Basketball basic theory
As a teaching worker, it is often necessary to prepare speeches based on teaching needs, which can improve the quality of teaching and achieve good teaching results. How do we write the script? The following is a text of the basic basketball theory that has been prepared for you by the authors。
Basketball basic theory 1
I. Pedagogical design intent
Basketball is a popular sports project in which fourth-grade students are physically qualified to play basketball. They are keen to participate and often have the opportunity to enjoy some wonderful basketball games, such as watching nba, cba and olympic and world championships on television, but many of them do not understand the rules, so there is a pressing need to learn about the theory of basketball, so that, through this course, the basics of basketball, students are given an initial understanding of the definition of basketball and of some simple rules that can be applied and observed in the appreciation of basketball and participation in basketball. They are also encouraged to take an interest in basketball and have a good basis for building a lifelong sport。
Ii. Teaching objectives
Cognitive goal: to educate students about the role of basketball, its origins, its venue and its methods。
Emotional objectives:
1. To develop a disciplined behaviour of students
2. Fostering the interest of students in basketball and building a sound foundation for a life-long sports view
3. Fostering excellence in student solidarity and collaboration。
Iii. Pedagogical design guidelines
The teaching of this subject is guided by the new “sport curriculum standards”。
1. Focus on student development, with emphasis on the subject's status. The development of students has always been at the centre of the curriculum, from its design to its evaluation. The dominant role of teachers in teaching activities is reflected in particular in the dominant position of students. To stimulate the interest of each student and to develop a sense of self-learning and solidarity。
2. Focus on individual differences and needs to ensure that each student experiences success. Owing to individual differences among students in physical conditions, interests, etc., the combination of practical and shallow content design in teaching enables each student to experience the benefits and pleasures of basketball。
3. Every student has the space to create freely imagined, so that he or she can create and play. Several spaces have been designed in the curriculum to enable students to do so through imaginary creative analysis. To develop the motivation and learning potential of students and improve the effectiveness of the classroom。
Use of teaching methods
The teaching objectives of the course and the actual performance of the student are guided by the teaching philosophy of “for the development of the student, develop the interest of the student and develop a life-long sports view”. In teaching, the following methods are used:
1. Self-learning: giving students a free and autonomous space for activity and imagination to develop their innovative capacities。
2. Inspired teaching: to develop theoretical knowledge and enhance students ' ability to solve their problems by enlightening them and leading them to practical analysis。
3. Group teaching: the exercise of the primary status of students. The spirit of cooperation among students has been strengthened through the mutual reinforcement of small group competitions, which have helped students to form a collective awareness of mutual assistance。
V. Pedagogical process analysis and processing
Through questions: “you guys, do your parents usually watch basketball games or do you play basketball yourself? "the subject of basketball basics, presentation。
Question 2: “you guys, do you know what the benefits of basketball are?” this brings out the role of basketball。
3. Description of the origin and location of basketball。
4. Method of playing basketball: (including number, location, score, time and definition)
(1) panel discussion on the number of participants in the basketball game and representation. Summary of the evaluation。
(2) the location of the free speech basketball game, the summary of the teacher evaluation, and the presentation of the positions, allow students to give examples, the teacher's evaluation, and then the video of the representative of the position to be shown in order to facilitate a better understanding of the positions。
(3) panel discussion on basketball scores and presentations. Summary of the evaluation。
(4) timing of basketball games with hands raised in real terms. Summary of the evaluation。
(5) a lecture on the definition of basketball。
Basketball basic theory 2
The standards for the new physical education curriculum require teachers to teach practical courses with the primary aim of promoting the physical and mental health of students and to ensure that the vast majority of teaching time is spent on physical activity practice. It is only through the regular participation of students in physical activity that their bodies can develop well and their mental health and social resilience can be further improved. My entire teaching design is based on creating a situation that stimulates the interest of students to engage in physical activity and leads to self-awareness. The “playing” of basketball by the students themselves is used to understand the process and methods of action, to replace the unified answers with their own independent thinking and perception of experience, and to replace the uniform understanding guidance with their own emotional experience. The whole process promotes student identity and spirituality. At the same time, the logo places particular emphasis on the importance of “training”, advocating for adequate training of students, a sense of the whole in practice, a sense of awareness in practice, the development of a sense of the ball and a sense of the ball in practice, and a feeling of teamwork among the team's peers in practice. In this philosophy of teaching, i will move away from the multiplicity of oral analysis and action demonstrations, seeking to be brief in the presentation and demonstration of action, to move directly to the point, to focus on “body” practice in this class, and to allow “practice” around basketball to continue throughout the classroom。
Based on these conceptual and pedagogical features, as well as on the students ' practical aspects, i have formulated the following teaching objectives:
1. Actively and enthusiastically participate in small basketball exercises and games that pass through the chest and dare to show themselves in front of their peers。
2. To improve the ability to pass the ball by providing initial access to the hands and chest of small basketball。
3. Demonstrate a spirit of cooperation with fellow students in practice and games and develop a good collective spirit and social adaptability。
In order to achieve the above-mentioned teaching objectives, i have arranged four stages of the course:
Create situations and stimulate interest. At the beginning of the course, teachers and students communicate with each other through language and through the encouragement of the teacher... So that the students can play ball with the music, so that they can be happy with basketball and love basketball。
2. Personal experience and self-censorship. Through the introduction of languages, students are motivated to explore, learn independently, and master basketball. This reflects their dominant position in learning and fosters a spirit of self-innovation and solidarity。
3. Challenge games, outreach exercises. During the technological expansion phase, the skills and skills of the students have been enhanced by involving them in innovative activities and crossing the maze. This has enabled them to exercise their intellectual ability to react, develop a spirit of fear of hardship and challenge and make them more aware of the importance of teamwork。
4 - let's relax. And finally, in "we're all good kids" music, teachers and students danced together, and we talked about the lessons. This design fully enables students to experience the combination of physical form, skills, music, dance, etc. In physical education classes, thereby making them purified by physical beauty。
In these four phases, a series of break-ins have been designed, with happy camp as its main link:
First level: warm-up exercise, students doing football in the music "come together."。
Second level: the football expedition — mainly to learn to play basketball。
It's arranged:
1. Free sports
Panel exchanges
3. Student demonstration
4. Summarizing the main players
5 - consolidation of the main players
Six, little game -- look who hit more than one。
Third level: the kill innovative camp - primarily students themselves have been able to innovate the various methods of delivering the ball, with three links:
Innovative group-based approach to ball delivery
2. Communication presentations
Three, practice your favorite way。
Fourth level: play the game: through the labyrinth。
The fifth level: happy loose camp, and finally, the students are relaxing in the sound of "we're all good kids."。
In the classroom, the sports scenario that students prefer, which organically integrates the development of student qualities, mobility skills, attention to student emotions and the development of a spirit of collaboration among students, reflects the new teaching concept of “student development as a focus, with emphasis on the status of student subjects”. Students are inspired and guided by teachers to feel new knowledge through self-discovery, self-innovation, group collaboration, etc. During this period, teachers use the means of displaying communication, observation, competitions, motivational evaluations, etc., to motivate students to develop a strong desire to learn, so as to proactively identify problems, solve problems and feel the pleasure of sport in the search for discovery, cooperative exchanges。
In short, this class uses basketball as a means of developing students ' personality and specialty, by learning about basketball moves, so that students can build a positive upswing in basketball, making basketball a part of learning and a part of life。
Basketball basic theory 3
I. Analysis of teaching materials:
The course is for basketball to be delivered from sports and health. The ball is a sports project of the student's love, which has a good and integrated fitness function that fosters student solidarity, collaboration, motivation and struggle. Secondary school basketball materials consist of three components: basic technology, simple tactics and teaching competitions, and basic technology is more important in the overall content of the teaching. The emphasis at the lower secondary level is on learning the basic actions, and the choice of ball-carrying techniques as the content of the teaching materials is based on the physical, psychological and cognitive skills of the students in the second grade. Therefore, it is important to focus on this course as a game, by the point where it is difficult to control the ball。
Analysis:
I have taught to students in the second grade of junior high, who have a strong interest in basketball, not only on a certain basis, but also because some of them are highly skilled, thus showing a strong interest in the content of this course. It is therefore appropriate to make practice more difficult in teaching and to improve the ability to apply in practice。
Iii. Teaching objectives
1. Cognitive goals: to improve students ' physical and mental well-being through a pleasant and autonomous teaching environment, based on learning about basketball, and by fostering interest in basketball sports。
Skills: through this course of study, more than 85 per cent of students have the right skills and methods to carry the ball and have greater control over the ball。
3. Emotional objectives: to give students the opportunity to develop their self-confidence, develop their individual thinking and imagination and foster a spirit of solidarity and collaboration。
Iv. Shariah and jurisprudence:
The use of inspirational teaching, exemplifying, grouping and practice methods in religious law stimulates the interest of students in learning and enables them to develop the concept of right and right action in their minds, make clear what they want and learn how to practice. At the academic level, the practice forms of group collaboration, together with the participation of teachers, allow students to experience themselves, evaluate each other and promote each other。
V. Teaching structure
Based on the pattern of changes in the physical function and mobility of the human body, the subject is divided into three sections: stimulation and guidance, learning and experience, and recovery。
(i) stimulation and guidance
At the beginning of the exercise, gymnastics and games were used to increase students ' attention and interest in learning and to enable them to move quickly to physical mobility。
(ii) learning and experience
This is the main part of the lesson, the focus of teaching and learning. In the first place, the muscles, joints, and lurchs are fully active through ball practice, which fosters a sense of physical harmony and integration with the technical actions to be learned, and encourages students to be bold and innovative and to practice together with all students, thereby mobilizing creative thinking and learning initiative. Second, using a variety of in-situ practice, improvements were made to improve in-situ technology and control capabilities. On the basis of their emotional activity, they have been able to learn the skills to move forward, to improve their ability to move fast and to design diverse practice methods and routes to increase their interest in practice. Pedagogical steps go from shallow to difficult, step by step, stimulate interest and reach the goal of initial mastery of technical action. To enable students to fully apply the technology they have learned in practice while fostering a spirit of solidarity and collaboration。
(iii) physical and psychological recovery
Put tai chi moves on the basketball and relax in order to stabilize emotions and restore physical and mental well-being. Finally, an evaluation of the effectiveness of the practice is carried out, the achievement of students is recognized and commended, and future attention is given, thus ending the course。
Vi. Teaching characteristics
With a view to developing the basic mobility of students, teachers play a leading role, giving prominence to the subject's status, and teaching is always carried out with pleasure, ease and vigour in the common activities of teachers and students, with a view to achieving the best possible educational results by incorporating "high capacity and density"。
Design:
Average heart rate for this class is expected to be 130-140 decisions, intensity is expected to be 1. 2-1. 4 and practice density is expected to be 50-60 per cent
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