ball. Find the correct position of the ball and experience the hitting action). Under this practice method, students can exchange experiences with each other and cooperate with each other.

Third, inquiry learning.

This is a process from passive learning to active learning, from indoctrination teaching to guidance teaching. By trying, experiencing and practicing independently in practice, we can actively find our own shortcomings, find problems in practice and actively solve them, thus cultivating inquiry consciousness and innovative spirit.

1. Transfer learning

Let students cultivate their ability to change their thinking in practical teaching, and let them observe and think from different angles. By observing other students' exercises, we can find the similarities and differences of different students' exercises. In teaching, we should explore the mobility between different projects. In teaching, we should combine the new teaching technology with the similar or opposite technology we have mastered to carry out analogy teaching and transfer the existing skills to the new ones. For example, the "whipping" action in throwing technology and volleyball spike, badminton kill and other technologies migrate with each other, and the basketball layup action and volleyball spike step move with each other.

2. Inductive learning

Guide students to analyze and classify what they have learned and extract all the characteristics of these sports. In the study of three big balls (football, basketball and volleyball), students are urged not only to master their own characteristics, but also to discover all their own characteristics. For example, passing the ball and organizing the attack are all essential skills and tactics.

3. Constructive learning

Let students experience different sports through independent activities and feelings, so as to master the characteristics of different sports and all their own characteristics, and thus build their own reasonable cognitive structure. In the process of physical education teaching, teachers should constantly improve and perfect their own learning methods according to the actual situation, so that students can master the ability to improve their cognitive level, thus improving the enthusiasm and consciousness of physical education learning, and finally achieving the goal of autonomous learning.

In a word, autonomy is the basis and premise of cooperative inquiry, cooperation is the form and way to promote autonomous inquiry, and inquiry is the purpose of autonomous cooperative learning. The three are integrated and promote each other. Their application in physical education can improve students' physical fitness and promote students' mastery of various sports skills. In teaching, teachers should treat teaching materials, skills, students, interests and emotions with a developmental and connected perspective. Enrich our teaching means and methods, improve teaching art, and meet students' learning needs and interest needs. Create opportunities for performance and success for each student, let students experience the fun of learning in active participation in inquiry, and let students truly become the masters of learning.