Basketball teaching plan for kindergarten big class

As teachers, we may need to compile teaching plans, which help us to accurately grasp the key points and difficulties of teaching materials, and then choose appropriate teaching methods. What are the characteristics of excellent lesson plans? The following are the basketball teaching plans for kindergarten teachers' classes that I compiled for reference only, hoping to help you.

1 Target of Basketball Teaching Plan in Kindergarten Class

1. Through children's innovative application of basketball and the affirmation of teachers and partners, let children experience the fun of success and stimulate the spirit of independent exploration.

2. Cultivate children's courage to challenge themselves through innovative gameplay and cooperative games, and constantly improve their self and teamwork spirit.

3. Improve the coordination and sensitivity of children's physical fitness through a series of activities related to small basketball.

4. Learn the gameplay and rules of the game.

5. Actively participate in activities and experience the joy of activities and the joy of success.

Teaching emphases and difficulties

Focus: Innovative games and cooperative games to improve children's physical fitness.

Difficulties: Encourage children to innovate.

Activities to be prepared

Some small basketballs, a basketball court or an open space.

Activity process

First, the beginning part

1, site introduction. The classroom takes the children from the kindergarten classroom to the basketball court or open space.

2, basketball practice warm-up. Line up to get the basketball from the box, and the teachers and students finish the basketball practice together. )

Second, the basic part

1, ask questions and recall:

Teacher's question: children, how do we play basketball in our hands?

Students recall the basketball games they have played or watched before.

attempt

Teachers guide students to try the games proposed by students, and students can observe and communicate with each other.

Step 3 explore

Students communicate or innovate their own ways and explore ways that interest them.

Step 4 show imitation

Students show the results of exploration, and the teacher leads other children to learn to imitate.

5, the choice of game

Teachers and students * * * choose the most interesting game they want to play, and * * * participate in it once.

6. Sharing and communication

Teachers guide children to share their experiences in exchange games. How can they play better? Where should the game be improved?

7, the game-rabbit bounce.

Put the small basketball between your feet, make rabbit ears with two fingers on both sides of your head, and jump forward, so as not to let the ball land, but also to be faster than anyone else. It can be designed as a relay race to improve children's teamwork ability.

After playing the game, the teacher and the children discuss and propose solutions to the problems in the game.

Third, the conclusion part.

1, clap your hands, body and feet with basketball to relax.

Put the basketball in the box and go out.

Teaching reflection

1, this activity is to better let children innovate their own games and enhance their interest. However, children are still in infancy in activities, and teachers need to pay close attention to and guide them. At the same time, teachers should not only affirm, but also pay attention to guiding them to modify and improve innovative games.

2. Reflection on the activity process:

(1) Reflection on children's development, children's innovative games may not be innovative. At this time, teachers need to guide other children to understand, respect and accept his innovation, but teachers should not participate too much. Students should be given moderate free space to develop independently in emotion, attitude, ability, knowledge and skills through interaction with environmental materials, peers and teachers.

(2) Reflection on teachers' professional development, insufficient observation and understanding of children's experience level, learning characteristics and personality characteristics, insufficient grasp of the core value of educational content and its development clues, resulting in poor results and failure to promote children's maximum development with minimal support.

(3) The reflection on the interaction between teachers and children shows that teachers can adjust teaching according to the needs of children with the completion of games.

3. Comment on the effect of the activity. Find your own strengths and weaknesses in the verification and analysis of goals and strategies, and make clear the direction of future improvement and perfection.

4. If I attend this class, I will effectively divide the middle part, at the same time strengthen the teacher's guiding ability, and strive to promote the child's maximum development with my minimum support.

The teacher who listened to this class said that the basic part of this class was chaotic when the children explored themselves. The teacher didn't play a good and effective guidance, which made the class out of control, and the children approached to play instead of exploring, failing to achieve the goal of cultivating innovative ability. I think we should strengthen more effective guidance, and at the same time carefully observe the dynamics of young children and correct them in time before the out-of-control phenomenon appears.

The second lesson is the activity goal of kindergarten basketball class:

1. Feel the falling speed and weight of objects with different masses, and the relationship between falling distance and time.

2. Exercise children's hand-eye coordination ability.

Activity preparation:

Balls, paper balls, balloons, newspapers, etc.

Activity process

1, children play the game of throwing and catching the ball alone, and different heights will have different falling speeds.

2. Children play catch-and-throw games (all kinds of balls) in pairs, and feel that objects with different qualities fall at different speeds. Children continue to capture and exchange roles and distances.

3. Children play net throwing games in groups of three. One person throws and two people hold the net, and the thrower throws the ball up and forward, so that the ball falls into the net accurately. In the process of throwing and catching, which kind of ball can guide children to observe and experience more effectively? What kind of ball is weak? What's the difference between the "power" of throwing the same ball high and low?

4. Guide the children to talk about the observation in the activity and experience the results. Heavy balls fall fast, and the power of landing on the net is great. The ball landed slowly, and the power of catching the net was small. The same ball is thrown high and falls for a long time. If you throw it low, it will take a short time to drop.

Activity expansion:

Throwing and taking activities continue in daily activities.

Reflection after class:

According to the characteristics of this class, I chose to explore outdoors, and the children were particularly excited. Therefore, I asked the children in advance whether the speed and distance of these balls are the same, so that the children can operate with problems. The teacher guided them in time during the activity. After the whole class, the activities were orderly and the children's enthusiasm was particularly high. When three people throw it, the children next to them have special ideas. Some children hold the newspaper above their heads, some put it under them, and some children deliberately let the ball bounce on the newspaper after receiving it. Children have their own activities, different ways of playing and different explorations. In the selection of materials for this course, paper balls, rubber balls and balloons with strong contrast are also used. Children will naturally observe the different falling speeds of different objects during their activities. In this exploration, children's desire to explore has also been enhanced.

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Lesson 3 kindergarten basketball big class activity goal

1. On the basis of basketball technical experience, children learn to advance, retreat and dribble alternately.

2. Guide children to explore independently, and exchange the best way to advance and retreat and dribble alternately.

3. Children can face difficulties in sports and experience the joy of playing ball.

4. Children can play games independently, learn to cooperate with others and improve their ability of unity and cooperation.

5. Exercise the strength of children's arms and train the coordination and flexibility of movements.

Activities to be prepared

No.5 basketball baby has 1 hand; Preparation for admission: four columns.

Activity process

First, warm-up exercise.

1, change teams and enter.

Children listen to the password and change from four teams to two teams to enter the circular warm-up venue.

2, play games: find friends.

3. Listen to music to warm up (music after the national professional basketball season) and warm up with the teacher.

4. Take four teams from the basketball station in groups, and let the left and right hands shoot at fixed points against the two teams.

Second, explore new playing skills.

1, explore the advance and retreat of the ball.

Teacher: We can all do high and low shots in the same place with our left and right hands. However, when we watched the basketball game, why didn't we find that the players were still patting the ball? Why is this?

Summary: Yes, if you don't move, the ball can easily be taken away by the opposing players. I can't even throw it into my opponent's basket. So our basketball should move flexibly.

2. The teacher demonstrated the advance and retreat of volleyball.

Teacher: Did everyone watch carefully how I hit the ball?

Summary: it is called before and after shooting. Try it yourself first. Then, tell everyone about your racket.

After the children exchanged the methods of hitting the ball before and after, the teacher gave technical guidance:

When you shoot forward, put it firmly on the back of the ball and push it forward gently, and the ball will move forward with your body. When you step back, put it hard on the front of the ball, and the ball will step back with your body.

3. Children are familiar with and master the dribbling skills of high and low advance and retreat in practice.

4. Dynamic and static adjustment in the middle field: lift the leg around the ball and the ground around the figure of eight.

Third, skilled dribbling skills for alternating dribbling.

Teacher: Look, there are two lines in front of us, red, green and blue. Next, we dribble in two groups. When we reach the first red line, please stop, first low and then high, five times each time. When you get to the green line, make a back and forth racket ball three times, and then stand opposite.

(Drive the pig to the circular field)

Teacher: The teacher wants to play a little game with you. I'll go with you. You can look at me and pat the ball over and over again. When you see me stop to squat and whistle, you stop to make a low racket. When you see me stop and stand whistling, you stop and make a noise. I'm going to turn around, you go in the opposite direction, listen to my whistle and continue to do the action, understand?

Fourth, relax and end.

The children sit in the circle and relax their arms, ankles and whole body with the teacher.

Activity reflection

After many trials and teachers' guidance, I can easily finish the class from one class to the end, and I can handle all kinds of situations in the class very well. I think this is the place where I have gained the most from attending this excellent class.

Just because I finished this class easily doesn't mean that my class level has reached a very high stage. I know this very well. Moreover, every successful lesson is explored from the process of many attempts. In this class, I still have some shortcomings:

1, in the part of students' cooperative inquiry, there is still no guidance in place, so I feel that students are a little confused in this link, and fewer students create different models. Many students are just imitating me and those who create games. This place is that I didn't encourage those students who didn't create games in time, and I also ignored the demonstration of students at this stage.

2. When the class was over, the game was not very successful. The game is to throw the ball up first, then bounce it off after landing, and the students get under the ball. But many students pass by the ball, some throw it out, and the ball bounces to the ground and catches it.

In a word, I gained a lot and felt deeply by participating in this activity. From the teacher's comments and after-class reflection, I found my own shortcomings and corrected them one by one, which laid a solid foundation for my future teaching.