This paper mainly analyzes the strategy of developing pattern skipping in kindergarten classes to ensure the healthy growth of children.
Keywords: kindergarten advanced placement mode teaching methods
1. Significance of developing leap-forward teaching
Carrying out pattern skipping activities for children in large classes can fully exercise their physical coordination, improve their physical quality and promote their all-round physical and mental development.
In the process of synchronous skipping, children can make full use of the coordination of hands and feet to complete activities, thus exercising and enriching physical activities.
Kindergarten teachers should encourage children to participate in synchronous skipping activities, cultivate their sense of accomplishment and improve their confidence in synchronous skipping.
2. The principles to be followed in the development of leap-forward teaching
2. 1 Put happiness and health first.
Letting the children in the big class jump rope is intended to let them participate in skipping activities happily. The teaching process should be flexible and diverse, the teaching strategies should be interesting and entertaining, and the teaching content should be gamified and conscious.
Happy and healthy learning atmosphere is very suitable for children in large classes to jump rope. Teachers should use a variety of teaching strategies and means to let children exercise in pleasure and improve their physique in a relaxed atmosphere.
Skipping rope can effectively integrate children's physical exercise with happy games and exercise their strong physique.
2.2 Follow the interest-oriented principle
The movements of synchronous skipping are very rich, which are mainly composed of changes in body posture, footsteps, arms and ropes.
Children in large classes are weak in their own understanding, so teachers need to use various strategies to help them master and understand deeply. Teaching strategies should ensure vivid and vivid images, think in images and fully stimulate children's perception.
Pattern jumping can be superimposed by various actions, thus changing various patterns. Kindergarten teachers need to pay attention to the small progress of children in large classes, fully affirm and encourage their actions, fully stimulate and cultivate their enthusiasm for synchronized skipping activities, and urge them to exercise hard.
At the same time, the teacher needs to stimulate the children's multiple senses to perceive the pattern skipping action together, so that the children can actively imitate it.
3. Develop the teaching method of pattern skipping.
3. 1 fully stimulate children's enthusiasm for learning.
When teaching children in large classes, if children really want to accept synchronous skipping, they must be attracted to learn and have the motivation to participate in synchronous skipping.
Therefore, in the process of synchronous skipping activities, kindergarten teachers must actively cultivate children's interest, and can play various videos about synchronous skipping for children in class.
Using multimedia technology to play videos can attract children's learning attention to the greatest extent and ensure a relaxed and happy classroom atmosphere.
At the same time, video playback can fully stimulate children's hearing and vision, and make them curious about synchronous skipping activities, thus laying a solid foundation for synchronous skipping teaching.
For example, kindergarten teachers can play some games with skipping activities in class, so that children can actively participate in skipping activities and ensure the quality and efficiency of later course teaching.
3.2 Choose a variety of teaching strategies
Kindergarten teachers should give priority to the physical quality and exercise of large-class children when carrying out skipping activities, effectively integrate games with skipping, and improve students' subjective initiative.
Children in large classes have a certain intelligence and thinking mode, and also have a lot of outdoor activities. Therefore, kindergarten teachers must choose a variety of teaching strategies and educational models that children love, so as to ensure the effectiveness of synchronous skipping teaching.
For example, kindergarten teachers can lead children to jump rope by "cross-weaving flowers". First, teachers should demonstrate correctly in the classroom and let the big class children imitate.
In the teaching process, kindergarten teachers should decompose and demonstrate difficult movements, let children practice step by step, and urge children to master skipping skills step by step.
When children in large classes practice skipping rope, teachers need to observe carefully and give correct guidance. Once the child's actions are found to be wrong, the teacher should encourage the child to correct and establish the child's self-confidence.
At the same time, kindergarten teachers can also use reward strategies appropriately, so as to mobilize the initiative of children to jump rope.
For example, kindergarten teachers can award "Innovation Award" to children who are innovative in rope skipping, and "Effort Award" to children who have greatly improved their performance in synchronous rope skipping, so as to ensure that synchronous rope skipping can really enter the daily life of children in large classes, fully improve their cooperative spirit, enhance their sense of collective honor, and lay a good foundation for their future development.
3.3 Construct the teaching situation of pattern skipping
Teachers can create a good teaching situation for children in large classes when teaching them to jump rope, and improve their enthusiasm for jumping rope.
For example, teachers can build rope skipping competitions, game teaching and other situations, so that every child in the big class can participate in rope skipping activities.
For example, when kindergarten teachers let children practice jumping short ropes, they can add elements of synchronous skipping. If kindergarten teachers follow the traditional teaching mode, not only can children not actively participate in skipping training, but they may also be bored.
Therefore, kindergarten teachers must reform their teaching strategies, create interesting teaching situations, fully reflect the teaching effect and ensure the effectiveness of classroom teaching.
For example, teachers can ask children to jump rope in patterns, imitate the jumping of various small animals, and see which child jumps more.
At the same time, children in large classes can also create their own skipping movements, and compare which children create the most complicated movements. Teachers need to praise and encourage children in time in the teaching process, so as to ensure that the children in large classes take the initiative to join the synchronous skipping learning.
Conclusion:
Due to the influence of traditional teaching mode and viewpoint, kindergarten teachers often only use a few safe activities in the process of leading children to outdoor activities, completely ignoring the diversity of sports and hindering the healthy development of children's body and mind.
In view of the above phenomenon, this paper mainly expounds the strategy of skipping classes in kindergarten teaching mode, optimizes the effect of kindergarten physical education teaching, and makes children grow up healthily in a happy environment.
References:
Xue Hua. On the effective development of the characteristic construction of skipping rope for large classes in rural kindergartens [J]. Examination Weekly, 20 18, (A5): 190. DOI: 10.3969/j . ISSN . 1673
[2] Strengthening the heart and strengthening the brain to make the rope colorful-documentary on the special skipping project of the first kindergarten in Gaotai County [J]. Gansu Education, 20 19, (7): Feng 2.
[3] Chen Liqin. Research on kindergarten jumping guidance [J]. Youth and society, 20 14, (6):238-238.
[4] Nan Tianya, Yang Feng, Xu Zhimin. Research on the development and practice of synchronous skipping teaching and training for children aged 5-6 [J]. Bulletin of Sports Science and Technology Literature, 2020,28 (7): 46-47,80. DOI: 10. 19379/j . CNKI。
[5] Huang Zhu. Research on the teaching method of pattern skipping in kindergarten [J]. Digital Design (Part Two), 2020,9 (6):154.