How to conduct simulation class in physical education teaching.

The so-called simulated classroom is a virtual classroom, in which teachers describe the teaching process in their own language without students. It is a teaching and research activity that closely combines personal lesson preparation, classroom practice and teaching research. It combines the advantages of traditional lectures and live lectures, and puts forward higher requirements for teachers. Take cross talk as an example. If the "real classroom" is a group crosstalk, then the "simulated classroom" is a stand-up crosstalk, which requires both teachers to play their own roles and different students' roles. Physical education teachers should focus on the following points in the simulation class: 1, clear language expression and accurate use of terms are one of the most basic skills of teachers in teaching. In the simulation class, the teacher's language expression is the most important, so it takes a lot of time to design your own language expression, so that the teaching process can be completely expressed in language through your own language expression, creating a relaxed atmosphere for the audience to concentrate on listening. Although the simulation class can't fully reflect the teaching skills of the teacher, the reasonable teaching design can better show the teaching philosophy and professional skills of the teacher. After designing the teaching content, it is very important to be familiar with the key links and strengthen the memory, so that the excellent teaching design can be expressed and described in its own language. When conducting simulation teaching, don't get stuck or have a long blank when explaining, so as not to give people the impression of insufficient preparation. In the simulation class, many teachers are nervous, which leads to unclear language expression and confusion of language logic, which makes the judges (or teachers in class) not interested in listening to the teaching design of applied teachers. Physical education teachers' natural teaching attitude, dignified stance, clear language expression and friendly language will certainly show their due brilliance when explaining teaching design. Physical education class, as a highly specialized subject, teachers should consciously express the teaching contents or actions in sports terms during the simulation class, so as to at least show the basic quality of physical education teachers. In the simulation class, some teachers are not sure about the sports terms and express them in dialects, such as calling the elbow joint "arm (elbow)", the front flat lift "flat lift" and the hip joint "thigh root". This kind of action name makes the judges feel that such words are harsh, which greatly reduces the personal teaching effect and seriously affects the judges' impression. 2. Grasp the main links of physical education class and pay attention to the accuracy of demonstration. Physical education class's basic teaching design consists of three parts: preparation part, foundation part and ending part. In these three parts, teachers need to carry out detailed design, adopt situational teaching design, carefully design introduction and interlanguage, highlight difficulties, handle them properly, make the teaching design real and effective, and make the steps clear, so as to arouse the interest of the judges. When designing the simulated classroom, we should fully consider the fundamental difference between the simulated classroom and the life classroom, that is, there are many oral expressions that can be omitted in the simulated classroom, so as to avoid the teacher's verbosity in the simulated classroom. For example, when running in class, the teacher adopts group teaching and will practice "getting ready to run" many times according to the group situation. However, if you practice with this password in the simulation class, people will feel that the teacher's password is very boring, so for this kind of teaching, the teacher can give the password once (mainly to show his own password) and then take it away directly in one sentence. When teaching difficult points, teachers should focus on them, design them carefully, plan them in detail, and determine teaching methods such as problem solving, demonstration and games. The teacher's explanation and demonstration in the simulation class is the most critical. Explaining can reflect the thinking and language expression ability of physical education teachers, as well as the ability to understand and analyze the important and difficult points in teaching. Demonstration is the most important form to show the basic quality of physical education teachers, which can best reflect their basic teaching skills. In the simulation class, it is necessary to demonstrate correctly (especially the direction of demonstration) and have both form and spirit to ensure the success of the demonstration. In the usual simulation teaching, many teachers often make low-level mistakes in the demonstration, which is very regrettable. The main reasons for failure are lack of confidence in their own demonstration, or unskilled movements, and too nervous. A big difference between simulation class and life class is that the failure of demonstration in simulation class is a poor performance of basic skills, while in life class, experienced teachers can prevaricate, and it is difficult to justify and make up for the failure of demonstration in simulation class. When explaining, physical education teachers require clear language, accurate introduction of action methods and a sense of hierarchy, and can grasp the key and difficult points of action methods and introduce them in detail. 3. In order to leave more imagination space in the simulation class, teachers need to ask themselves and answer themselves in teaching, especially when teaching is difficult. Clever design can show superb professional skills and the ability to master classroom teaching, organically combine the presupposition in teaching with the generation in teaching in a clever way, thus creating a real classroom atmosphere, paying attention to the summary and evaluation of classroom teaching, and making people have unlimited imagination to obtain. Taking the teaching of obstacle courses as an example, students' learning problems are preset through situational design, and students are allowed to follow the correct practice methods in learning through teachers' observation, explanation and correction. Teachers' body language and infectious emotional attitude in the use of games can infect themselves and onlookers. Then, through the guidance of teachers' language, remind students to pay attention to the methods and skills of crossing obstacles in practice, cultivate students' sense of unity, cooperation and competition, and make the originally lifeless physical education class vividly completed with endless aftertaste. Note: 1, arouse your passion and try to get excited. Physical education class is a passionate classroom. In the simulation class, the PE teacher is both a "director" and an "actor". He should not only show his design ideas completely in class, but also devote himself to the virtual and real teaching, mobilize his passion, impress himself with his professional skills and infectious language, and drive the audience to achieve this goal. 2, according to their own specialties and specialties for teaching design. Whether you choose a topic by lottery or by yourself, you should "transfer" your own specialty in teaching design. After all, only your best major can make you feel confident and comfortable. For example, teachers are good at dancing, and the required subject is track and field. Teachers should design dance-based preparatory activities in the preparatory part, or use dance to relax at the end, so that their professional characteristics and personal professionalism can be displayed in the simulated classroom; If a teacher is good at running, the topic he chooses is jumping. In teaching design, teachers should design running games or games combining running and jumping in the second half of the basic part to give full play to their professional skills. 3. Pay attention to teaching evaluation and summary. In fact, there is not much obvious difference between simulation class and real class. It is very important for teachers to evaluate and summarize the simulated classroom teaching. Teachers are required to be timely, inspiring and authentic, to be able to evaluate all kinds of problems and situations that appear in students' real learning, and to give teaching evaluation in time; In the summary, teachers can summarize the teaching content and teaching effect respectively according to the form of lectures, and their own teaching design ideas and methods to deal with important and difficult points can also be interspersed in the summary. Evaluation and summary should be concise and clear, and should not be generalized, irrelevant and piled up.