教关节一课时,我没有让学生背住人体六大关节就算完成了教学任务。在教学过程中,我让学生多活动、多思考,走出思维误区,达到既掌握知识,又培养能力的目的。 误区一:有『颈关节』吗? 上课伊始,我让学生充分活动身体各个部位,并发现有哪些关节,学生汇报时多数人说出了包括『颈关节』在内的七大关节。我演示骨骼模型并引导学生走出思维误区:『脊柱骨的顶端到了头骨里面,人头部运动的部位是在头骨下端而不是在里面,由此可见,头部运动其实是什么在运动?』学生充分讨论后一致得出: Teach a joint class, I did not allow students to live in the six joints of the human body even if the completion of teaching tasks. In the process of teaching, I let students more activities, more thinking, out of the wrong thinking, to achieve both knowledge and ability to cultivate the purpose. Myth # 1: Is there a “neck joint?” At the beginning of class, I asked students to fully exercise all parts of the body and found out which joints were reported. Most of the students reported the seven joints, including the “neck joint”. I demonstrated the skeletal model and guided the student out of myths: “The top of the spine bone reaches inside the skull and the head of the person's head is at the lower end of the skull instead of inside. Therefore, what is the head movement actually doing?” Student After full discussion, we come to the conclusion: