1. Textbook Source: This music activity is based on a work in Happy Orff, formerly known as Frog.

2. Target orientation: pay attention to guiding children to feel and express the vividness and interest of music through physical movements; The difficulty lies in helping children understand the matching between the rhythm of children's songs and the music structure through the atlas.

3. Design concept: Children are the main body of music activities, and the design of activities must start from children's interests and the needs of children's development. Reflect the flexibility and autonomy of activity design. Because any perfect music activity design needs to be adjusted in the specific implementation process, in order to adapt to the actual teaching situation and achieve the best teaching effect.

4. Organization mode: The momentum activity exercise, sound modeling exercise and action modeling exercise in Orff's teaching system are mainly adopted; The second is to combine learning rhythm with playing games to guide children to learn music, experience music and express music in games. In addition, the atlas is also used to help children understand the matching between the rhythm of children's songs and the music structure.

Second, the activity objectives

1, let children master the rhythm in the game.

2. Experience the lively and interesting music of counting frogs through voice modeling, finger games, atlas memory and performance.

Third, activity preparation

A tape recorder, a tape, a rhythm card and an atlas.

Fourth, the activity structure.

1, momentum exercise (clap your hands, stamp your feet, clap your legs ...);

2. Sound modeling exercises (rhythm recitation);

3. Action modeling exercises (performing finger games);

4. Atlas recitation exercises; 5, game practice (individual, group, group performance).

Verb (abbreviation of verb) guiding points

1, momentum activity practice (clap your hands, stamp your feet, clap your legs ...). Listen to the teacher playing drums, and ask the children to imitate the beat rhythm and consolidate the rhythm pattern by beating all parts of the body (hands, legs, shoulders, etc.). ) and momentum exercises (stamping left foot, right foot, foot, etc. ).

2. Sound modeling exercises (rhythm recitation). Guide children to creatively use the sounds of small animals or children's names for rhythmic reading activities, and further consolidate the rhythm pattern.

3. Action modeling exercises (finger games). Through dialogue, the nursery rhyme "Counting Frogs" is introduced. While analyzing nursery rhymes sentence by sentence, naturally cooperate with the performance of fingers to guide children to invent their own finger expression methods, such as four fingers touching to indicate croaking, fist indicating frog's big eyes, wrist driving palm, palm turning down to indicate frog jumping. Familiar with folk songs and rhythms in the process of playing finger games. Guide children to play finger games 1-2 times in the music of counting frogs.

4. Atlas recitation exercises. While reciting the rhythm, the teacher uses finger maps to help children remember the order of phrases expressed in music. Mobilize children's various senses to participate in music, for example, let children read atlases with rhythm reading and momentum activities to match music.

5, game practice (individual, group, group performance). Let the children play with frogs and form a "pond" for music performance.

6. End the activity: The children jumped out of the activity room from the music with the teacher.

Sixth, teaching reflection.

This activity has achieved good results. Personally, I think it has the following characteristics:

1, successful selection: rhythm without lyrics but with distinctive sound effects. Counting Frogs is accompanied by a catchy and rhythmic children's song Counting Frogs, which fully expresses the combination of music, language and action and forms a vivid and perfect picture of frogs singing and dancing.

2. Program design: Using the methods of momentum activity exercise → sound modeling exercise → action modeling exercise → atlas recitation exercise → game exercise, etc., to guide children to gradually mobilize the original experience to learn new knowledge, so that the old knowledge in children's brains is activated, recombined and matched, and new knowledge is formed.

3. Teaching has laws but can't: In the design of children's music activities, an important principle has always been followed, that is, children are the main body of music activities, and activity design must start from children's interests and music works, meet the needs of children's development, and reflect the flexibility and autonomy of activity design.