当今社会教育中，幼儿园教育排在所有教学阶段的首位，属于起步阶段，在此阶段中的所有教育内容，对幼儿一生的教育经历中起到引领作用。幼儿在3-6岁时期是生长发育的关键时期，身体各项机能在此阶段快速发展，所以，学龄前时期是幼儿生长的关键时期。依据幼儿园跳绳运动的原有基础与《3-6岁儿童学习发展指南》的有关幼儿跳跃部分要求，开发符合幼儿身心发展的趣味跳绳园本课程，并在原本课程开发的基础上编写幼儿园的趣味跳绳园本教材，充分开发趣味跳绳运动的内在价值，创新和完善幼儿园园本课程。同时通过进行对趣味跳绳园本课程教材内容的教学实验来验证园本课程开发的合理性、有效性，为幼儿园日后其他园本课程内容的开展提供参考。

本文以幼儿趣味跳绳园本课程的开发过程作为研究对象。运用了文献资料法、教学实验法、问卷调查法、访谈法、数理统计法等研究方法进行研究。选取成都市龙泉驿区玉龙生态幼儿园大、中、小三个年级的两个班级，共六个班级为实验对象。采用简单随机抽样的方法抽取了实验班与对照班，实验班采取趣味跳绳园本课程形式进行教学，对照班则采用幼儿园基本技能掌握式体育课进行教学。进行为期12周的教学实验过程，其中前后两周为体测周。大、中、小班每周均上课4次，其中小班课程时长为20分钟，中班课程时长为25分钟，大班课程时长为30分钟，共120次课。

通过12周的幼儿趣味园本课程开发与实验研究的教学实验，得出以下研究结论：

（1）趣味跳绳园本课程相对比于传统的跳绳课程来说，具有趣味性、生动性、灵活性等特点，适合3-6岁幼儿进行练习。且幼儿趣味跳绳园本课程内容不具有训练意义，符合幼儿各种生长发育发展特点。

（2）十周的趣味跳绳园本课程实验有效的提高了幼儿的灵敏性、平衡能力、协调性、下肢肌肉力量、柔韧性、节奏感、方向感、下肢控制能力、心肺能力、跳绳运动掌握情况等内容。不同的教学模式使得幼儿对于跳绳课程更加感兴趣，并增加了跳绳对于幼儿运动时的身体刺激。

（3）由于实验所处月份正值成都初冬，因此对照班级的幼儿由于与实验班幼儿身体锻炼的内容不同，出现了一些身体素质指标呈现显著下降的情况；另外，由于冬季时期天气较冷，这也使得幼儿的身体灵活性下降，实验效果也因此受到了一些小影响。但从试验结果可以看出，实验班幼儿的各项身体素质指标依然稳步提高，这也充分证明了趣味跳绳园本课程实验的有效性。

In today's social education, kindergarten education ranks first in all teaching stages and belongs to the initial stage. All the educational content in this stage plays a leading role in the education experience of children throughout their lives. Toddlers are a critical period of growth and development at the age of 3-6 years, and various body functions develop rapidly at this stage. Therefore, the preschool period is a critical period for the growth of young children. Based on the original foundation of the kindergarten skipping exercise and the requirements of the children's skipping section of the "Learning and Development Guide for 3-6 Years Old Children", develop a fun skipping garden-based curriculum that meets the physical and mental development of young children, and write the fun of the kindergarten on the basis of the original curriculum development The skipping rope-based textbook fully develops the intrinsic value of interesting skipping rope sports, and innovates and improves the kindergarten-based curriculum. At the same time, through the teaching experiment on the content of the fun-jumping rope-based course-based course materials, the rationality and effectiveness of the development of the park-based course are verified to provide a reference for the development of other park-based course contents in the kindergarten in the future.

This article takes the development process of the fun skipping garden course as the research object. Research methods such as literature method, teaching experiment method, questionnaire survey method, interview method, mathematical statistics method are used for research. Two classes in the three grades of Yulong Ecological Kindergarten, Longquanyi District, Chengdu City were selected, and a total of six classes were selected as experimental subjects. A simple random sampling method was used to extract the experimental class and the control class. The experimental class was taught in the form of a fun rope skipping garden-based course, while the control class used a kindergarten basic skills-based physical education class. Carry out a 12-week teaching experiment process, in which the two weeks before and after are the physical examination weeks. Large, medium and small classes are taught 4 times a week, of which the duration of the small class is 20 minutes, the duration of the middle class is 25 minutes, and the duration of the large class is 30 minutes, a total of 120 classes.

Through the 12-week teaching experiment of the children's fun garden-based curriculum development and experimental research, the following research conclusions are drawn:

(1) Compared with the traditional skipping course, this course has fun, vividness and flexibility. It is suitable for 3-6 years old children to practice. Moreover, the fun skipping garden course does not have training significance, and it is very in line with the various growth and development characteristics of children.

(2) Ten weeks of fun rope skipping garden This course experiment effectively improves children's sensitivity, balance ability, coordination, lower limb muscle strength, flexibility, rhythm, direction, lower limb control ability, cardiopulmonary ability, rope skipping movement mastery Situation, etc. Different teaching modes make young children more interested in skipping courses, and increase the physical stimulation of skipping for young children during exercise.

(3) Since the month of the laboratory is in the early winter of Chengdu, the children in the control class have different physical fitness indicators due to the different physical exercise content of the children in the experimental class. In addition, due to the colder weather in winter, Most parents of infants choose to use thick cotton coats to wrap their bodies, which also reduces the flexibility of young children's bodies, and the experimental results have been affected. However, from the test results, it can be seen that the various physical fitness indicators of the children in the experimental class are still steadily improving, which also fully proves the effectiveness of the fun skipping garden-based course experiment.