Aerobics teaching and training

Author: Shan Yaping
Publisher:
Publish Date: 2003-01-01
Features: Section 4: The training ability of aerobics teaching refers to the ability to complete certain activities. Aerobics teaching ability is centered around aerobics technical teaching, with a comprehensive nature, abilities working in coordination. It includes the ability to design teaching, demonstrate action techniques, express teaching orally, observe and analyze skills, apply teaching methods, and write lesson plans, etc. These all belong to the special abilities required for aerobics professional teaching and can only be obtained through rigorous training. Teaching ability is the basic skill of an aerobics teacher.
I. The Ability to Design Teaching
(1) Requirements for Aerobics Teaching Design
To ensure the smooth progress of teaching courses and achieve the desired teaching effects, aerobics teachers often conduct teaching design first, just as engineers need blueprints before building houses. Teaching design involves making reasonable arrangements for all aspects of the teaching process in accordance with the requirements of scientific and optimized teaching. Specifically, it means determining the teaching objectives for certain action techniques at a specific teaching stage and arranging teaching content, organizing the teaching process, and selecting teaching methods around the central goal of achieving these objectives, thereby formulating a complete teaching plan. The items generally included in teaching design are teaching objectives, teaching content, teaching process, and teaching methods.
1. Determining Appropriate Teaching Objectives
The teaching objectives of aerobics must align with the teaching sequence requirements, clearly defining the position of the teaching content within the sequence. They should take into account the characteristics of basic, combined, and set movements, as well as the students' actual abilities, ensuring that the teaching objectives for these movements become part of the teaching sequence. Aerobics textbooks should feature technical movements as the core, embodying a comprehensive representation of aerobics knowledge and skills, and providing students with examples for learning aerobics courses. Based on the teaching characteristics of aerobics and the students' actual abilities, a well-structured sequence should be established. This not only ensures targeted and task-oriented teaching but also avoids randomness and blindness, enhancing scientificity and creating basic conditions for optimized aerobics teaching.
2. Selecting Teaching Content
When arranging teaching content, priorities should be clear, and emphasis should be appropriately distributed, highlighting key points. Due to limited teaching hours, teachers must determine the main and secondary aspects of teaching content within a certain quota to facilitate the completion of the curriculum. To achieve this, teachers must process the teaching content. First, they must thoroughly study the teaching materials, including the teaching plan, teaching syllabus, and textbook. Studying the teaching plan involves understanding the objectives, tasks, teaching hours, and weekly class hours of the aerobics course, as well as grasping the unity and flexibility of the course arrangement. Studying the teaching syllabus means clarifying the teaching objectives of the aerobics course, understanding its curriculum system and basic content, and identifying the fundamental teaching requirements. Studying the textbook refers to teachers becoming proficient in all its content, including the intended purpose of writing, organizational structure, key chapters, and the key points, difficulties, and critical points of each chapter. In summary, the purpose of processing teaching content is to analyze and judge its transmissibility based on students' learning capabilities, allowing teachers to adapt their teaching actively to students' learning, thereby effectively transmitting knowledge, technology, and skills.
Second, teachers select, organize, adjust, and arrange teaching content. Selecting and organizing teaching content involves teachers, after gaining an in-depth understanding of the teaching and mastering students' learning patterns, processing the content through teaching methods to transform it into a form that is easy for students to grasp and willing to accept. At the same time, they should supplement content around the key points as planned and, if necessary, make appropriate deletions. Adjusting and arranging teaching content involves reorganizing the content based on the principles of combined or set movement sequencing to facilitate comprehensive technical training.