On How to Infiltrate Moral Education in physical education class Teaching

Physical education is an important part of the whole school education, which has unparalleled unique advantages in carrying out multidisciplinary ideological and moral education for students. Sports activities can not only make students strengthen their physique, improve their sports skills and techniques, but also develop their intelligence, cultivate their sentiment, exercise their will, cultivate the spirit of collectivism, enhance organizational discipline, promote the formation of students' good ideological and moral character, and make students become all-round talents with good physical health, mental health and social adaptability. Therefore, in the process of teaching, teachers can really "teach" and "educate" and fully realize the purpose of physical education as long as they take effective measures according to the actual situation, teaching materials and teaching conditions of students, teaching content and students' physiological and psychological characteristics and give full play to the moral education role of physical education. First of all, in physical education teaching, teachers should seize the opportunity to cultivate and strengthen students' conscious awareness of physical education. Good collective concept and organizational discipline are the guarantee to make the teaching process go smoothly and complete the teaching task. However, students' collective concept and organizational discipline are not formed spontaneously, which requires teachers to actively guide them in teaching and purposefully cultivate students' excellent qualities such as caring for the collective, caring for the collective's thoughts and feelings, and being diligent and enterprising in sports practice. Starting from this understanding, in physical education teaching, we should focus on the big picture, start from the small things, and pay attention to strengthening the infiltration of moral education in every teaching detail, so that students can get together in the physical education class and get physical and mental exercise and improvement. For example: queue preparation activities before class. In physical education, queue and gymnastics formation are not only the basic training of students' body posture and spatial perception, but also a strict collective activity. It requires students to complete coordinated actions under the same password, so as to cultivate strict organizational discipline and strong collectivism spirit, and develop the ability of quick response, accurate action and coordination. It plays an important role in enhancing students' collective concept and organizational discipline, and it is also a good start for physical education class. When the lesson preparation bell rings, the students are still scattered on the playground, making it difficult to concentrate. In view of this situation, it is particularly important to strengthen students' ideological education and explain the significance and role of queue preparation. At the same time, set an example and arrive at the meeting place two to three minutes in advance. In casual conversation with students, it is suggested that some students take the lead, line up when the bell rings, and pay attention to students' performance on the playground. As soon as the bell rings, the Sports Commission will whistle to let the team line up quickly and assist the Sports Commission in inspection and supervision. Simply emphasize that punctuality and quick arrival are the collective requirements for each student, while classmates are concerned and arrive in time. After the bell rings, praise the students who are scattered around and run back to the team from the perspective of caring for the group and observing the system, so that the whole class can have a "one-minute concept", think about the class group from beginning to end and regard themselves as a member of the group. After a period of hard work, every student will consciously form the idea of caring for and caring for the collective, and actively embody it in action, so as to truly be fast, quiet and even. Second, in physical education teaching, teachers should make use of the characteristics of physical activities, make use of the situation to guide and guide. The content of physical education teaching is very extensive, and different teaching materials have different characteristics. Teachers should formulate different ways and methods of moral education according to the characteristics of different teaching materials. Generally speaking, the teaching of track and field, gymnastics, ball games and other courses can cultivate students' brave, tenacious, hardworking, witty, flexible and decisive qualities, but due to the different forms of various teaching materials, they have their own emphasis on cultivating students' ideological and moral qualities. For example, gymnastics teaching can cultivate students' high organizational discipline and collectivism spirit through the cooperation and coordination of all students; The teaching of track and field can cultivate students' courage and tenacity, and the teaching of ball teaching materials can cultivate students' collectivism spirit of unity and cooperation and enhance their sense of collective honor; In the teaching of basic knowledge of sports, we can cultivate students' patriotism by comparing the past and present development of sports in China and the brave struggle of China athletes to win medals in the Olympic Games. Therefore, in physical education teaching, physical education teachers should delve into teaching materials, explore the ideological content of teaching materials, seize the opportunity according to the requirements of teaching content and the situation of students in exercise, combine the characteristics of students, determine the specific tasks of moral education, and formulate corresponding measures to ensure the completion of moral education tasks. For example, in a tug-of-war teaching, the two teams were evenly matched and there was a draw. Coincidentally, the winning teams are all on the west side of the playing field. In the final of the fifth game, the players who drew lots in the East Hall began to talk about it. They feel that the venue has affected their performance, which casts a shadow of "losing without doubt" on them. Players also complain to each other, and even some players are unwilling to continue the game. During the break, I asked my classmates if they had no confidence in themselves or their players because of the terrain. The players all thought that the terrain and their companions didn't work hard, so they were asked to carefully check the differences between the two sides of the terrain, then observe the characteristics of their respective players and check whether there was any problem with the order of the players. As a result, they found that the terrain was actually no different, but the personnel arrangement of the opposing team members was very different from their own team. Through this analysis, they understand the characteristics of tug-of-war, emphasizing the importance of team unity, which is the basis of winning, and let them understand that as long as one person relaxes, the collective strength will be less, and tug-of-war is a contest between strength and intelligence. Even if the venue has certain influencing factors, as long as you are willing to work hard, the disadvantages can be turned into advantages. Never take accidental coincidence as an inevitable result, and give them appropriate technical guidance. At the beginning of the final, both sides worked hard and were deadlocked for some time. However, due to more ideological encouragement to the eastern players in advance, the students gritted their teeth and persisted, and finally won the final victory. The students cheered. In the summary, through this fact, let the students think about what is the key to winning and how much role everyone has played in this competition. Let the students really realize ideologically that it is very valuable to unite as one in sports activities, stick to the end and overcome difficulties. At the same time, only mutual trust and mutual efforts among peers can give full play to the collective strength. Correctly handling the relationship between individuals and collectives is the key to success or failure. After listening to this, the students are very convinced and understand the relationship between the collective and the individual, as well as the importance of unity and cooperation between peers. Third, in physical education teaching, teachers should be good at using praise to motivate underachievers. "The art of education is not to impart skills, but to inspire, awaken and inspire." Students need love and praise. A psychologist once said: "if a child lives with criticism, he will learn to condemn it;" If a child lives with encouragement, he learns to be confident. "In fact, for students, they hope to get the attention, respect and appreciation of teachers. When they are timid, a "you can do it" makes them more confident; When they made progress, the phrase "I'm so happy for you" made them extremely excited. Sometimes a teacher's trivial praise can affect students' learning mood and enthusiasm. In the teaching process of throwing a solid ball, I realized its power. I remember when the content of the class was just announced: "Throw a solid ball before", some students shouted some extremely negative words, and even some girls whispered, "Why are you throwing a solid ball?" Dirty and tired, what is there to learn? "I feel a little uncomfortable hearing these words, but for the normal order of the class, I can only pretend not to hear them and continue to explain the technical points of throwing the solid ball forward. In the process of explaining, I accidentally mentioned that "a classmate's waist is very flexible and can definitely throw it far", and the named girl excitedly asked "Really? "Teacher, how do you know that I am flexible?" It seems that what she cares about is not how far the solid ball can be thrown. What she cares about is an unintentional compliment, which is an approval and an honor for her. So he said, "Don't believe me, let's try? Also let boys see the strength of our girls. " She agreed excitedly, and other students were also inspired by her emotions, and they couldn't wait to experience it for themselves, and some students clamored to see who could throw it far. In the process of practice and competition, in order to throw further, students concentrate on learning the technique of throwing solid balls forward, but forget the dirty and tired caused by practicing solid balls. At the same time, for students who can't get better grades because of their poor physical fitness, they should also be affirmed and supported in time to encourage them to use their own specialties to get better grades in other projects. After class, a student said, "Through this practice of throwing the solid ball forward, I have confidence in my athletic ability, and I will never be afraid to go to physical education class again." It can be said that the teaching has indeed received unexpected results. It can be seen that strengthening moral education for students in physical education can start from many aspects. Some students' performances in classroom practice sometimes seem trivial. If handled well, they can be the best "weapons" to educate students, but if not handled well, it will not only affect classroom teaching, but also affect the formation of students' good ideology and morality.