An Empirical Study On The Physical Teaching Activity Design For 5-6 Years Old Kindergarten Children

The"12th five-year-plan"of China brings pre-school period into the categary of compulsory education. It claims that kindergarden education is the basis of the life-long education. So it is necessary to enhance the quality of pre-school physical education.Under the circumstance of exploring the pre-school education, the paper does a empirical study of physical education of 5 to 6 years old children. It investigates appropriate, efficient and feasible physical teaching activities, provides some evidence for the subjec theoritically and practically. The present study use the methods of literature review, interview, questionnaire, investigation, statistics, educational experiment and so on. The results of the present study are as followed:There is some physical teaching activities for the 5 to 6 years old children. But the objectives are old, fuzzy, not scientific, not systematic and not flexible. The contents emphasize the safty and decline the ability of exercise. The activities stress the entertainment and ignore that the nature of the exercise is enhancing physical exercises by doing games. The rate, gender, educational level and major of the PE teacher couldn't come up to the requirement of the physical teaching activities. Though the rate of personal space has up to the standard, the quality and quantity of the equipments are not high enough. A appropriate evaluation of physical teaching activity is lacked. The parents and managers haven't paid enough attention to the physical teaching activities.The references are unbalanced. And the time of the physical teaching is distributed unreasonablly.The present study develops an physical teaching activity design, renewing and refining the teaching activity objectives. The objective consist of two classifications. Firstly, PE recogonition, physical characteristic and function, physical quality. Secondly, the adaptation of mind and society. An objective which is scientific, continuous and operatable is needed. A figurative and object content such as making charts, stories and doing physical characteristic exercises should be set up according to the objectives.By using a method with teaching→playing games→strengthening→re-practising can deepen the learning contents and make a life-long memory. By the formats of pre-evaluating→process-evaluating→result-evaluating→comprehensive evaluating, the evaluation of pre-school physical teaching activity could be objective at qualitive aspect and subjective at quantitive aspect. A scientific and advanced reference should be chosen. The time of the activity is 30 minutes, 3 times a week.After the experiment, the physical quality of the children has improved longitudinally. The physical quality of the children in experimental class is much better horizontally. The parents, teachers and managers of the experimental class are quite satisfied with the physical teaching activity. The physical recognition of the experimental class children has raised. It indicates that the design can improve the physical quality and physical recognition of children. Both the physical recogonition and physical evaluation of the two kindergarten's students have not got significant difference after the experiment. It shows that oprating the activity by different teachers could not lead to different effect. The design could be popularized and spreaded out.