Everyone in primary school in physical education class feels this way. The queue formation and gymnastics teaching in primary school physical education class is an important content of teaching, and it is also a difficult content of teaching, especially for freshmen. The formation of queues at the beginning of school and the training of broadcast gymnastics are very troublesome. Students are mainly manifested in three phenomena: first, teachers inculcate that they should abide by classroom discipline, don't move around casually, stand firm, remember their position, and don't talk. And students are always bustling and seem to turn a deaf ear; Phenomenon 2: The teacher managed to get the students in front to stand up, but the students in the back were in a mess. The left side stood up and the right side was in a mess, which gave people a very chaotic feeling. Phenomenon 3: The queue on Monday was forgotten in class on Tuesday. They didn't know where they were standing, so the teacher had to make them queue again and spent a lot of time on the teaching of queue formation. Faced with this reality, there are two phenomena in teachers' teaching: one is to set up teaching under the pretext of new curriculum spirit or students' interest. As a result, teachers do not organize training well, which will inevitably lead to students' loose discipline and free classroom, which will bring some difficulties to teachers in organizing teaching in the future and is not conducive to the organization of classroom teaching and the completion of teaching objectives. The second is that teachers spend a lot of time queuing up to receive students and spend most of a class organizing training teams. Some teachers haven't arranged the formation for half a semester. In the teaching of broadcast gymnastics, the teacher is meticulous in teaching, but some students always muddle along. Some students don't even like to do it, don't listen to the teacher's explanation, and queue up to play by themselves, which affects classroom discipline, makes teachers unhappy and students unhappy, which is not conducive to the physical and mental health of teachers and students. Under these circumstances, it is easy to cause some kind of corporal punishment in disguised form to students. However, formation training and gymnastics teaching are the key points of physical education class in Grade One, so effective training must be carried out, because only by completing the teaching task of formation can we better organize teaching and lay a good foundation for future classroom teaching. To this end, I have made some explorations and attempts in teaching and summed up some experiences. First, analyze the physical and mental characteristics and cognitive characteristics of our teaching objects, and implement education and teaching in a targeted manner. From kindergarten to primary school, it can be said that it is a turning point: they are not familiar with the study and life of primary schools, kindergarten teaching is mostly carried out in the classroom, and they don't know much about physical education class. In addition, they are active and playful, have a wide range of interests, are not easy to concentrate, are curious and are often driven by direct interests; Good at imitation, thinking in images is dominant, observing things often only pays attention to the whole, is general and inaccurate, and can't do fine movements. Thinking mainly depends on concrete image materials; Intentional attention does not last long, and attention is mostly related to interest and emotion; Students in the lower grades of primary schools pay more attention to mechanical memory, which requires that physical education teaching should be based on students' actual characteristics, take students as the main body, take students' cognitive rules, adopt flexible and diverse forms, strictly organize teaching, adopt appropriate teaching methods, entertain and entertain, mobilize students' various senses to participate in work, give full play to students' initiative and enthusiasm, and achieve the guiding ideology of exercising students' health, enhancing students' physique and promoting students' physical and mental health. Second, take students as the main body, set the correct teaching level objectives, adopt the correct organizational forms and teaching methods, do a good job in the formation of freshmen queues and gymnastics classes, and effectively improve the teaching quality. According to the above characteristics of students, combined with the spirit of the new curriculum standard, we can see that the common phenomenon is that teachers have high requirements for the formulation of teaching objectives (horizontal objectives) and think that it is very simple to take sides, which leads to improper teaching methods and measures, which can not stimulate students' interest in sports and give full play to students' enthusiasm for learning. Combining with the spirit of taking students as the main body in the new curriculum standard, I correctly set the teaching objectives, adopt the correct teaching means and organizational measures, and sum up the following methods: (1) Organize the teaching skillfully indoors, from indoor to playground, from easy to difficult, and follow the step-by-step teaching method. 1, four-minute training attracts students' attention, and a good beginning is half the battle. At the beginning of a class, students' excitement often stays in the content of the last class or the activities they engage in between classes. Whether students can concentrate their attention as soon as possible, so as to devote themselves to their studies, determines the success or failure of a class to a considerable extent. In order to attract students' distracted attention to teaching activities and make students' thinking reach the best level as soon as possible, I do some training a few minutes before class to concentrate students' attention as soon as possible, such as: (1) one-minute sitting training, requiring students to "sit like a clock", which is itself the teaching content of Grade One, and the competition depends on which group of children sit best; (2) Take a rest on the desk for a minute, and face the balcony of the classroom all the way during the rest, not the aisle of the classroom, so as to avoid students being distracted by people passing by the aisle, and let them close their eyes and think about how I should do this class well or what we learned last time, and pay attention to those problems; (3) Standing for one minute requires students to "stand like pine", with two eyes looking at the teacher and two ears listening to the teacher; (4) One-minute games, such as pointing to one's five senses, or some simple hand movements, such as lifting the left hand and right hand, and lifting the left hand and right hand in turn, develop its non-intellectual factors and guide students to concentrate and disperse their attention. 2. Teachers should make full use of the three aisles in the classroom to train students to queue, so that students can remember their positions and learn to queue initially. (1) When queuing, each group is a column. The teacher should first guide the students to stand in groups, so that the students in the first group stand in the first aisle, and then the students in the third group stand in line in the third aisle. After standing, let the students see clearly which students are in front of them and remember them, and then queue the students in the second and fourth groups in the same way. In this process, the first task is to remember the location of the station and ask students not to talk during the queue time to keep the room quiet. (2) Only two groups can participate in the competition at a time. The first and third groups compete, and the second and fourth groups compete. The requirement in the competition is to compare which group can remember its position, which group is the quietest and which group is the fastest. Write down the seconds that each group takes to queue on the blackboard in a timed way, so that students can see how many seconds the other groups take and try to surpass the last group. In this process, the teacher will evaluate the situation of the previous group, and other students can learn from the teacher's comments, so the latter group can generally surpass the results of the previous group. If it's not bad, the teacher usually wants the students behind to spend less time (technical processing time) than the previous group, so that the teacher can reuse praise and encouragement, let the students feel success and experience the joy of victory, so that the students' interest is high. (3) queue up in the aisle of the classroom, not in the aisle outside the classroom. First one group goes out, then the second group goes out, the third group goes out, and the fourth group goes out. Also, write down the time when each group goes out to queue on the blackboard. After returning to the classroom, the teachers will take one or two groups out to line up first, and then three or four groups will line up; Finally, the four groups went out to line up together. After such continuous training and competition, students could basically find their own positions. (4) When students can find their own position, immediately lead them to the playground for intensive training. At the beginning of the queue in the playground, the meeting place and the direction of the students' queue should be fixed as far as possible, and don't change it casually, otherwise it is likely that the failed students in your collection will not find their positions at sixes and sevens. After going to the playground, teachers must continue to use the methods of competition, evaluation, praise and encouragement to make good use of the game of "quick assembly". One or three groups can be dissolved and then assembled, while two or four groups are still. Then, after blowing the whistle, two or four groups can dissolve the assembly, so that students can avoid forgetting their positions and can quickly find their positions by referring to other students. (5) When the four groups are dissolved and gathered together, which group can be fast, quiet, steady and neat in the competition, with special emphasis on quietness, stability and quickness. The requirements for alignment can be relaxed appropriately, but with the passage of time, the requirements for uniformity can be gradually improved. (6) Only when students are proficient in assembly can they be trained to change the assembly location and direction. Practice has proved that the above methods can get twice the result with half the effort. 3. According to the characteristics that primary school students are good at imitation, like imitation, thinking in images is dominant and mechanical memory is biased, the combination of vision and signal is adopted to fully mobilize students' main role and improve their practical interest. When training students to turn left and right, because the children have just entered school and are young, they can't tell the left and right directions. If we don't pay attention to teaching methods and means at this time, it will inevitably confuse students and fail to achieve the expected teaching effect. Teaching should first train students to distinguish right from left. The method is as follows: (1) The teacher prompts the students to raise their left or right hands and look left or right to train their sense of direction. (2) Students close their eyes, raise their left and right hands and turn their heads left and right under the teacher's command. After several trainings, let the students initially identify the left and right directions. (3) When teaching to turn left and right, we should be good at teaching by combining passwords and gestures. The teacher should point with his finger when calling the password. When the password is left or right, the teacher should consciously shout the password a little longer, give students time to think, and let students develop the habit of thinking. When students turn a corner, they are required to shout a password once or twice to prompt "turn" and "lean". (4) When the password is "turn to-turn", but the teacher does not shout left or right, but signals the direction with his hand, and the students shout the password left or right. Teachers' passwords can be replaced by whistles, which are short and loud, which can effectively attract students' attention and improve the practice effect. (5) Teachers and students practice shouting passwords at the same time, and teachers use gestures to show the way. (6) The teacher directly whistles the password "beep-beep-beep" and turns his finger in the required direction. Students will practice gestures after seeing them through their own thinking. Teachers who use whistles can also effectively protect their voices and achieve the goal of healthy teachers and students. (6) Normal "left and right turn" exercises, the teacher does not need to point to the direction, but uses the normal password to command. (7) Grouping is led by the group leader, or students can take the initiative to come out and shout the password to practice turning left and right, and the teacher will patrol for guidance. (8) Turn-back teaching. When the students fully mastered the left-right turn, the teacher asked us whether we should turn back from the left or the right, and let the students answer. After the teacher's evaluation, tell the correct turn-back from the right side, and remind the students that there is a right side again, and then do turn-back exercises to let the students quickly grasp the correct direction of turn-back. 4. According to the characteristics that primary school students often only pay attention to the whole, not to the general parts, and can't do small movements and fine and complex movements in place, we should take full action decomposition, combined with the dominant characteristics of unintentional attention, so that students can learn movements unintentionally, turn unintentional attention into intentional attention, and train basic gymnastics movements. In the first grade gymnastics teaching, I don't mention what gymnastics moves we should learn, nor do I teach complete gymnastics moves. I break down a gymnastics movement into countless simple movements, so that students can follow the teacher naturally. These simplest actions start with the password of the game "Please do this with me and I will do this with you", and then the teacher instructs the students to compare actions with you with a special whistle. Whistle is usually short and loud, and the rhythm of whistle can be changed according to the difficulty of individual action to remind students. Teachers generally don't need to explain, because the action is too simple and rarely corrected. In this way, the whole set of broadcast gymnastics movements is decomposed into many movements, and these movements are combined to form a complete set of broadcast gymnastics, which lays a good foundation for future broadcast gymnastics teaching. The teacher plays the music of broadcast gymnastics at a certain time, and the students will basically follow the teacher's demonstration. The combination of difficult movements with decomposition, complete demonstration and correction further improves the quality of broadcast gymnastics. The whole teaching of broadcast gymnastics is relaxed and natural, which will save a lot of time for students to learn other contents or exercise independently, so that students can learn it unconsciously without any boring feeling. The classroom is conducted in a harmonious atmosphere, which effectively promotes the physical and mental health of students and teachers. Third, pay attention to students' development, cultivate students' lifelong sports consciousness and promote their healthy growth. Under the guiding ideology of health first, it is very important to take students as the main body, according to students' age characteristics, psychological characteristics and cognitive laws, and connecting with their actual life, set teaching level goals that are in line with their actual situation, create and design situations and conditions that are conducive to students' independent learning and willingness to learn, and adopt appropriate teaching methods and means. It enables students to acquire basic knowledge and skills through activities such as observation, operation and imitation. It can further stimulate students' interest in sports, develop their thinking ability, enhance their fun and self-confidence in learning sports knowledge and skills, cultivate their lifelong awareness of sports, promote their physical, psychological and social adaptability and promote their healthy growth.