案例陈述不久前,笔者有幸参加了浙江省体育优质课的观摩活动,其中一节关于篮球急停急起的课堂教学引起了自己的关注和反思。具体教学过程如下:某教师在进行水平四篮球运球急停急起的教学中,对急停的脚步进行细化分解教学。其中,分解一为转身侧对前进方向;分解二为向前慢跑三步听到教师喊“1”时右脚落地,听到“2”时左脚落地;反复练习。由此,出现 Not long ago, the author was fortunate enough to participate in the activity of observing sports quality classes in Zhejiang Province. Among them, one of the classroom teaching items that has arisen from the rapid stop of basketball caught my attention and reflection. The specific teaching process is as follows: A teacher in the level of four basketball dribbling emergency stop teaching, the emergency stop step refinement decomposition teaching. Among them, the decomposition of a turn for the side of the forward direction; decomposition of two forward jogging three steps to hear the teacher shouting “1 ” when he fell to the ground, heard “2 ” left foot landing; repeated practice. Thus, appeared