体育教学的有效性探讨屠园实验学校沈兴高【精选PPT】

（4）教法的选择
A、自主学习法 B、合作学习法 C、创造性学习法 D、探究法学习法 E、延伸式学习法 F、信息化学习法 G、评价式学习能结构 （1）观察力 （2）记忆力
A、形象记忆
B、词
C、情绪记忆
D、运动记忆
（3）思维力
A、思维的广度和深度 B、思维的敏捷性
六、体育课堂教学如何提高有效性
1、科学把握课改的核心
2、改进教学策略，提高体育教学有效性
（1）注重教学目标的全面性，提高教学目标 达成的有效性。 （2）激发学习动机，调动学习积极性，提高 学生主动参与的有效性 （3）创造民族和谐的师生关系，增强师生互 动的有效性。
七、体育课堂教学应关注弱势群体
1、体育弱势群体的成因
1、导向 2、导趣 3、导法 4、导知 5、导思 6、导德
谢谢大家
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（4）创造力
（5）表达力
A 、重点突出 B、抓准时机
（6）组织管理能力
C、生动形象
2、体育教师的知识
（1）社会科学知识和自然科学知识 （2）体育科学基础知识 （3）专业知识
3、体育教师的实践
4、改善体育教师智能结构的对策
（1）体育教师的类型
（2）最佳智能模型的几个原则
A、效益型 C、创造型
B、适应型 D、个性
（1）身体肥胖型 （2）体弱多病型 （3）先天疾病型 （4）懒散
2、“弱势群体”的心理分析
（1）运动积极性不高 （2）自尊心过强，意志力薄弱 （3）自卑、害怕心理
3、对策
（1）树立自信心
（2）利用集体项目，表现自身价值
（3）运用优势项目，全面认识自我，增 强上进心。
（4）切实贯彻“因材施教” “区别对待” 的
体育教学的有效性探讨
屠园实验学校 沈兴高
一、体育教学有效性的理论基础
二、体育教学有效性的概念界定
体育教学有效性是指教师遵循体育教学活 动的客观规律，以尽可能少的时间、精力和 物力投入，取得尽可能多的教学效果，从而 实现满足社会和个人的体育价值需求，并引 起学生身心素质的变化，并使之符合预定目
的的特性。
5、新课程标准对体育课的结构有何要求。
6、如何按照新课程标准进行学习评价
7、如何处理好《体育与健康课程标准》《学 生体质健康标准》二者之间的关系。
九、把握新课标下体育课堂教学的评价，增 强实效性。
1、课堂教学的设计
（1）课堂教学目标的制定 （2）教学内容的选择 （3）教学组织的学生
A、班级教学的基本形式 B、课堂教学组织的形式： 随机分组、同质分组、异质分组、 合作型分组、帮教性分组、友伴分组。
教学原则。
八、解析体育课程标准的实施， 增强实效性
1、新课程标准下的体育课怎么上？ （1）树立大体育课程观。 （2）明确目标统领内容， （3）适应教学过程的动态，开放。 （4）熟悉多元的 ，发展的教学评价。
2、新课程标准下的体育课还要不要教学常 规。
3、学校体育是否还需要“三基”与竞技运动？