## 体育活动学生参与活动程度分析
* 队列式活动
```plantuml
@startuml
skinparam componentStyle rectangle
actor "8" as p1
actor "7" as p2
actor "6" as p3
actor "5" as p4
actor "4" as p5
actor "3" as p6
actor "2" as p7
actor "1" as p8
rectangle "体育道具A" as toola
rectangle "体育道具B" as toolb
rectangle "体育道具C" as toolc
actor "8" as p11
actor "7" as p21
actor "6" as p31
actor "5" as p41
actor "4" as p51
actor "3" as p61
actor "2" as p71
actor "1" as p81
rectangle "体育道具A" as toola1
rectangle "体育道具B" as toolb1
rectangle "体育道具C" as toolc1
p1 -left- p2
p2 -left- p3
p3 -left- p4
p4 -left- p5
p5 -left- p6
p6 -left- p7
p7 -left- p8
p8 .left. toola
toola .left. toolb
toolb .left. toolc
p11 -left- p21
p21 -left- p31
p31 -left- p41
p41 -left- p51
p51 -left- p61
p61 -left- p71
p71 -left- p81
p81 .left. toola1
toola1 .left. toolb1
toolb1 .left. toolc1
toolc .. toolc1#white
@enduml
```
8个学生排队来使用体育道具A、B、C，轮到任何一个学生该学生连续使用体育道具ABC。
结论：体育课程40分钟，每个学生绝大部分时间(70%)是排队而不是在做体育运动；排队期间学生无聊而相互嘻哈闹着玩，老师还需要去维护秩序。
* 循环式活动
```plantuml
@startuml
skinparam componentStyle rectangle
actor "1" as p1
actor "2" as p2
actor "3" as p3
actor "4" as p4
actor "5" as p5
actor "6" as p6
actor "7" as p7
actor "8" as p8
actor "9" as p9
rectangle "体育道具" as toola
rectangle "体育道具" as toolb
rectangle "体育道具" as toolc
rectangle "体育道具" as toold
rectangle "体育道具" as toole
rectangle "体育道具" as toolf
rectangle "体育道具" as toolg
rectangle "体育道具" as toolh
rectangle "体育道具" as tooli
p2 -left- toola
toola -left- p3
p3 -left- toolb
toolb -left- p4
p4 -left- toolc
toolc -left- p5
p5 -down- toold
toold -- p6
p6 -right- toole
toole -right- p7
p7 -right- toolf
toolf -right- p8
p8 -right- toolg
toolg -right- p1
p1 -right- toolh
toolh -right- p9
p9 -up- tooli
tooli -up- p2
@enduml
```
全部学生一起循环运动，每个学生都在同时运动，40分钟体育课程时间，基本上都是在运动着。
* 阵列同步活动
```plantuml
@startuml
skinparam componentStyle rectangle
actor "1" as p1
actor "2" as p2
actor "3" as p3
actor "4" as p4
actor "5" as p5
actor "6" as p6
actor "7" as p7
actor "8" as p8
actor "9" as p9
actor "10" as p10
actor "11" as p11
actor "12" as p12
actor "13" as p13
actor "14" as p14
actor "15" as p15
actor "16" as p16
actor "17" as p17
actor "18" as p18
p1 -right- p2
p2 -right- p3
p1 -- p4
p4 -right- p5
p5 -right- p6
p4 -- p7
p7 -right- p8
p8 -right- p9
p2 -- p5
p5 -- p8
p3 -- p6
p6 -- p9
@enduml
```
阵列同步活动，每个学生在体育课期间都是同步做运动，列队：①做操；②跳绳；③俯卧撑.....
***解决方法***
组织学生体育活动的形式需要抓住要领：人每个学生在体育课的时间内70%+的时间在运动中，而不是在等候排队中度过。
## 学生举手互动行为
* 举手发言互动的主动性和公平性
* 老师点名发言的被动性和偏向性
这两种方式交错使用均可以让学生集中注意力提升关注度。
***举手人数太多***
* 45人班级20人举手，时间限制最终仅5人发言
75%的人举手了但没有发言机会，这五位发言者也是被老师点名的，学生仍然是被动性和老师偏向性。
问题出在：老师问的问题引导性、思考性不够，就是太简单了，学生抢着举手！让主动性和公平性无法提现。
***举手人数太少***
* 45人班级5人断续举手4人发言
老师问的问题引导性、启发性、思考性较强，学生通过思考后才举手，五人断续举手，按先后顺序发言。
避免优等生总是抢占举手发言机会，老师引导学生举手表达不知道的问题，学会提问题本身就是很大的启发性和思考性。