Teaching Design And Experimental Research Of Third Grade Primary School Football Lesson Based On Japanese Primary School Football Lesson Materials

Reasonable and effective teaching design needs the support of the teaching material,but the present stage our country the lack of guidance strong primary school physical education teaching materials,teaching materials are mostly used for football past a certain technology are described in greater length of analysis,the technical movement decomposition very meticulous,this is according to the typical idea of competitive football to write.The teaching materials of primary school football are compiled around the characteristics of competitive football,which will lead teachers to take the standardization of students' actions as the evaluation standard of students' learning effect in the process of teaching.Although the students have learned some football skills in this class,the students' skills are formed according to the principle of closed skills formation.Therefore,it is difficult for students to use these techniques reasonably in the game,and as most students' interest in learning football can not be effectively cultivated under such teaching,it leads to the formation of "lifelong football consciousness".Under such circumstances,it is one of the ways to optimize the teaching design of Chinese primary and secondary school football course by analyzing the teaching materials of the developed football countries and using them for reference.As a neighbor of China,Japan's recent achievements in the intercontinental football field in the last ten years have impressed many football countries,and attracted many national youth training clubs,including China,to emulate and learn from.In view of Japan's achievements in the field of football and the influence of Japanese school sports theory on China's school sports has been.I decided to complete the teaching design of the experimental group by interpreting the teaching materials of primary school football physical education compiled by the Japan Football Association and using them for reference,while the control group adopted the traditional football teaching.After 12 weeks of teaching experiments,the experimental results of teaching design between the experimental group and the control group were tested and contrastively analyzed from three aspects of students' football skill level,football learning interest and football competition ability.This paper uses the method of literature,questionnaire survey,teaching experiment,expert interview,mathematical statistics and other research methods,taking the students of Grade 3(Class 1)and Grade 3(Class 2)in Chigang Primary School,Haizhu District,Guangzhou City as the research object.(1)The experimental teaching design is the following the request of "sports and health curriculum standard" the Japanese primary school football lesson teaching material to complete,in the classroom teaching process design in the game as the foothold,the game as the main teaching method to carry on the design,change the past practice the traditional football teaching of lay particular stress on technique,so as to enrich the teaching means,improve the teaching effect.(2)Compared with the traditional football teaching,the control group in the game as the foothold of reverse construction of each part of the whole classroom teaching,students in the learning process of the acquisition of skills,and ultimately need to be in the game development and testing,the game design needs to consider the students' physical and mental characteristics,the difficulty of the teaching topic,and the skill level of the students.Under this teaching idea,students' interest in learning can be stimulated to the greatest extent and opportunities for technology application can be increased.(3)The control group adopted the traditional football teaching,in which the main purpose was to let students master the basic skills of football.The acquisition of various skills required repeated practice.The time for students to master technology in such teaching will be greatly shortened.However,the boring teaching leads to the low enthusiasm of students in learning,and the lack of competition opportunities in teaching leads to the lack of competition for students to use technology.(4)After 12 weeks of teaching experiment,the scores in the football skill level group before and after the experiment showed no significant difference between the experimental group and the control group,except sprint running,but the ball sense,kick accuracy and back and forth dribbling improved significantly and showed very significant differences.After the experiment,the scores of the experimental group were lower than those of the control group in terms of ball feeling,but there was no significant difference.In the back and forth dribbling,the control group is better than the experimental group,and there is a very significant difference;There was no significant difference between the two groups in the results of kick and sprint.(5)After the 12-week teaching experiment,in terms of the comparison between the game ability group before and after the experiment,the statistical times of various indicators to measure the game ability of the experimental group were significantly improved compared with those before the experiment.Among them,the number of successful tackles showed significant differences compared with those before the experiment,and the other indicators showed very significant differences.In the control group,all the indicators of game ability except shooting success improved significantly compared with before the experiment,among which,the success of tackling the ball showed significant difference compared with before the experiment,and the other three indicators showed very significant difference.After the experiment,in terms of the comparison of the game ability between the groups,the statistical times of all the indicators to measure the game ability of the experimental group were better than those of the control group.Among them,the success of the steal ball showed significant differences,while the other indicators showed very significant differences.(6)After 12 weeks of teaching experiment,the overall level of football learning interest in the experimental group was better than that before the experiment,and showed a significant difference;In contrast,the control group using traditional football teaching showed no significant difference compared with the control group except that the attention level of football was better than before the experiment and showed a very significant difference.From the comparison between groups after the experiment,the experimental group was better than the control group in each index of measuring the level of football learning interest,and showed a very significant difference.The following conclusions can be drawn:1.The teaching of football physical education in primary schools in Japan follows the concept of the development of modern football based on competition,and the teaching is mainly conducted in the form of games in the classroom teaching.2.In the teaching design of the experimental group of football class,the teaching materials of the primary school football and physical education in Japan are used for reference.In the classroom design,the teaching is based on the competition and the game is the main means,so that the students can constantly practice and apply skills in the games and competitions.This kind of teaching idea can promote students' football skill level,football interest and football competition ability significantly.3.Traditional football teaching has a significant effect on students' grasp of football skills and competition ability,but the promotion effect on competition ability is not as good as that of the experimental group,and the cultivation effect on students' football interest is not obvious.