From the network
Junior high school physical education "low impact pace and basketball changing direction without changing hands to dribble"
First, review the test questions
Second, the analysis of test questions
teaching process
(a) the beginning part
1. Classroom routine: The Sports Commission should line up, report the number of people, say hello to teachers and students, introduce the content of this class, check the clothes and arrange interns.
Organization teaching: four rows of horizontal teams.
Requirements: the queue is neat and the assembly is rapid.
2. Introduction: Students, let me ask you some questions. Who can tell the teacher who invented basketball? Well, gay men learn quickly, don't they, James? Naismith. What about volleyball? Everyone is right. Is that William? Morgan, from here we can find that some of our sports are created by people who love life. Who created the aerobics we learned last class? Everyone shook their heads. The teacher came to tell you that the inventor of aerobics is Jane? Fonda, an American movie star, published Jane at 198 1. Fang Dajian's art caused a sensation in the world. Today, we continue to follow the footsteps of last class to learn the low-impact pace of aerobics.
(2) Preparation part
1. Game: Birds fly
Methods: A group of three people, two people hand in hand to form a bird's nest, another person standing in the middle of the bird's nest to be a bird, the other three students choose to be free-flying birds, the teacher is a hunter, and the venue is a forest. When hearing the hunter's password "bird flies", every bird needs to change its position to find a new nest; When I heard "Bird's Nest Flying", the bird stopped moving, and the bird's nest changed partners to form a new bird's nest, standing around the bird; Hearing "bombing and flying", everyone regrouped.
Rule: Do it at the designated venue and don't go out of bounds. Every time you change, you have to form a new combination with different people. Birds or trees that do not find a combination will be rewarded with 5 push-ups (male) or squats (female).
2. Rhythm exercises (repeated 4~6 times)
1? 8: In-situ rhythm (hands akimbo).
2? 8: Step (changing arms).
3? 8: Step by step (changing arms).
4? 8: Run+Jump (change arms).
3. Special preparation activities
Positive leg, side leg press, forward kick, side kick, shoulder press in pairs.
Organize teaching: gymnastics formation, teacher demonstration, language to motivate students, timely praise and encouragement.
Requirements: accurate beat, action in place and strong sense of rhythm.
(3) Basic part
1. Demonstration
Positive demonstration, negative demonstration.
Question: What's the difference between the actions demonstrated by the teacher today and those we learned last class?
The student replied: The action in the last class was basically standing on the ground with two feet. Today, the action is alternating motion with two feet.
Organizational teaching: circular, centered on teacher demonstration.
2. Explain (the action combination of this lesson)
Low-impact pace: refers to the action of one foot always touching the ground.
Action combination * * * Four eight beats:
1? 8: V step+word step (arm side lift+chest pat).
2? 8: Step (arm side lift).
3? 8: Suction leg (lifting arm).
4? 8: Bend your leg after stepping (arm forward).
Action essentials:
Step V: One foot takes an oblique step forward, and the other foot takes an oblique step in the other direction, so that both feet are open, knees are bent, and then return to the original position in turn. (One word at a time, same, go straight)
Step: one foot takes a step to the side, the other foot takes a step to the back, and then takes a step to the side. The other foot is close together and the knees are bent.
Leg suction: one leg is bent and lifted, and the other leg is slightly bent and padded.
Bend your legs after stepping: stand on one foot, bend the other leg backwards, and then return.
practise
(1) I'll teach you to learn (gradual teaching)
The first eight beats (v step+one step):
Teacher's lead: feet moving, slow? Constant speed (password).
Arm movements, slow? Constant speed (password).
Arm+foot movement, slow? Constant speed (music)
Student exercise: Take the first beat and the eighth beat (music) of the whole movement.
Wrong action: V-step is wrong to put your legs and feet, not V-step.
Correction method: the teacher explains the language, the students practice face to face, and correct each other's mistakes in pairs.
The second eight beats (cross step):
Teacher's lead: feet moving, slow? Constant speed (password).
Arm movements, slow? Constant speed (password).
Arm+foot movement, slow? Constant speed (music)
Student exercise: Complete the action (music) on the second and eighth beats.
Action error: the action is incoherent and can't keep up with the music.
Correction method: education language explanation, combined with password practice slowly and repeatedly.
The first eighth beat+the second eighth beat: the teacher leads the way? Students practice (music).
Beat 38 (sucking leg+lifting arm):
Teacher's lead: feet moving, slow? Constant speed (password).
Arm movements, slow? Constant speed (password).
Arm+foot movement, slow? Constant speed (music)
Student exercise: Finish the action (music) on the 38th beat.
Wrong action: Hook your feet and suck your legs.
Correction method: the teacher explains the language and the students practice by pressing the instep in pairs.
The first eight beats+the last eight beats+the last eight beats: What is the teacher doing? Students practice (music).
The fourth and eighth beats (leg bending after stepping+arm punching)
Teacher's lead: feet moving, slow? Constant speed (password).
Arm movements, slow? Constant speed (password).
Arm+foot movement, slow? Constant speed (music)
Student exercise: Take the fourth and eighth beats (music) of the complete movement.
Wrong action: The student made a mistake and bent his leg back to let it suck.
Correction method: the teacher explains the language and corrects the wrong actions.
Four complete exercises of eight beats: teacher leading? Students practice (music).
Organize teaching: circulation, teacher demonstration, tour guidance.
Requirements: action standard, serious practice, experience the bounce of knee and ankle.
Let's dance together (practice in groups)
Organization teaching: heterogeneous grouping, the whole class is divided into five groups, and the group leader leads the practice of four eight-beat movements. In practice, teachers patrol and guide and correct mistakes individually.
Requirements: the group should complete the exercises in a unified way, with neat movements, and the team leader should be responsible for the whole group.
(3) Brainstorming (group creation)
Organizing teaching:
Play a video of aerobics performance, so that students can watch the characteristics of formation change.
(2) the teacher explained the common aerobics formation, such as 2-3-4 formation and 2-3-2 formation.
(3) The grouping method remains unchanged. The team leader leads the team members to create formations and shapes, and the team members discuss with each other. The team leader is responsible for the whole group, and the teacher patrols and guides in the process.
Requirements: The content of the creation should have a beginning and an end, with at least three different formation changes, complete movements and expressive force.
4. check? Class "Best Cup" Aerobics Competition
Methods: The group displayed their creative achievements and drew lots to arrange the competition order. After each group, the students evaluated each other and finally selected the best performance award, the best completion award, the best vitality award, the best change award and the best unity award.
(4) Conclusion.
1. Relax.
Relaxation Dance: Stretch your arms, legs and torso.
Organize teaching: round, teacher center demonstration.
Requirements: cooperate with each other, listen to music and relax.
2. Summary
(1) Students share courses.
(2) Teacher's summary.
3. Recycle the equipment, announce the class is over, and bid farewell to the teachers and students.
4. Show: Basketball dribbling skills without changing hands.
Special analysis of national defense
1. Please give an example to explain how to distinguish non-impact actions, low-impact actions and high-impact actions.
Reference answer
Non-impact internal movement: refers to the movement in which the feet are always on the ground and the body's center of gravity is between the legs. Generally speaking, the preparation part and the end part before exercise, such as jumping.
Low impact action: refers to one foot always touching the ground, such as stepping.
High impact action: refers to the flight stage, which has a certain impact on the body. Generally, there are forms of running and jumping, such as opening and closing.
2. Please explain how to operate in the editing process, and what is the purpose of doing so?
Reference answer
Here's what I did:
(1) Show students the video about aerobics performance and guide them to watch it. This is to let students know the importance of formation change and provide them with creative materials.
(2) The teacher explains the knowledge about configuration changes, and the purpose of this link is to let students know the creative methods.
(3) In the creative process, students with different technical level and expressive force are grouped by heterogeneous grouping. The purpose of doing this is to promote the awareness of mutual assistance among students and give some incentives to those who are introverted and dare not express themselves. Doing so can also ensure the fairness of the game in the inspection link.
(4) In the process of creation and editing, students are required to have a shape with a beginning and an end, and the formation changes at least three times. The purpose of doing this is to cultivate students' aesthetic feeling and improve their ability of mutual cooperation and innovation.
(5) In the process of creation and editing, the group leader is required to be responsible for the group, improve students' enthusiasm and cultivate sports backbones.
(6) Teachers' itinerant guidance, in the process of students' creation, teachers' itinerant guidance can grasp the whole class well and is conducive to teaching organization.