一、对学情分析的认识就个体的学习而言,是在其原有认知的基础上,经过外部条件的刺激、同化、顺应等作用,促使认知结构从“平衡到不平衡再到平衡”的动态性过程。由此我们可以理解对于教师的教学而言,只有在学生原有的认知结构发展的基础上,施加以适当的“外部刺激”(如教材与教法),教学才能够取得良好或理想的效果。体育课堂中的身体练习以及过程中技术技能的动态性生成是区别于其他课程的重要特点。因此,体育教学中的“外部刺激” First, the understanding of academic analysis of individual learning, is based on its original knowledge, through the stimulation of external conditions, assimilation, adaptation and other roles, to promote cognitive structure from “balance to unbalanced and then To balance ”dynamic process. From this we can understand that for teachers’ teaching, teaching can only be achieved if the students are given proper “external stimuli” (such as teaching materials and teaching methods) based on the original cognitive structure of the students The ideal effect. Physical exercises in physical education classrooms and the dynamic generation of technical skills in the process are important characteristics that distinguish them from other curricula. Therefore, the “external stimuli” in physical education