The forms of rhythmic activities in kindergarten include rhythm, dance and games. Although the forms of expression are different, they are all activities carried out with the accompaniment of music. Children can express the content of music through emotional and rhythmic movements based on their own imagination.

(1) Selection of teaching content: follow two principles

The teaching materials for kindergarten rhythm activities are generally based on excellent Chinese and foreign works and excellent folk music, and the content should be able to reflect< /p>

Reflect children’s lives and inner worlds, such as the small class rhyme activities “Kitten and Duckling” and “Birds Flying”, the middle class rhyme activity “Butterfly Looking for Flowers”, the upper class rhyme activity “Flower Catching Party”, etc. . In terms of material selection, the following two principles are generally followed:

1. Choose content that is acceptable to young children

When choosing materials for rhythmic activities for young children, you should consider many aspects such as movements, music, and props.

Music works selected for young children should be suitable for the development of children of all ages, and some appropriate deletions and adaptations can be made to facilitate children's understanding and acceptance. The children’s existing knowledge and experience should be taken into account in the activities. For example, in the small class rhythm "Grooming", the music in the teaching material is short, so three pieces of music are added to the actual teaching: In the first piece, the teacher and the children create the action of washing together. ; In the second section, children freely create actions, such as looking in the mirror, playing in the mirror, making embarrassing movements in the mirror, etc.; in the third section, children continue to create actions, such as dressing, folding quilts, etc. Children already have enough experience, so they are very interested in class, learn easily and freely; at the same time, in terms of behavioral habits, it encourages those children who are hands-off at home and rely on their parents. The adapted music has a simple structure, distinct musical image, and is easy to express, making it easier for young children to accept it.

2. Choose content that is operable

Middle-school children still have a strong interest in imitating actions, so when choosing rhythmic actions, choose multiple imitation actions, and the difficulty of the actions

can be See move actions and compound actions. For example, the song "Shepherd Boy Piccolo" is divided into sections A, B, and A. Section A is casual and section B is cheerful. In order to help children participate and experience it personally, teachers can choose to use games, and the movements are designed to make children amuse each other. In the last section A, let the children create three main activities for the shepherd boy when he returns home: seeing that it is getting late, going home to groom the calves, and counting how many cows there are. The action design of this activity is mainly based on imitating actions. The action content is what children can imagine in their lives, so it is relatively easy for children to operate. Another example is the rhyme activity "Snowflakes are falling". In the first stage of the activity, the teacher asked the children to watch a beautiful piece of MTV's "Edelweiss" - showing the scene of a windy and snowy winter, and then discussed with the children: What kind of scene will you see on a day when snowflakes are flying? Children start effective independent learning based on their own experience. In the second stage of the activity, the teacher gives the children time to express themselves. The children use body movements to tell the stories in their hearts. The stories have distinctive personality characteristics and reflect the effect of children's independent learning. In the third stage of the activity, the teacher allows the children to share and communicate, make comments together, find out the highlights of their peers, and help the children create body movements. The final MTV "Snowflakes Piao Piao" served as a summary and improvement. It should be said that this kind of learning time is what children are most willing to spend, and it is in line with children's learning rules.

(2) Application of comprehensive methods: feeling and understanding music

Music is an art of melody and an art of rhythm. The nature and style of different pieces of music are different. Feeling and understanding music is an important aspect of young children's ability development. How to let young children feel and understand music, and use their own movements to fully express music? There are many methods, including story telling, scene creation, using multimedia, etc., to allow children to experience feelings through multiple channels and stimulate emotional cries.

For example, in the middle class activity "A group of little ducks came", the teacher used a story to guide the students: A group of little ducks came and quacked,

Seeing the pond water was clear and clear. Wanting to jump down, the little yellow duck and the little black duck smiled happily, while the little white duck and the little flower duck clamored to take a bath. Under the guidance of the teacher

children are required to create different ducklings, similar to the duckling's bathing movements. Then, the teacher guides the children to listen to the music and hear where the little duck is smiling, where the little duck wants to take a bath, and where the little duck is happy when swimming. In order to allow children to better feel and understand music, teachers can also create situations to trigger children's independent learning.

Another example is the "tea picking" activity for large classes. According to the goal of the activity, "let children learn hand-eye coordination and perform tea picking movements according to the rhythm of music", the teacher creates a matching situation and uses music as the background. Infected by the atmosphere of the environment, Zi quickly became involved in the activities and created various tea-picking movements, including kneeling, sitting, and stepping on the ground. In order to allow children to intuitively understand music content, teachers can use some unique animation effects of music courseware during rhythm activities to make children more willing to learn. For example

For example, in the courseware of the singing performance "Little Rabbit, Be Good", the image of the cute ears of the little rabbit makes the children very happy.

Children quickly mastered the plot and structure of the whole song, and finally completed the rhythm with ease.

(3) Creation of Rhythmic Activities: Experience Happy Emotions

Traditional rhythmic activity teaching involves teachers or professional workers teaching pre-programmed movements or dances to young children.

There is no independent opinion in the learning process, let alone a sense of innovation. Today's rhythmic activities require children to participate independently and happily,

and even learn basic movements exploratoryly. Sometimes a complete rhythmic work is gradually created during the learning process

The purpose is to provide young children with opportunities for creative participation. During the teaching process, teachers respect children's imagination and expression, allowing children to freely use their body movements to reflect the strength and weakness, fast and slow of the music rhythm, or provide music to encourage children to create movements and perform cooperatively.

For example, when performing the rhyme activity "Welcome Little Guests", the teacher first lets the children listen to the song, feel the cheerful nature of the song and understand the content expressed in the lyrics, and then lets the children create a dance. Children listen to music and compose their own dances at their seats based on the lyrics and plot. At this time, children can do their own improvised movements based on their imagination, which provides children with a space for free play and creativity. Secondly, the teacher requires the children to create sentences one by one and select relatively appropriate actions for practice. This not only respects the children's opinions, but also increases the enthusiasm of young children to create. Finally, the teacher asked the children to perform the created movements together, and asked the children to point out which children's movements were used, so that the children felt the joy of success and showed strong creativity.