Music goal: feeling and appreciation, expression and creation.

Language guidance (simple and relaxed spoken language, body language in place, less talk and more action)

Reflections on the background of the guide

The content of music activities: singing activities, rhythm activities, percussion activities and appreciation activities.

Singing teaching in kindergarten

Orff percussion station

Law of action choice

1 From large overall movements to small fine movements

2 From motionless action to dynamic action

3 From simple action to compound action

Music is not only an art of hearing, but also an emotional education. Only when a person has rich emotional development can intelligence, physical strength and morality develop in harmony. Music education is of unique significance for shaping children's good psychological quality, improving children's overall psychological development level, and making children have stable and positive emotions, strong will and confidence, good personality and harmonious interpersonal relationships.

The application of situational teaching in music courses is carried out in teaching and research: a very important aspect of kindergarten music education is to develop the right brain and thinking in images. In the past, music education ignored the cultivation of this aspect and paid too much attention to the teaching of music knowledge and skills, which limited the development of children's thinking ability in images. In singing teaching, it is found that children's singing desire needs to be improved. To sum up, the reasons for this phenomenon are as follows:

First, the ability to accept and understand the foundation needs to be improved (the middle class should start to pay attention to paving the way)

Secondly, influenced by old experience and lack of knowledge, the song structure and lyrics are difficult to remember.

Third, influenced by the traditional teaching mode, teachers teach one sentence and children learn one. Teaching methods are rather boring and can't fully arouse children's enthusiasm.

For these reasons, brainstorm and discuss how to improve children's enthusiasm in singing activities through CUHK team. And how to implement it in situational teaching.

The Core of Language Teaching and Development

First cut to the chase, second heart-to-heart, third happy question and answer, fourth story attraction, fifth suspense creation, sixth art performance, seventh props demonstration, eighth experimental exercise, ninth fun game, tenth observation, eleventh wall chart question.

The Core of Language Teaching: Listening, Speaking and Reading

There should be passion in class, and the teacher's daily expression should also be passionate.

Regional conversation activities combining watching, listening, speaking and doing.

Finger rhyme

One finger into a dot, two fingers into a section, three fingers into a fork, four fingers into a bend, and five fingers into a small flower.

Clap your hands, my little hand is stretched out. Clap your hands, my little hand is up. Clap your hands and my little hands turn. Small hands clap and my small hands hold it up. Little hands clap, my little hands hide.

A fish, swimming in the water, lonely and anxious. Two fish, swimming in the water, wagging their tails and nodding their heads. Two fish, swimming in the water, make friends happily.

A finger, a finger, became a caterpillar. Two fingers, two fingers, change, become a rabbit jump. Three fingers, three fingers, proud as a peacock dance. Four fingers, four fingers, change, become a kitten meow meow. Five fingers, five fingers, change, become seagulls, fly to the sky.

Good friends, let's raise our glasses, shake hands and guess who won. If we lose, come with me.

Knock, knock, knock, knock, knock, knock.

A little monkey was swinging on the swing, laughing at the crocodile being flooded. Here comes the crocodile. The crocodile came and ate it in one breath.

Hey, hey, my train is about to leave, from where, (the zoo), who will drive the train (the zoo), ×××? Hey hey, ...

The tomatoes in the garden are round and big, so lie down and sleep without talking. A big German shepherd dog came and took a bite of the tomato. Dad was very angry when he saw it. He quickly drove the German shepherd out, out, out, out.

Birds, birds live under big trees, voles, voles live under big trees, morning glory, morning glory, morning glory, morning glory, morning glory, morning glory, morning glory, morning glory, morning glory, morning glory, morning glory, morning glory, morning glory, morning glory.

Xiao Xiaobai went upstairs, turned on the TV, unplugged the antenna, turned off the channel and turned off the TV. Xiaobai Xiaobai went downstairs, hungry, and went to KFC, Hamburg, Hamburg, Coke, French fries, French fries, chicken wings, chicken wings! Please put your hands on your hips and eat.

Theoretical study? Topic pre-class guidance method

The first one: cut to the chase and directly introduce the new curriculum content. For example, the story performance "Foxes Lay Eggs" said, "Last class, we already told the story of" Foxes Lay Eggs ". Today, the teacher and the children will act out the story together. Will you? "

The second type: heart-to-heart conversation, kindergarten teachers unconsciously infiltrate the new curriculum content, and then naturally introduce topics. Such as the introduction of the children's song "Umbrella": "Do you like rain, children? Why do you like umbrellas? " Let the children speak freely. The teacher concluded: "Children all like umbrellas, because they can shelter us from the wind and rain, and they are also very beautiful. Today, we will learn the children's song Umbrella. "

The third kind: happy guessing, which can summarize the main characteristics of things, help children understand the content of new lessons and stimulate their interest in learning. For example, the introduction of the general knowledge class "Knowing Frogs" said: "Today, the teacher will let you guess one thing,' big eyes, wide mouth, white belly, green clothes, jumping on the ground, paddling in the water, singing and croaking, eating pests to protect crops. "Please think about it. What is this? By the way, let's go to see the frog today! "

The fourth kind: story attraction, introducing new lessons in the form of stories, can attract children's attention and arouse their enthusiasm for learning. For example, the introduction of "careless little painter" in music activities: "Today, the teacher told a story to a child. There is a child named "Tintin". He likes painting very much. He drew a duck with a sharp mouth, a rabbit with round ears and a big horse without a tail. What kind of painter do you think he is? Yes, no matter what you do in the future, you should be careful. Don't be so-so. Today, we will learn the song "Careless Little Painter". "

Fifth: create suspense. Introducing new lessons with suspense can stimulate children's curiosity, arouse their enthusiasm for getting to the bottom of the matter and cultivate their spirit of active exploration. For example, the story of "Molly asks the doctor" in the theme activity introduces: "Today, the teacher tells a story to the children, and the topic is Molly". Why did Molly ask for a doctor? How many doctors were invited? How did they treat Molly? Please listen to the teacher carefully and you will know. "

The sixth form: artistic performance, which can help children understand and master the content well by introducing new lessons through situations, sketches, dances, puppets and other performance forms. For example, the introduction form of "Mr. Wang Lao" in the music activity class: show it to the old puppet with glasses and say, "Look, who's here?" Let's call him Mr. Wang. Mr. Wang Lao likes raising animals very much. Can you guess what he keeps? Today, we will use songs to express what we just said. The name of this song is Mr. Wang Lao. "

Seventh: props demonstration, with the help of physical objects, toys, pictures and other props demonstration forms to introduce new lessons, intuitive image, children are both interested and easy to understand. For example, when introducing the song "The Lost Handkerchief" in a music activity, we can say, "The teacher brought something today. What do you think it is? " (Show the handkerchief and demonstrate the game) and conclude: "Today we are going to learn this song, which is called" Lose the handkerchief "."

Eighth: experimental exercises, through intuitive and vivid experimental operations, introduce new curriculum content, turn abstract into concrete, turn abstruse into simple, which not only develops children's observation ability, but also plays a multiplier role in children's understanding and mastering the newly taught content. For example, in the general knowledge class "Knowing Water", the teacher lifted the kettle, poured water into the cup, and then asked, "What do you think the teacher poured into the cup? Does water have color? Who is right? Let's do a little experiment, and you will know after reading it. "

Ninth: Fun games, introducing new lessons in the form of games, can arouse children's enthusiasm and enliven the classroom atmosphere. For example, in the field of science, the introduction of new lessons can be arranged as follows: the teacher guides the children to play the game of "please do as I do", and finally let the children put their hands behind their bodies to inspire and induce: "Hey! What are you hiding behind your back? Oh! So you hide your hands behind your body. Be careful, how many hands does everyone have? What else can two hands say? (a pair of hands). "

Tenth: pay attention to observation, let children observe with tasks, which can make children understand what they have learned quickly and firmly. For example, the introduction of "knowing tadpoles" in the field of science can be said as follows: "Children, the teacher has prepared many pots on the table, and there are many tadpoles in the pots. What do they look like? Teachers should let the children have a look. When they look at it, they should be careful and remember their characteristics firmly. "

Type 1 1: Ask questions on the flip chart, use the flip chart to create and introduce new lessons through interesting questions, and cultivate children's ability of observation and oral expression. For example, the introduction of "Star Picking" in music activities: "What does the moon look like in the picture? What does the moon bend into? Who wants to sit on this boat? What do you want to do on this boat? "

The overall goal of the language field (new outline)

(1) Create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers, peers or others, experience the fun of language communication, and learn to use appropriate polite language to communicate.

(2) Cultivate children's habit of paying attention to listening and develop their language understanding ability.

Encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things or processes, and develop language expression and thinking ability.

④ Guide children to contact excellent literary works, let them feel the richness and beauty of language, and help them deepen their experience and understanding of works through various activities.

⑤ Cultivate children's interest in simple symbols and characters that are common in life.

⑥ Use books and paintings to stimulate children's interest in books, reading and writing, and cultivate children's pre-reading and pre-writing abilities.

The core of language teaching

① Listening (understanding → feeling)

There should be passion in the classroom: talk to children during teaching (pay attention to children's interests, stimulate children's emotions and grasp the details of the classroom); Master the order and method of pictures and all teaching AIDS; Do a good job in summarizing and extending activities to achieve the goal of home-school education.

② Expression (communication → want to say)

Teachers' daily expression: Chinese teaching should reflect emotions and enrich knowledge points; Teachers' language expression is very important, so that children can feel the beauty of language and be willing to listen, imitate and express. Teachers should form their own language literacy, be gentle, kind and colorful, not only in different tones, not only in the classroom, but also in the teaching organization all day.

③ Reading 1 (appreciation → speaking)

The combination of seeing, listening, speaking and doing.

(1) "Vision" means that teachers provide a concrete image to tell the object, so that children can fully observe it;

(2) "Listening" means that teachers describe, inspire, guide, hint and demonstrate with language, so that children can fully perceive and understand.

(3) "Speaking" means that children fully express their personal understanding on the basis of perceptual knowledge.

(4) "Doing" means that teachers provide children with a certain imagination space, and help children to fully conceive through their participation or independent operation activities, so as to organize more abundant, coherent, complete and creative language to express.

Attention should be paid to the specific application of this method:

(1) The auxiliary materials for language education provided by teachers should be materials that children have come into contact with, are familiar with or conform to their cognitive characteristics;

Teachers should ask questions in a sequential and enlightening way to help children conceive and express;

(3) Teach children the method of observing the told object, and leave some observation time and space for children.

(4) According to children's actual language level, put forward different expression requirements, requiring children to gain language experience in hands-on, brain and oral learning, and be willing to express.

The core of children's language development

① The core of children's language learning and development is the development of language communicative competence;

② Children's language ability is developed in the process of communication and application;

(3) Create a free and relaxed language communication environment for children, encourage and support children to communicate with adults and peers, and make children want to speak, dare to speak, like to speak and get positive responses.

Courses and regional corner activities

1. Choose the activity mode according to the ability training goal.

① Curriculum and regional corner activities complement each other.

Curriculum: children's theme; Teacher-led (cultivate knowledge and learn to express)

Regional perspective: development, exploration, relaxation, freedom, ability, attitude and habit.

② Curriculum activities centered on acquiring language knowledge.

Teaching methods: demonstration and imitation, group games, practice, performance, audio-visual and so on.

③ Regional corner activities focusing on language training: role-playing, music reading, etc.

4. Key points of phased reading and writing activities combining courses with corner activities

① Focus of small class: reading methods, training oral English, understanding stories and identifying signs; Describe images, etc.

② Focus of the middle class: reading continuous paintings and calligraphy, sorting out books, making paintings and calligraphy, knowing Chinese characters and understanding the rules.

Big class 3 points: read a lot of books; Adapting creation, making picture books and props, learning to write names and simple Chinese characters, and understanding common sense of writing.

Regional dialogue activities

1. Daily conversations (applicable to all three age groups) Daily conversations are full of scenes and emotions, and are not limited by time and place.

2. Planned conversation activities (it is recommended to start small classes next semester) This kind of activity is to make certain plans and teaching plans, and organize children to talk purposefully according to the topics determined in advance. The topics can be varied.

3. The topics of discussion activities are generally open (it is recommended to start from the middle class). The discussion topics can be "If you are an adult, what do you want to do most" and "Why can't birds fly?" These questions can be played by children at will, and there is no fixed answer.

Course sharing

Bear's tail

Step 1. greet sb.

Step two. Ask children "Do you know whose tail this is" by showing pictures, and invite them to answer and encourage them in time.

Step three. Show PPT pictures in turn through the password "Gollum Change" (Highlights: the setting of PPT is very innovative, which can effectively stimulate children's enthusiasm by showing semi-complete pictures and participate in the guessing process with high frequency)

Step four. Show the prepared cards. Take bears with different tails as an example. By creating situations, children can understand the uses of different animal tails.

Step five. Let the children find ways to help the bear grow its tail (highlight: the children have various answers, but the teacher did not deny the children's ideas, but encouraged them in time. This practice is worth learning by all teachers, encouraging children to have their own ideas and giving them the courage to express themselves in their later life and study.

Step six. Game settings: "Pull the tail", which is played in groups and accompanied by music, greatly enriching the rhythm of the whole game (suggestion: before the game starts, emphasize safety to children during the game)

Step seven. Extension: Ask the child which part of the body he likes best and come to the conclusion that "what suits him is the best".

Guess the fun of animals

Step 1. greet sb.

Step two. Attract children's attention and stimulate their thinking through the teacher's own stories. "The teacher went to the animal kingdom yesterday. Guess what I saw? "

Step three. The teacher shows the prepared animal card (highlight: the card is mysterious when it is displayed, which fully arouses the children's interest)

Step four. Two teachers gave the children a demonstration of "Guess the names of animals according to their characteristics and living habits" (Highlight: Tell the children to raise their hands when they want to answer questions, which effectively ensures the class order)

Step four. Game Settings: Animal City Dance, the setting of obstacle-breaking link enables children to consolidate what they have learned in the game (fully respect children's dominant position in the learning process).

Step five. Guide children to review the classroom process.

Step six. Extend to role-playing, make animal kingdom with mom and dad, guess Le Shu, cut animals and draw animals.

Discussion after class

(1) The game can also adopt imitation and pairwise competition.

② The prepared cards can be larger and displayed on the big screen with the help of the whiteboard, which is beneficial for children to observe.

③ When introducing the habits and characteristics of animals, teachers' language output must be rigorous.

These disciplines are interrelated and mutual learning can be applied to the advantages of this field. Teaching and research teams of all ages will participate in the formulation of the teaching plan for the next semester.