巧用三“好”心理进行教学设计,提高学练技能积极性——以远撑前滚翻教学为例

• 作 者: 于文明 尹耀
• 机 构: 山东省威海市文登区三里河中学,山东省乳山市西苑学校,
• 出 处: 中国学校体育
• 发表日期: 2016年07期
• 关键词: 生活情境 情境创设 中所 展示平台 啧啧称奇 课堂纪律

一、针对“好奇”心理,创设生活情境,激发学练欲望学生在教师指令下学习远撑前滚翻动作往往是枯燥的,学生一般不感兴趣。教师应针对学生(水平四)好奇心强的特点,通过创设一定的问题情境,引发其探究的兴趣,让他们认真地去观察、倾听和思考,从而产生积极尝试和学会的欲望。在学习远撑前滚翻动作之前,笔者向学生讲述了小明被路上的石头绊倒而摔坏

First, in view of “curiosity ” psychology, create life situations, stimulate learning desire Desire Students under the instruction of the teacher to roll over before the action is often boring, students are generally not interested. Teachers should focus on the characteristics of students (level IV) curiosity and create interest problems by creating certain problematic situations so that they can observe, listen and think conscientiously, resulting in positive attempts and desire to learn. Before learning to roll over before the move, I told the students about the small trip by the stone trip and broke