| From 1950 to 2000,the students'health development had been taken seriously by our party and state who had successively carried out PE curriculum reform for 7 times during the past 50 years, which , to some degree, not only improved students'physical health but also accumulated some valuable experience. The Ministry of Education came up with"health first"as the guiding ideology and a new curriculum concept in 2001. Under the direction of the student physical health standard, all schools in the whole nation implemented the"sunshine sports". The new standard regards"health first"as its guiding ideology based on the previous physical education curriculum reform and blends in the modern teaching concept, which puts forward a definition that the content of courses and happy activities will be the its main form, and promoting the development of healthy development is its content, while developing the noble moral character and strong will is described as its main goal, forming a lifelong exercise thoughts.The reform of Physical Education Teaching has developed to the checking stage of quality-oriented education from the early groping stage, and some previous experience and lessons should be summarized and carefully considered, meanwhile, the new national curriculum standard should be carried out in accordance with"health first"guiding ideology which including"student psychological, physical, social three elements"the integrated Combination. The new curriculum standards put forward"the health first"guiding ideology and constructed three curriculum goal level without the specific requirements of teaching content and methods, which provides the sufficient teaching space for the PE teacher'subjectivity, thus they can arrange school teaching content and methods flexibly according to the school's specific circumstances; PE teachers should pay more attention to the reform of sports teaching methods to arouse students'interest in learning and their consciousness that sports activities can bring the benefits to body and mind, and to cultivate students'ability of mastering athletic techniques, skills and flexibly using the knowledge we have learned by some effective methods. This research based on the existing sports health evaluation about primary and middle school students attaches importance to the flexible use of sports games, during which the"health first"guiding ideology is fully shown. Adding sports games to sports teaching process will enable students to have strong interest in sports and be easy to accept the teaching content; sports games also can promote students of primary and middle school to enhance physical health and body function, makes it easier for students to accept sports, make teaching content be more vivid, and increase happy sports atmosphere. With the physical and physiological growth and rapid development of their way of thinking, especially the pressure of social competition, the primary students are under an important stage of their life, who are likely to meet all kinds of puzzles and difficulties on study, life and their interpersonal relationship. Under this circumstance, adding sports game to the sports teaching is not a way to meet the need of the development of society and times and complement school sports, but also fit need of the comprehensive development of students and implementing quality education.This paper applies following research methods: literature material, investigation, expert interview, questionnaire and mathematical statistics, comparative analysis, teaching experiment etc. Through teaching the sports games in junior middle school, the author obtains various experimental data and related analyses, the results are as follows:(1)The impact of sports game teaching and traditional sports teaching on the junior middle school students'physique: in the experimental Class and comparative class, boys'and girls'body mass index both has different development. After experiment, from that two classes, boys'endurance running, solid sphere, standing long jump, without difference (P﹥0.05). But in the before and after experiment comparison: in the experimental Class, boys'solid sphere has difference but not remarkable(P﹤0.05), so does standing long jump. Among them endurance running difference has the prominent difference (P﹤0.01) ; in the comparative class, boys solid sphere has difference but not remarkable(P﹤0.05), so does standing long jump. Among them endurance running difference has the prominent difference (P﹤0.01) . However, in experimental Class boys'rate of improvement is obviously higher than that in comparative class in solid sphere, endurance running, and standing long jump. Girls in experimental Class and comparative class have no difference in standing long jump, endurance running, and solid sphere. After experiment from two class girls themselves, we can see experimental class significant difference proves itself (P﹤0.01). The two class endurance running, compared with itself, has difference but not significant (P﹤0.05). Experimental class with their own standing long jump has difference but not significant contrast (P﹤0.05). That in comparative classes with their own contrast of standing long jump (P﹥0.05) without difference. But the experimental girls'endurance running and standing long jump are obviously higher than those in comparative class.(2) The impact of sports game teaching and traditional sports teaching on the junior middle school students'social adaptation ability: by adding sports game to sport teaching can effectively let students have the cooperation spirit, team consciousness and sense of competition. Make them increase mutual exchanges and cooperation in sports. Social adaptation ability of students in experimental class has more obvious difference than that in comparative class (P﹤0.05).(3)The impact of sports game teaching and traditional sports teaching on the junior middle school students'mental health: after game play teaching experiment, the positive emotions of experimental class and that in comparative class have obvious difference (P﹤0.05). The negative emotions of experimental class and those in comparative class have very obvious difference (P﹤0.01).(4) The impact of sports game teaching and traditional sports teaching on the junior middle school students'master of movement skills: the students of experimental class in the study of positive mad ball are quicker than that in comparative classes on mastering parts of mad ball and learning progress. After experiment, the discrepancy of the result is prominent(P﹤0.05).
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