Arranging morning exercises (including morning exercises themselves and pre- and post-exercise rhythms) and organizing morning exercises are one of the professional skills of kindergarten teachers and one of the regular management tasks of the principal. Since the exercises for each age class have basically unified and fixed content, teachers find it more difficult to arrange and organize morning exercises. How to make this work easy and innovative? The management strategy of our kindergarten is:
First, help teachers clarify the educational value and skills contained in the process of arranging and leading morning exercises.
1. Understand the value of pre- and post-exercise rhythm. Rhythm before exercise is mainly to awaken the muscles of various parts of the child's body and mobilize emotions, while rhythm after exercise can relax and soothe the body and emotions.
2. Clarify the characteristics of morning exercise rhythms and the rules and principles of arrangement for classes of all ages. Teachers can be organized to analyze the style, nature, rhythm, structure, etc. of music, discuss the content and structure of action choreography, and summarize general rules. For example, music should be suitable for children’s age characteristics, and small classes should choose soft, It is best for medium-tempo music to have lyrics, neat structure, singleness, and repetition; for medium- to upper-level classes, choose lively, fast music with a more complex rhythm. The movements of the kindergarten class are mainly based on the rhythm of life and the rhythm of small animals that children are familiar with. They are basically imitative movements, and the movements are alternating and regular; the movements of the middle and large classes should be relatively more frequent, with space for movement and movement. Rhythm density changes, communicative movements, new dance movement vocabulary, etc.
3． Provides information on movement and music when arranging grooves. What our kindergarten does is: send a dedicated person every semester to take pictures of the morning exercises and rhythms of classes of all ages and burn them into CDs for storage; be a caring person when you go out to study and record the morning exercises and rhythms of other kindergartens; collect relevant audio and video materials and provide them to Teachers serve as reference. At the same time, we have stipulated the principles and methods for selecting the content of morning exercises every year: in addition to the corresponding exercises being changed according to the age characteristics of the children, each age class each semester can adapt or replace the content of the previous session (session) on the basis of retaining it. A rhythm. We also often organize teachers to watch some dance and dance drama performances to help teachers accumulate dance vocabulary and develop ideas for choreography.
4. Help teachers master the rhythm and rhythm. At the beginning of each semester, the business principal or grade group leader organizes teachers to learn every rhythm and rhythm of morning exercises and observe each other. Group learning is conducive to the accuracy and effectiveness of teacher's actions. The teachers have mastered the entire exercise rhythm and rhythmic movements, so that they can relax and lead the exercises. While observing and guiding children, interact emotionally with them.
5. Clarify the role and guidance strategies of teachers in morning exercises. When leading exercises, it is most important for teachers to mobilize children's emotions. The strategy is to be fully committed, exaggerated and passionate in body posture, accurate and in place in movement, with appropriate strength, able to use language, expression, body posture, and movement in space to provide prompts, and to communicate emotionally with children through eyes.
Secondly, use morning exercise evaluation as a platform for teachers to continuously improve their professional level.
Our kindergarten carries out morning exercise evaluations every semester, constantly identifying room for development and areas for improvement, gradually improving the level of teachers' exercise, and maximizing the development of children.
1. We divided the teachers' confusion into many small topics for continuous discussion, and ran it through the morning exercise evaluation activities of each semester. For example, on the topic of "the respective responsibilities, division of labor and positions of the main and coordinating classes when teachers lead exercises", teachers During the discussion, we made it clear that the head teacher should emphasize the guidance and demonstration of all children. Therefore, when conducting exercises, you should stand in a position that is conducive to observation by all children, pay attention to the accuracy, demonstration and emotional appeal of the movements, and maintain interaction with the children. The position of the coordinating teacher cannot block the movements of the main teacher. The coordinating class for the small class should pay attention to whether the children are doing the movements together with everyone, and it is more about observation and guidance of body movements. The coordinating class for the middle and large classes should pay more attention to individual children. Positions during formation changes and partner dances, as well as whether there is a partner, and timely intervention.
2. We have established multiple awards for the performance evaluation. There are individual awards for best performance, best teamwork, best smile, best appearance, etc.
3． In the teacher's evaluation form, we designed an open evaluation part. Please fill in the three best classroom teachers and three best classroom teachers in your mind, and write down the reasons for your choice. The kindergarten summarizes the main reasons and reads them aloud during collective feedback to help teachers strengthen their own strengths, understand the strengths of others, and promote mutual improvement.
4. After each evaluation, a special exhibition for outstanding leaders will be held to give all teachers an opportunity to learn and truly play the role of morning exercise evaluation in promoting teachers' professional growth.
Thirdly, guide children to actively participate in the learning, editing and evaluation activities of morning exercises.
1. Let children explore the key points of movements and formation changes on their own. Teachers can arrange the basic movements and core movement elements to be learned in morning exercise rhythms in music teaching activities as rhythm to guide children's learning. Give children the opportunity to explore some difficult movements, allowing them to discover the rules and key points through their own observation and practice.
Another example is the learning of formations, allowing children to discover on their own what they look like and how they move.
2. Let the children in the middle and large classes participate in the selection of some morning exercises music and the creation of movements. For example, tell the children: We are going to change to a new dance. What kind of music do you want to change to? Ask the children to bring their favorite music tapes or CDs and other resources. Or, the teacher provides a lot of music for children to participate in choosing, and then creates and composes the actions together. In this way, because the movements and music come from the children, the children are very engaged when learning and doing exercises every day.
3． Let the children participate in the evaluation activities of morning exercises. If children are allowed to participate in the formulation of evaluation standards, what should good morning exercises be like? In what aspects can efforts be made? In the process of formulating standards, children also know the direction of efforts. Another example is to let children serve as award-giving guests and award awards to the winners of teachers' exercises; let children's representatives serve as small judges to find good places for children in each class to do exercises.
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Strategies for children of all ages to participate in pre-exercise rhythm choreography:
1. Form of music selection: All pre-school rhythmic music is chosen by the teacher. Children in small classes can choose their favorite music from several songs provided by teachers to do rhythmic music before exercises. Children in middle and large classes can recommend their favorite music to teachers, and teachers and students can jointly determine the music for pre-exercise rhythm.
2. Action choreography and operation procedures: In kindergartens, teachers compile a complete set of actions in advance, and children only imitate and learn. Small class: Children first move freely to the music, and the teacher consciously extracts the best movements and applies them to the rhythm. Middle class: Children participate in creating part of the rhythm movements, and under the guidance of the teacher, they are organized and processed into a complete pre-exercise rhythm. Large class: Children participate in creation and creation, and can consciously use some simple movement changes, and organize and process them under the guidance of teachers to form a complete rhythm. The movements created by children must be coordinated, in time, and consistent with the nature of music. Children in middle and upper classes gradually learn to create and compose movements regularly according to musical phrases and paragraphs.
3． The proportion of children's free improvisational movements in the rhythmic arrangement: The kindergarten children completely repeat the pre-programmed movements. Small class: Basically repeat the pre-programmed movements, and you can make simple improvisational changes when doing simple shapes. Middle class: In the complete rhythmic activity, there is a piece of music for children to improvise, such as movements in pairs or freely. Senior class: Some parts of the rhythm allow children to improvise (it can be different each time), and they can initially develop a sense of rhythm when improvising.