[url]http://home.comcast.net/~erozycki/Increasing.html#introduction[/url] 一、教学组织要“有序”
“有序”是指教学组织要严密,包括场地器材的安排要简单、经济，以便于操作和组织教学。课堂教学过程要有逻辑性，教学要井然有序，一气呵成，不能有杂乱无章、停停绊绊，更不能出现体育教学过程有中断的现象，在整个教学过程中教师要做到“放有目的，活有目标”。所以，体育课教学中应该加强体育课堂常规的要求，体育课堂常规的内容，不应经常变动，必须有一定时期的稳定性。而且应将常规要求体现在一节课每一个教学环节中，平时要不断的提醒学生，对于违反课堂常规的学生要求其改正，并采取相应的措施。比如站队集合时要求做到“快、齐、静”，教师或者体育班委发出口令后必须在5秒内集合完毕，做到收、放自如，令行禁止。 大家看看我们还应该怎样进一步规范课堂制度，要知道，一堂课如果没有纪律作保证，是无法实现教学目标的 [quote]原帖由 [i]阿城黄胜江[/i] 于 2008-6-9 08:28 PM 发表 [url=http://bbs.tiyuol.com/redirect.php?goto=findpost&pid=26142&ptid=6031][img]http://bbs.tiyuol.com/images/common/back.gif[/img][/url]
4、 练习时灵活分组。根据课程目标和不同的教学内容可以采用不同的分组方法 如性别分组、技术分组，自由搭配等，充分发挥分组后体育组长和骨干的力量，学生在练习时有目标、有竞争，有帮助，有快乐。有利于调动学生的 ... [/quote]
有效分层——学习有效！ [quote]原帖由 [i]足球先生[/i] 于 2008-6-9 20:33 发表 [url=http://bbs.tiyuol.com/redirect.php?goto=findpost&pid=26151&ptid=6031][img]http://bbs.tiyuol.com/images/common/back.gif[/img][/url]
一、教学组织要“有序”
“有序”是指教学组织要严密,包括场地器材的安排要简单、经济，以便于操作和组织教学。课堂教学过程要有逻辑性，教学要井然有序，一气呵成，不能有杂乱无章、停停绊绊，更不能出现体育教学过 ... [/quote]
有序还应体现在持之以恒上是学生养成教育必不可缺少的形式之一 转
1、清晰授课：
我理解是，教师授课语言应清晰精炼、重点突出、逻辑性强，使学生能按逻辑的顺序逐步理解。
2、多样化教学：
我的理解是：教师应用多样化的教学手段来授课，比如用挑战性的问题、热情的赞扬、多样化的视觉效果（多媒体的画面、实验演示）等。
3、任务导向：
我的理解是：教师授课应有明确的任务目标，让学生在迫切要求下学习。“缺乏学习者的动机、兴趣和追求的教学活动，一定是低效的甚至是无效的。”
4、引导学生投入学习过程：
我的理解是：教师要引导学生主动参加教学活动（积极思考、动手操作、讨论交流），没有学生的主动参与，就没有成功而有效的课堂教学。
5、确保学生成功率：
我的理解是：教师要在有限时间内，让学生获得更多的发展。在每组教学刺激后，要安排练习或问题讨论，使大多数学生获得成功的体验。 Edward G. Rozycki（1998）提出了教学有效性的评价的方法，大家可以看看。
[url]http://home.comcast.net/~erozycki/Increasing.html#introduction[/url]
全是英语看不懂啊 Jill Johnes（2003）对高等教育的有效性进行了研究。
研究方法及结论如下：
Data envelopment analysis (DEA) is applied to 2568 graduates from UK universities in 1993 in order to assess teaching efficiency. Following a methodology developed by Thanassoulis & Portela (2002), each individual s efficiency is decomposed into two components: one attributable to the university at which the student studied, and the other attributable to the student himself. From the former component, a measure of each institution s teaching efficiency is derived and compared to efficiency scores derived from a conventional DEA applied using each institution as a decision making unit (DMU). The results suggest that efficiencies derived from DEAs performed at an aggregate level include both institution and individual components, and are therefore misleading. Thus the unit of analysis in a DEA is highly important. Moreover, an analysis at the individual level can give institutions insight into whether it is the students own efforts or the institution s efficiency which are a constraint on increased efficiency. 如何调动学生学习积极性是有效教学的前提 [quote]原帖由 [i]阿城黄胜江[/i] 于 2008-6-9 08:33 PM 发表 [url=http://bbs.tiyuol.com/redirect.php?goto=findpost&pid=26152&ptid=6031][img]http://bbs.tiyuol.com/images/common/back.gif[/img][/url]
大家看看我们还应该怎样进一步规范课堂制度，要知道，一堂课如果没有纪律作保证，是无法实现教学目标的 [/quote]
教师应该怎么做 学校有什么要求？ 5、 游戏是学生喜闻乐见的体育活动，也是学生最乐意参加的活动。体育游戏的育人价值具有很大的优越性和实效性。体育教师安排学生游戏，既可以安排和主教材有关的体育游戏，也可以安排新游戏。但根本的前提是：让学生在游戏中得以快乐和笑声。教师可以制定游戏的内容和方法，根据现有体育器材，让学生自由创设游戏，教师给予分组指导，对自编游戏最新颖、最科学的小组提出表扬。并对每个游戏给予鼓励和评价，并提出改进方案，调动了学生创作积极性和热情。
游戏是促进课堂有效教学用的最多的手段，我们每一节课 几乎都离不开它，无论是公开课，还是常规课，我们对于游戏的需求是无止境的
从孩提到暮年，有些伴随我们终身
[[i] 本帖最后由 阿城黄胜江 于 2008-6-9 08:39 PM 编辑 [/i]] [quote]原帖由 [i]阿城黄胜江[/i] 于 2008-6-9 08:33 PM 发表 [url=http://bbs.tiyuol.com/redirect.php?goto=findpost&pid=26152&ptid=6031][img]http://bbs.tiyuol.com/images/common/back.gif[/img][/url]
大家看看我们还应该怎样进一步规范课堂制度，要知道，一堂课如果没有纪律作保证，是无法实现教学目标的 [/quote]
对,良好的课堂常规是上好课的保证,这一点是我们每一个老师都能认识到的,所以说良好的课堂常规,我们的责任! 唐松林（2007）对国外教师教学行为有效性研究进行了综述。
大家可以下载看看。
《大学教育科学》2007年04期 现在的课堂学生是主体这样一来最起码的课堂纪律，常规都渐渐没了 二、教学内容要“有趣”
“有趣” 是指所选择和创编的教学内容和方法要有趣、活泼，将运动基础知识、技能融入于具体的、有趣的游戏活动或比赛中，让学生在各种有趣的游戏活动或比赛中感悟运动的魅力，体验运动的乐趣，学习和掌握运动知识、技能，达到教师愉快地教，学生愉快地学的目的，提高教学的实效性。例如，我在教学水平二(四年级)跨越式跳高一课时，教学内容主要以具有较强内在联系的跑、跳组合动作的“跨过绕8字；跨过去跨过来；你追我赶；跨过去钻过来”等四个游戏组成，通过游戏、竞赛与合作练习，让学生体验跑、跳组合动作的乐趣，学会跑几步用习惯脚起跳跨过一定高度的橡皮筋，发展学生跑、跳组合的基本活动能力。 如何提高教学有效性呢？
国外的研究认为，从以下几个方面着手：
Seize the moment（抓住时机）
Teaching is most effective when it occurs in quick response to a need the learner feels. So even though you are elbow deep in something else, you should make every effort to teach the student when he or she asks. The student is ready to learn. Satisfy that immediate need for information now, and augment your teaching with more information later.
Involve the student in planning（使学生参与计划）
Just presenting information to the student does not ensure learning. For learning to occur, you will need to get the student involved in identifying his learning needs and outcomes. Help him to develop attainable objectives. As the teaching process continues, you can further engage him or her by selecting teaching strategies and materials that require the student's direct involvement, such as role playing and return demonstration. Regardless of the teaching strategy you choose, giving the student the chance to test his or her ideas, to take risks, and to be creative will promote learning.
Begin with what the student knows（从学生的认识出发）
You will find that learning moves faster when it builds on what the student already knows. Teaching that begins by comparing the old, known information or process and the new, unknown one allows the student to grasp new information more quickly.
Move from simple to complex（循序渐进）
The student will find learning more rewarding if he has the opportunity to master simple concepts first and then apply these concepts to more complex ones. Remember, however, that what one student finds simple, another may find complex. A careful assessment takes these differences into account and helps you plan the teaching starting point.
Accommodate the student's preferred learning style（适应学生的学习方式）
How quickly and well a student learns depends not only on his or her intelligence and prior education, but also on the student's learning style preference. Visual learners gain knowledge best by seeing or reading what you are trying to teach; auditory learners, by listening;and tactile or psychomotor learners, by doing.
You can improve your chances for teaching success if you assess your patient's preferred learning style, then plan teaching activities and use teaching tools appropriate to that style. To assess a student's learning style, observe the student, administer a learning style inventory, or simply ask the student how he or she learns best.
You can also experiment with different teaching tools, such as printed material, illustrations, videotapes, and actual equipment, to assess learning style. Never assume, though, that your student can read well -- or even read at all.
Sort goals by learning domain（根据学习范围划分目标）
You can combine your knowledge of the student's preferred learning style with your knowledge of learning domains. Categorizing what the students need to learn into proper domains helps identify and evaluate the behaviors you expect them to show.
Learning behaviors fall in three domains: cognitive, psychomotor, and affective. The cognitive domain deals with intellectual abilities. The psychomotor domain includes physical or motor skills. The affective domain involves expression of feeling about attitudes, interests, and values. Most learning involves all three domains.
Make material meaningful（使学习材料有意义）
Another way to facilitate learning is to relate material to the student's lifestyle -- and to recognize incompatibilities. The more meaningful material is to a student, the quicker and easier it will be learned.
Allow immediate application of knowledge（使知识迅速应用）
Giving the student the opportunity to apply his or her new knowledge and skills reinforces learning and builds confidence. This immediate application translates learning to the "real world" and provides an opportunity for problem solving, feedback, and emotional support.
Plan for periodic rests（周期性计划）
While you may want the students to push ahead until they have learned everything on the teaching plan, remember that periodic plateaus occur normally in learning. When your instructions are especially complex or lengthy, your students may feel overwhelmed and appear unreceptive to your teaching. Be sure to recognize these signs of mental fatigue and let the students relax. (You too can use these periods - to review your teaching plan and make any necessary adjustments.)
Tell your students how they are progressing（告诉你的学生他们该如何发展）
Learning is made easier when the students are aware of their progress. Positive feedback can motivate them to greater effort because it makes their goal seem attainable. Also, ask your students how they feel they are doing. They probably want to take part in assessing their own progress toward learning goals, and their input can guide your feedback. You will find their reactions are usually based on what "feels right."
Reward desired learning with praise（奖励）
Praising desired learning outcomes or behavior improves the chances that the students will retain the material or repeat the behavior. Praising your students' successes associates the desired learning goal with a sense of growing and accepted competence. Reassuring them that they have learned the desired material or technique can help them retain and refine it.
[[i] 本帖最后由 bing2008 于 2008-6-9 08:45 PM 编辑 [/i]] 有效教学具有以下三重意蕴：一是“有效果”，即指对教学活动结果与预期教学目标的达成程度的评价；二是“有效率”，即指在单位时间内教学效果的比率；三是“有效益，”是指三维目标有效达成。因此，在体育教学中要将有效教学进行到底的终极目标，就是实现教学“有效果、有效率、有效益”的“三有”效果，努力使学生在教学中得到最大进步和发展。
常规不是不抓，而是怎么抓
是渗透，而不是强迫 有效教学的内涵：有效教学指教师遵循教学活动客观规律，以尽少的时间、精力和物力投入，取得尽可能多的教学效果。教学的有效性包括如下三重意蕴：有效果、有效率、有效益。