Basic Strategies for the Organization and Implementation of Kindergarten Rhythm Activities According to this semester’s teaching and research plan, at the beginning of this semester, we conducted music research on eight music subject research and training bases in our district and some other types of kindergartens. Thematic collective research, ***84 music activities. In the process of research and on-site communication with teachers, we found that teachers have many problems and confusions in organizing and implementing music activities. According to this year's music education research topic in our district "Research on Rhythmic Activities in Kindergarten", combined with the practical problems in the survey. Next, let me talk about my personal study and research from the perspective of "Basic Strategies for the Organization and Implementation of Rhythm Activities in Kindergarten" from the four aspects of basic concepts, key points of education and teaching, issues that need attention, and the direction and suggestions for next research. some understandings and opinions. 1. Basic concepts 1. What is rhythmic activity? In the 1980s, rhythmic activities were simply imitation, with the body moving rhythmically to the music. The main imitation content was: things and objects in life. In the late 1980s, with the introduction of some foreign music education forms (such as Orff music, etc.). All artistic activities expressed with music are collectively called rhythmic activities. 2. What does rhythmic activities include? There are four main categories: rhythm and its rhythm combinations, dance, music games, and song performances. Rhythm and its rhythmic combination★ Rhythm: refers to rhythmic activities under musical accompaniment. ★Rhythmic combination: A combination of rhythmic movements organized according to a piece of music with a relatively complete structure. Dance: It is the art of movement. It is a performing art that uses refined and processed human movements as the main means of expression, and uses various basic elements such as dance language, rhythm, expression and composition to shape dance images and express people's thoughts and emotions. Including: body dance (greeting dance), invitation dance, duet dance, performance dance, solo dance, self-choreographed dance and other main forms. Since there are many contents in the field of rhythmic activities in music games and song performances, our music research group will study and discuss the rhythmic activities in two times this semester, so that we can have a deeper and clearer understanding of the content of the rhythmic activities. This activity mainly studies rhythm and dance, and future activities will focus on studying music games and song performances, so I will not give a detailed introduction to music games and song performances today. 3. What is the educational value of rhythmic activities? Compared with the teaching content of other subjects, rhythmic activities are more difficult to organize, so rhythmic activities are rarely arranged in daily teaching activities. However, rhythmic activities can develop children's physical movement abilities, develop children's ability to feel and express music with the help of body movements, and meet children's needs for physical activities; their need to participate in the musical process to explore music; their needs for imaginative thinking and creative expression needs, as well as the need for communication and cooperation. It can be seen that rhythmic activities have a great role in promoting the development of young children, so we should focus on cultivating children's abilities in all aspects during the teaching process of rhythmic activities. So, how to organize a rhythm teaching activity? What are its basic implementation strategies? 2. Key points of rhythmic activity education and teaching 1. Selection of rhythmic activity materials (1) Selection of music: One of the purposes of choosing music for young children is to be close to children and be liked by children. As children continue to grow, their favorite music styles and styles are also constantly changing. In the child care stage: music should be mainly selected that is relaxing, pleasant, stimulating, soft and repetitive. The style can be more casual, and it is best to choose more classic music works. In the small class stage: the proportion of children's music and general Chinese-style music can be gradually increased, so that children have sufficient opportunities to become familiar with and love these types of music. In the middle class stage: especially in the later stage of the middle class, Chinese music with obvious national characteristics and different styles can be gradually added. In the large class stage: exotic music with obvious regional and national characteristics, as well as a small amount of adult music that is emotionally healthy, uplifting, and moderately stimulating can all be the music selection objects for rhythm activities. For example, Teacher Xu Zhuoya’s research on rhythmic activities used many representative musics, both foreign and domestic. For example: fragments of Chinese adult dance music "Red Silk Dance", Chinese light music "Flower Party", foreign light music "Clarinet Polka", "Express Train Polka", "Whistle and Puppy", foreign ballet fragments "Pizzicato", " "Spanish Bullfight", this kind of music has a clear structure, which is easy to excerpt and reorganize according to the needs of teaching, and some of it can even be used directly. (2) Choice of actions: Children’s rhythmic activities can be divided into three categories: general life actions: (including: walking, running, jumping, clapping, nodding, bending knees, shaking arms, etc.); rhythmic imitation actions: (including : Imitate animal movements: birds flying, fish swimming, rabbits hopping, etc.; imitate natural phenomena: flowers blooming, raining, wind blowing; imitate daily life movements: washing face, combing hair, etc.; imitating adult labor or activities: picking fruits. , picking tea, etc.; imitating the movements in children's games: shooting rubber balls, seesawing); dance movements: artistic performance movements that have been basically stylized after years of cultural accumulation (such as broken steps, trots, pad steps, stepping steps, etc. etc.) In early childhood, the first movements to develop are "general life movements", and then "rhythm imitation movements". These two movements can generally be acquired by children through their own exploration activities without adults providing specialized sex education. It is impossible for children to acquire "dance movements" on their own through creative exploration activities.

Therefore, dance movements are the last movements that children pay attention to and learn, and they are also the movements farthest from children's lives. According to this sequence, in the early stages of kindergarten and small classes, the selected actions should first be based on "general life actions", and at the same time, attention should be paid to gradually increasing the proportion of "rhythm imitation actions". In addition, simple dance movement learning should be introduced bit by bit in the middle and later stages of small classes. In the middle class stage, on the one hand, attention should be paid to increasing the proportion of "rhythm imitation movements". The proportion of some slightly more difficult basic dance moves in the overall learning content should also begin to gradually increase. At the senior class level, rhythm imitation and dance movements have gradually become the main learning content of kindergarten rhythm activities, while general daily life movements will gradually take a more secondary position. In addition, in early childhood, dance movements should be more childlike and "neutral" (that is, the national cultural style is less clear); while in middle and late childhood, you can consider carefully and gradually adding more national cultural style characteristics. It is an obvious Chinese and foreign dance move. The movement development ability of young children is limited. We must follow the following three rules in educational activities: first, from large overall movements to small fine movements; second, from non-moving movements to moving movements; third, from Simple movements to compound movements. 2. Teaching program design of rhythmic activities: Whether the program design of teaching activities is reasonable or not is not only an important guarantee factor for the effective achievement of educational goals, but also an important guarantee for whether children can maintain physical and mental comfort and happiness for a longer period of time during learning. The most fundamental processing principle is: "Alternate movement and silence." The alternation of movement and stillness here is not only the alternation of movement and stillness, but also includes: (1) alternation of large and small amounts of movement; (2) alternation of familiarity and change; (3) alternation of thinking and expression; (4) different activity media of alternation. As long as teachers can work hard to arrange reasonable changes in rhythm during program design, comfortable and enjoyable learning can be effectively guaranteed. As for today’s activities, from the perspective of the introductory links, the three activities have their own characteristics: The introductory links of the first and third sections of the activities: they both start from "action", and the first section starts from "action observation" ,The third section starts from “action migration”. The introduction of the second section of the activity: starting from the formation process. Summary: The above is the "Basic Strategy for the Organization and Implementation of Kindergarten Rhythm Activities" compiled by the editor. I hope it can help everyone.