Current Research On The Motor Skills Teaching In Junior High Schools In Shanghai

Motor skills is the ability to effectively complete sports techniquein sports, including the ability to coordinate the work of neuromuscular,is "one of four sports and fitness", is the carrier and an indispensableway to sports curriculum goal, basic characteristics but also reflectsthe "sports and health" Curriculum in practice as the main method.. Withthe development of the reform of physical education in schools, in thesports skill teaching process there have been "diluted","rigid","random" motor skill teaching problems, this has brought certain negativeimpact on motor skill teaching. The practice proved that, the physicalfitness of students did not with the "dilution","rigid","random"teaching motor skills have been greatly improved, but the physicalteaching hollowing, blind, not good for training students to master theskills, is not conducive to the students health level, is not conduciveto the students’ consciousness of lifelong physical exercise. The mainreason is: first, the function and position of the aim of "skill" lackof in-depth understanding of the deviation; second, teaching practiceprocess, sheep teaching, game teaching of sports skill teachingtoxicants.This article through the literature material law, investigationmethod, observation method and mathematical statistics method, to two inShanghai city during the curriculum reform as the background, through tothe middle school sports skill teaching cognitive part of Shanghai,investigating the implementation of motor skill learning and motor skillsof teaching operational factors, through the investigation and analysis,and finally draws the following conclusion:1. The sports skill teaching is important and necessary to realizethe target of physical education, in the teaching process of the motorskill; have good understanding of the importance and necessity of PEteachers for teaching motor skills, but to a certain extent, there is stillinsufficient.2. Main factors affecting the student movement skills are: first, theteachers to grasp the initiative of students is not enough, on the poorsecurity concerns, affect the students to master the skills; second, theproject arrangements sports skills too much about the syllabus andteaching plan, and the interest of students is not considered; third,students not enough to master the movement principle; fourth, exerciseis not enough, male, female students have obvious difference.3. Boys, girls to master physical knowledge there are some differencesbetween boys and girls, to grasp the situation is better, mainly in motorrelated physical knowledge, exercise effects on the body, physicalexercise and the natural environment and how to use the mechanicsprinciple of perfect sports technical movement knowledge; students tograsp more knowledge however, for these sports knowledge contributes tomotor skill learning recognition is not high.4.Teachers and students deal with related security problem has beenbasically meet the safety requirements of teaching.5. Most of the students in the sports skill learning process (threestages, the corresponding learning strategy), and, the boys in the choiceof learning strategies are significantly higher than girls; students canpromote the sports skill learning of recognition is not high on the relatedlearning strategy; teachers according to the formation rules of athleticskills, in each stage of sports skill teaching more scientific, reasonableteaching strategy.6. Physical education teachers on the demonstration method, actionof the model law, such as the use of more complete decomposition method, but the application of less intuitive method with the help of multimediateaching; inquiry and cooperative movement skills in the process ofteaching, teachers only hint of inquiry and cooperative experience lackof summary.7. The use of PE teachers teaching means is rich, full, students isrelatively satisfactory, but the students to the teaching means canpromote the sports skill learning recognition is not high; in thedemonstration, reasonable arrangement of key difficulty, reasonablearrangements for training time, teaching methods, acceptance of higher;and for the picture, multimedia and other the medium of instruction inthe teaching methods, teachers use less, but the students in high demand.8. Teachers for teaching evaluation standard of students pay moreattention to the student achievement progress rate, break attitudestandard, but the students self evaluation of this standard are ignored;teaching evaluation methods of teachers’ skills are mainly concentratedin the relative evaluation, evaluation, self review and peer review andaction combination evaluation on the.