In addition, pay attention to using vivid and figurative language to inspire and enrich children's imagination. When teaching a small group of Li ethnic groups to "go to the sea", I used a deep understanding of the "context" and cleverly designed situations to induce their emotions, so as to infect the students and make them love learning. Going to the sea means picking up shells and vegetables at the beach. This is something that children living at the beach are happy to do, because it is both a game and a rewarding labor. In this combination, there are no specific actions such as picking up shells or vegetables. , but to express their eager and happy mood on the way to catch the sea. Therefore, when teaching this combination, I first told a story to explain the content of rushing to the sea by showing wall charts and playing music that fit the melody of the context, so that the children could imagine seeing the vast and boundless sea in the picture book or on the screen. The beautiful image in the afterglow of the setting sun comes to study with a feeling of longing. When learning the Han group "Little Butterfly", the movements are simple, mainly walking on half-tiptoes. I asked the students to open their arms and imitate the little butterflies stretching their colorful wings, sometimes flying among thousands of flowers, and sometimes staying. Suck pollen on flowers, let them immerse themselves in beautiful imagination and perform actions, fully expressing their innocent love for nature... This approach allows children to relax, happy and interesting. Learning in the atmosphere is in line with children's nature, and the teaching results are self-evident. Psychological research tells us: Emotion is a huge driving force that can push people to adopt an attitude of approval or opposition, pursuit or abandonment of a thing or a behavior. In dance class teaching, if students' emotional participation can be fully mobilized so that it resonates emotionally with the "context" reflected in the teaching materials, then the training of knowledge and skills and the interest will be in a harmonious and unified state. The dry transfer of knowledge and teaching techniques becomes lively, interesting, visual and pleasant teaching, making it easy for students to understand and master.

3. Provide timely teaching feedback to strengthen the effectiveness of training

Classroom teaching is a system in which teachers and students carry out a series of activities around teaching objectives. From the perspective of information theory, the teaching process The essence of education is the process of continuous deepening of information exchange between teachers and students. The smoothness of information exchange depends on the teacher's control; the depth of information exchange depends on the teacher's feedback. In the teaching process, teachers should not only pay attention to the output of information, but also pay attention to receiving feedback from students on their knowledge acquisition; they should not only receive feedback from students in a timely manner, but also give feedback on students' learning results at an appropriate time.

I believe that teaching feedback is an important factor in optimizing classroom teaching, and only feedback can achieve control. Therefore, in order to ensure that the entire dance class teaching process from basic movements to dance combination training can be carried out step by step, teachers should accurately receive a large amount of feedback information from students through multiple channels during teaching. The more timely and abundant feedback is received, the more comprehensive and in-depth the understanding of students' learning status will be, so that the teaching process can be effectively adjusted and controlled to achieve optimized teaching effects. Teachers must receive feedback from students in a timely, accurate and comprehensive manner in order to provide targeted “tips” and provide necessary inspiration and help. For example: When I teach the lesson "Female Hand Positions", after demonstration and explanation, students are asked to imitate and understand, and then the students can practice freely by referring to the wall chart to master the movement specifications. I observed the faces in time, trying to get a glimpse of the whole picture. Sure enough, I found that some students had stiff arm movements and unflexible eyes. It was obvious that they had failed to master the key of "eyes following hands". Then I adopted this method Conduct a test: play a piece of music and let students improvise and perform physical movements along with the music. The "female hand positions" learned in the new lesson should be interspersed with the display. As a result, some people were injured due to irregular movements. Seeming to be cautious, I immediately gave some "instructions" and finally used the method of group competition and evaluation to encourage and consolidate them, so that they could intensively train the dance moves learned in this section. As a result, each group won "Excellent". This is as Venus, the founder of cybernetics, said: "Any effective behavior must be informed by some kind of feedback to see whether it has achieved the expected goal. The simplest feedback is to check the success or failure of the task.

"That is to say, when teachers are teaching, they should pay careful attention to the various reactions of students and pay close attention to the changes in students' demeanor, as if they can see the "barometer" of the teaching effect, so as to constantly adjust the teaching procedures to facilitate intensive training and achieve improvement. The purpose of teaching effect.

In the teaching process, it is necessary to improve teaching efficiency, achieve established teaching goals, and form a good teaching state. The teacher’s dominant use is reflected in the scientific adjustment and control of the teaching process. For key issues in students' learning, teachers can give timely feedback to students on evaluation; or they can provide feedback in advance before deviations occur and set up feed-forward exercises to nip problems in the bud; or they can delay feedback to encourage students to think and analyze in depth. For example: When I organized students to rehearse the dance "Children in the Mountains", because the girl who was the lead dancer did not have a deep understanding of life in mountain villages and the family conditions of mountain villagers, and lacked emotional experience, she could not properly grasp the expressions and expressions of the character "Mountain Girl". The movements were still unsatisfactory after repeated instruction. The girl hid aside anxiously and remained silent. In response to this situation, I tried to guide her to understand the "context" of this dance. I was not busy giving demonstrations to her, but gave instructions to her. She explained the "material" mood of life in the mountain village and the desire of the children in the mountain village to read, allowing her to capture the "basic vocabulary" of specific actions in the emotional experience, inspiring her to imagine the mood of children from poor families who want to go to school, and prompting her to do so. I carefully practiced my performance in the mirror, and then trained it carefully. The performance on stage was very successful, and I won the first prize in the provincial children's dance competition. This made me experience that delayed feedback can prompt students to think deeply. There are many advantages. In fact, if some contents are directly told to students, it seems that students do not use their brains to think about the problem, and their perception is superficial. Teachers do not need to rush to "finalize" the results in the enlightenment process. Be patient and willing to spend time here to conduct in-depth analysis and prompts at all levels to provide students with opportunities to think deeply and allow them to make supplements. This is conducive to mobilizing students' enthusiasm for correcting their own mistakes. This way, they can move from incomplete to gradually complete cognition. When you wake up, you will gain the deepest impression of knowledge and ensure optimized teaching results.