Reflection after physical education

Part 1: Reflection after physical education

The focus of this lesson is to develop students' imaginative and innovative abilities, to develop students' interest in jumping, and to take action on singles, feet and landings. After I coached, I was deeply touched by my heart. The reflection is as follows:
First, the theme content aims to cultivate students' interest in learning and develop their imagination and expressiveness. A class starts through a simple little game: “Standing a circle”, entering the classroom in a competitive way, which fully mobilizes the students’ interest in learning, and subtly completes the transformation of the formation, and the connection with the next teaching link is compact and natural, breaking The traditional form of physical education is too simple and modular.
Second, leave the space for students to comment on each other. After the students of each group played the game with their own pictures and played the games with other groups, I asked the teams to judge the best two pictures in the way of self-assessment and mutual evaluation. Then the four groups used the two. The picture was carried out with a single-footed relay. The students once again practiced the single-footed jump without knowing it. At this time, each student entered an excellent learning state, and the thinking was completely in an agile, clear and active situation. I think this is the best time for students to receive education. At this time, I asked: Who can tell which part of the body is struggling when jumping with one foot? "Students freely talked about the feelings during practice. Finally, I made summaries and demonstrations of the single and double-footed movements according to the students' answers, so that the action method can be highlighted. In order to let the students further feel the correct movement of the single and double feet. Then, the solitaire game with single and double feet was played. In the game, with the music of the rhythm, the activities of teaching and learning are all in the middle of happiness.

Part 2: Reflection after physical education

As a physical education teacher at the grassroots level, there is always a feeling of confusion. I always feel that there are too many things in the pure theory of physical education curriculum reform, and there are too few practically guided and operability things. Do we really want to cultivate students' sports interests every day, without sports training and competition? There is always a certain distance between theory and practice. There are more than 60 people in almost every class in our school. Each person's physical quality is different and their interests are different. What's more, there are many kinds of sports, some like to play basketball, some like to play football, race, throw and so on. If they are based on the interests of the students, let them learn in play. In the minds of students, this may be considered an activity class. In the eyes of other teachers, this is considered a “grazing class”. In fact, the "leading sheep class" is a particularly difficult lesson. The so-called "grazing sheep" must have enough "grass" to let the "sheep" eat, and have a safe place to let the "sheep" eat. I don't dare to go on like this class. It seems that some people are not doing business right, let the students play crazy in the playground, and they wander around and patrol. Second, the school environment is somewhat not allowed. In a physical education class, there are three or four classes on the playground, and six or seven classes are often on the field. It ran to hit people here, and the ball was thrown at people, let alone other projects. Shouted a few years of quality education, happy sports, or on the traditional teaching methods, four columns of the team collection, jogging, explanations and so on.
The public said that the public is reasonable, the wife said that the woman is reasonable, we only accept the whole dish, until the careful recollection is really sour and bitter. In any case, teaching in line with the actual situation of the school is the best.

Part 3: Reflection after physical education

On the day of September 17, I went to the first public sports class in the second section of the bridge. Before the class, I did a lot of preparations, but after I finished the class, I felt bad. The first feeling that I gave people was too messy. Maybe the school where I was intern during my internship was not a small country. The first time I opened the class, I was too nervous. I knew where my shortcomings were through the comments of the teacher experts.
The accuracy of a class language is not enough, and there is too much nonsense. At this point, the self thinks it is very good, but it seems to be superfluous to others. As a teacher, the first thing is to pass the language and explain what to do. Do, do not add to the expression while expressing clarity. I am still not enough at this point.
The atmosphere in the classroom can be motivated, but my mental outlook is not too concerned. The demonstration is not clear. When I teach new movements, I slow down the speed to show the children. Because it is too slow, it becomes a decomposition action. Leading students to mislead the coherence of this movement, the original demonstration action is to give the child a coherent and complete movement. This is an action system. Once it is decomposed, it becomes another action. Because of my limited experience, this basic The basic actions become actions that misunderstand the students.
3. There is no unified practice. The amount of exercise at the end is more than the basic part. In the course of class, the students' practice is relatively short. There should be a uniform exercise, and it should be longer. I didn’t pay attention to the end part. Until the child has exercised, he should practice free practice more than its strength. In this case, not only can it not relax, but it will increase the amount of exercise of the students.

Part 4: Reflection after physical education

As a basic form of teaching students the basic knowledge of sports, letting students master the basic skills of sports, forming certain sports skills, developing the comprehensive responsibility and ability of sports, and improving the level of physical health, physical education classes also have the form and method of teaching. Similarly, it is no longer unique. Therefore, reforming the traditional teaching mode of physical education is a top priority for physical education. I have the following feelings about the teaching of physical education:
First, attach importance to the preparation of the physical education class
The role of the preparation part is to prevent students from physically and mentally damaging the students by avoiding psychological and physical preparations when they are engaged in a certain sports program. Different sports have different physical and mental requirements. The traditional physical education model focuses on joints, ligaments, muscle viscosity, etc. The content that should be expressed is nothing more than jogging, freehand exercise, games, etc., and most of this form is under the guidance of teachers. According to certain requirements. This has bound students' thinking and actions to a certain extent, and has had a certain negative impact on students' participation in sports activities. The open preparation activities give the initiative to the students, and the students are free to play, full of imagination, and full of new ideas. Students can adapt the knowledge they have learned from the teacher. They can move the excellent content such as TV and video to the classroom, or they can create new content based on existing experience, processing and synthesis. This not only gives the students an opportunity to express themselves, but also trains the students' organizational skills. At the same time, it also puts higher demands on the students, prompting the students to continue their efforts and develop good sports habits. In addition, the open preparation part also leaves a certain space for the students. The teacher can set the problem situation, let the students actively think and try to answer the questions, and guide the students to test in the actual practice, so that the students can correctly understand both theory and practice. The mutual relationship, the happiness of success, and the good habits of students to think twice before acting. In addition, self-introduction to regulate emotions and other aspects of knowledge can also be used in the open preparation activities, allowing students to understand, master, and use in the actual operation process.
Second, the basic part of the physical education class can fully mobilize the enthusiasm of students to learn
Adopting an open physical education mode is to recognize the differences between students and treat each student differently, so that each student can find the best development in the learning environment that suits them best, so that everyone has a sense of accomplishment. It is conducive to students' self-evaluation. Students timely summarize the problems in the process of training according to the requirements of teachers, feedback teaching information, teachers timely correct teaching objectives, and form a virtuous circle: teachers set teaching goals → student learning → student self-evaluation Practice effect → information feedback → teachers revised new goals. Respecting students, trusting students, and letting students experience success can enhance students' self-confidence and motivate students to learn. Affirming the students is both stressful and motivational for the students. With the affirmation of the students, they will try to overcome the difficulties encountered during the training process and carefully complete each exercise. In a relaxed environment, students consciously carry out the training, and the teachers want the students to learn to learn for themselves. With their own hobbies and their favorite projects, students always have an upward mentality. After encountering difficult setbacks, they will find ways to solve the problem themselves, which will prompt them to think, use various methods to solve problems, and improve their enthusiasm for learning.
Third, the end of the physical education class that cannot be "underestimated"
The end of the physical education class is not limited to the traditional form, as long as it is beneficial to the body and relaxation of the activities can be used, games; happy group dance; mutual massage; self-massage; adjust breathing; relax ideas; listen to an elegant music Imagine yourself in a beautiful natural environment and enjoy the gifts that nature gives to people; after-school physiotherapy, medicine, nutritional supplements, saunas and other forms can be used by students. Let students find one or more forms of relaxation that are most suitable for them in different situations, which will help them to use for lifelong sports after they leave the school.

Part 5: Reflection after physical education

As a young teacher, I will encounter many different problems and difficulties in my work, but I will not back down and will not admit defeat. I must face the problem bravely, solve difficulties, sum up experience, learn lessons, and be myself. In the cause of love, we are constantly making progress and striving hard.
The main content of this lesson is the conversion and the "tail-catching" game. The teaching goal is to enable students to master the correct way to walk, maintain a correct body posture; develop students' physical coordination, sensitivity and responsiveness; cultivate students' interest in sports activities and collective honor. This is a simple squad-like class, which seems easy, but it is difficult to unify the details. For example, the student's basic standing position can stand well, but the persistence is poor. The first step of stepping into a step is difficult to get along, and the neatness of the horizontal row is even harder. From this point on, I made a layered mistake. The cross team went away and the row was not easy to walk. It is much easier to walk with the column. Therefore, the method is very important. The preparatory work before class, the research and design work of the class is more critical. There are not enough requirements in the regular details of the classroom, such as: the posture of the squat is not uniform, the demonstration, the listening requirements are not serious. When I was the first upper-limb game, I was able to promote the classroom atmosphere and motivate the students. However, the placement after using the equipment was very casual, and I did not ask for specific requirements. This is also a problem that is overlooked in detail. In the future, we should pay attention to it, from small to small, from careful to strict management. One of the most serious mistakes in this lesson is that it is more reasonable and appropriate to consider which teaching aids to use when studying lower extremity games. This is not a cognitive understanding. I will sum up the experience and learn from the above questions. Avoid one by one in class, earnestly take each class, and strive to let students not only exercise but also learn knowledge in physical education.
The biggest shortcoming faced by young teachers is the lack of experience. They can't grasp the key points of teaching. After the first time the leadership team listened to my class, they put forward valuable opinions. I think it is very correct and humbly accepted to correct. The efficiency of classroom teaching and learning is the key. In the classroom, we should organize the content reasonably, optimize the teaching methods, give full play to the initiative of the students, pay attention to all students, pay attention to information feedback, and create a good classroom atmosphere, but at the same time pay attention to the students to be freely retracted. Students should not be too active, otherwise it is not conducive to controlling classroom discipline, which in turn affects the effectiveness of learning.
As a new teacher, I have to deal with the teacher-student relationship. It is the premise and condition for the implementation of the new curriculum reform and teaching reform. The promotion of the new curriculum is to establish a new type of teacher-student relationship that fully reflects the spirit of respect, democracy and development, so that students can learn. The initiative and creativity are fully utilized. To establish a new type of teacher-student relationship, teachers should treat students with sincerity, care for each student, and treat students fairly. They should not be inferior to each other. Especially for students whose academic performance is not satisfactory, teachers should encourage and care more and believe theirs. Potential, help them effectively, become the promoters and service providers of students. The teacher-student relationship in traditional teaching is an unequal relationship. Teachers are not only the controllers of the teaching process, the organizers of sports activities, the judges of achievements, and the absolute authorities. Moreover, they always try to "format" their requirements and teach according to their own ideas. The new curriculum requires teachers to transform from the transfer of knowledge and skills to the promoters of student development, from the commander of the condescending to the co-operative mentor and friend, and transform the teaching process into a process of jointly developing curriculum standards for teachers and students. Throughout the learning process, the teacher is only the guide and service provider of the student's learning. In the equal interaction with the students, the students are helped to master the learning method. The students are always the masters of learning. The teachers play an encouraging and promoting role, so cooperative teaching, I will Try to pass on all my knowledge and skills to students.