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笔者尝试以“8秒跑”和“扑克牌游戏跑”作为教学手段,使其达成目标的有效性。笔者从以下三方面探索与实践第一,从实践的初始阶段来看,利用三个距离段(15米、25米、35米)“8秒”跑找步频节奏,很多学生不能一下子完全理解“8秒”跑的概念和表现出对自己能力的不确定,总是跟着别人的节奏跑,通过教师进一步的提示和引导,在反复练习中学生们发散思维,逐渐理解“8秒跑”的要求和目的,不断纠正对时间、距离、跑的节奏的判断,目标也越来越明确,大多数学生找到了适合自己的节奏,而此时,学生们似乎忘记了自己一直在不停的跑。形成了由初期教师的引导学练到学生的自我学练的有效转换。“8秒跑”不是任务,它就像一个游戏旋涡,把学生引进去,通过学生的努力自己再跑出来,学生
I try to “8 seconds to run ” and “poker game to run ” as a teaching tool, so that it can achieve the goal of effectiveness. The author explores and practices from the following three aspects. Firstly, from the initial stage of practice, it uses the three distance segments (15 meters, 25 meters and 35 meters) to find the stride pace and many students can not Children fully understand “8 seconds ” running concept and show their own ability to uncertainty, always follow the rhythm of others run through teachers further tips and guidance, repeated practice students divergent thinking, and gradually understand 8 seconds to run, “the requirements and purpose of continuous correction of the tempo of the time, distance, running judgments, the goal is more and more clear, most students find their own pace, but this time, students seem to forget themselves Has been running. Formed from the initial teachers to guide students to practice self-learning and effective conversion. ”Running for 8 Seconds" is not a task, it is like a vortex of games that introduce students to run through the efforts of students themselves, students