“快乐体育”萌芽于20世纪60～70年代,伴随着学校体育教育改革的开始,在我国出现了“快乐体育”的思潮,而且这种思潮以很快的速度蔓延和扩展开来。快乐体育主张充分发挥孩子的学习主动性和创造性。在教学中给孩子思考问题和进行独立创造留有余地,防止那种千层不变、死气沉沉的教学氛围,使孩子能互帮互学、边想边练、自定目标、自选进度、自我评价,从而打破以往只练不想、只会不懂的教学局面,让孩子在学习过程中充分体会到明白了道理、提高了技术、与同学和睦相处和充分进行运动的多种乐趣,并在此过程中培养孩子体育锻炼的能力。现今新课程的到来,有必要在老式的快乐教学上加入新的元素,以便适应当下的课堂,让孩子身心一起健康成长。 “Happy Sports ” sprouted in the 60s and 70s of the 20th century. With the beginning of the reform in school physical education, the trend of “Happy Sports ” appeared in our country, and this trend of thought spread and expanded rapidly Come. Happy sports advocate give full play to children’s learning initiative and creativity. In teaching children to think about issues and create an independent allowance, to prevent the kind of immortal, lifeless teaching atmosphere, so that children can help each other to learn while practicing, self-defined goals, self-selection progress, self-evaluation , So as to break the previous teaching situation that only practiced or not but would not understand. Through this process, children can fully understand and understand the truth, improve their skills, live in harmony with their classmates and fully exercise their activities. During this process, In children’s physical training ability. The advent of the new curriculum today, it is necessary to add new elements in the old happy teaching, in order to adapt to the current classroom, let the child grow up physically and mentally together.