论文部分内容阅读
一、磨教学目标磨课首先要磨出基于课程和学情的教学目标。教学目标是否符合新课程理念?是否符合新课标要求?是否考虑了学生的原有认知水平?是否能在教学情景下实现?以八年级篮球运球急停急起第一次课为例,磨课前的技能目标为:“让80%的学生初步掌握急停急起的基本动作要领,男生能在较快速度下、女生能在走动中完成急停急起,发展灵敏、速度、力量等身体素质。”显然,这个技能目标定位不够准确,男生有学得慢的,女生有学得快的,不能限死学生学习的源动力。而且,一节体育课中教师也会传授一定的练习方法,磨课之初缺少这方面的目标。所以经过磨课后的技能目标修改为:“让75%的学生初步掌握急停急起的基本动作技术,25%学生能完成行进间运
First, rub the teaching goal Grinding lesson first must wear out the teaching goal based on the curriculum and the academic situation. Does the teaching goal conform to the concept of the new curriculum? Does it meet the requirements of the new curriculum standards? Does it take into account the students’ original cognitive level? Can it be achieved under the teaching scenario? Take the first lesson of the eighth grade basketball dribbling emergency stop emergency as an example. The skills goal before the grind is: ”Let 80% of students have a basic grasp of the basic essentials of emergency stop. The boys can complete the emergency stop at a relatively high speed, the girls can move quickly and develop agility and speed. , strength and other physical qualities. “Obviously, this skill target is not accurately positioned, boys have to learn slowly, girls have to learn quickly, and cannot limit the motivation of students to learn. In addition, teachers in a physical education class also teach a certain method of practice. At the beginning of grinding, they lacked the goal. Therefore, after grinding, the skill goal was revised to: ”Let the 75% of students have a basic grasp of the basic movement techniques of emergency stoppages, and 25% of the students can complete the interim march.