Research On The Development Of Children’s Basic Motor Skills By Optimizing Physical Education Curriculum From The Perspective Of Young And Young Cohesion

At present,most developed countries attach great importance to the development of children’s basic motor skills,set it as the primary goal of children’s physical education,and vigorously advocate the design of special physical education courses to promote the development of children’s basic motor skills.However,from the perspective of the link between the young and the young,through literature review,it is found that the physical education courses of the young and the young in China are not well connected,and both sides do not understand the staged tasks of children’s movement skill learning,which to some extent causes the overlap and jump in the movement teaching content.To this,this study through the literature material method to little join course content and measures at home and abroad,preschool physical education curriculum to optimize the content and measures,both at home and abroad for the literature related to children’s basic motor skills intervention,and according to the young education concept of cohesion,children’s physical and mental development characteristics and puts forward the basic motor skills development regularity of large preschool physical education curriculum optimization design strategy:(1)Respect children’s physical and mental characteristics,and establish a game-oriented sports activity system;(2)Attach importance to the connection of physical education courses for children and arrange them reasonably;(3)Grasp the sensitive period of children,continue to develop children’s basic movements.Under the design strategy of this research focuses on the army of preschool physical education curriculum teaching time,content,way,goal and so on are optimized,to start from young PE courses,reasonable grasp of 5 to 6 years old of large children’s motor skills teaching aim,characteristics and the need to consider children’s basic motor skills development,science to develop sports curriculum optimization solution.Finally,the experimental method was used to conduct an empirical study on 80 children aged 5-6 years old in a kindergarten in Huiji District,Zhengzhou city,Henan Province for 12 weeks,three times a week,35 minutes each time.The experimental group carried out intervention experimental teaching according to the optimized program,while the control group arranged teaching activities according to the physical education curriculum plan in the park.The experimental group and the control group were taught by myself and the original teachers in strict accordance with the plan.The experimental results showed that:(1)After 12 weeks of experimental intervention,paired sample T test was used to analyze the scores of basic motor skills test of children in the control group before and after the experiment.It was found that the P values of running and hitting fixed ball were greater than 0.05,and the P values of forward sliding step,pony jump,overhand throwing,underhand throwing and one-hand hitting spontaneous falling and bouncing ball were greater than 0.01 and less than 0.05.The P values of sideslip step,one-foot jump,standing long jump,one-handed ball beating,two-handed ball catching and fixed ball kicking were all less than 0.01,indicating that the PE teaching activities carried out in kindergartens promoted the development of children’s skills and movements to different degrees,and not all indicators could be significantly improved.Among them,it is most effective for the development of children’s motor skills such as sliding step,hopping on one foot,standing long jump,one-handed ball beating,two-handed ball catching and kicking fixed ball.(2)The basic motor skills test scores of children in the experimental group were analyzed before and after the experiment.It was found that the average scores of all indicators in the experimental group were improved after the experiment,and the P values of all indicators were less than 0.01,indicating that the scores of all indicators in the experimental group were significantly improved.That is to say,the optimized program of physical education curriculum can comprehensively and effectively promote the development of children’s basic motor skills.(3)Independent sample T test was carried out on the scores of various indicators after the experiment of the two groups.It was found that the changes of one-handed ball performance of the two groups were basically the same(P > 0.05),and the scores of other indicators were significantly higher in the experimental group than the control group(P < 0.01).In other words,compared with the kindergarten teaching according to the plan in the kindergarten,the optimization plan of the PE curriculum designed in this study can promote the development of children’s basic motor skills more comprehensively and effectively.In order to further promote the development of children’s basic motor skills,the following suggestions are put forward in this study:(1)It is suggested that kindergartens strictly follow the children’s teaching syllabus and the Guide to reasonably grasp the objectives of children’s physical education teaching,constantly enrich the content and methods of children’s physical education teaching,comprehensively develop children’s basic motor skills,and carry out physical education teaching activities adapted to the characteristics of children’s physical and mental development according to the characteristics of different ages.(2)It is suggested that the kindergarten should have a full-time PE teacher,make a reasonable PE teaching plan for children,teach standardized motor skills,and let children master the correct motor skills.And to ensure the quality and quantity of children’s physical education,comprehensive and effective development of children’s basic motor skills.(3)Strengthen the communication and cooperation between kindergartens and primary schools,attach importance to the connection of physical education courses for children and primary schools,strengthen the communication and exchange of courses,improve teaching methods and models,strengthen the continuity of kindergarten teaching materials,and avoid disconnection or repetition of content.