1. Find rhythm in daily life, stimulate children's interest in music rhythm, and let children feel sounds of different lengths and strengths. You can do this: 1. Imitate the sounds of animals: Chicken | Chi Chi |ji-|; kitten | meow - | meow - |; frog | croak croak croak croak |?..2. The sounds of nature: it's raining, | pattering - |; the wind is blowing, | hula hula; 3. Transportation; train, woo-|woo-|; car, beep, beep, beep, etc. Through the guidance of the teacher, children will find various sounds around them, such as the footsteps of old people, young people and children walking, the footsteps of the big sheep, the middle sheep and the little sheep going up the mountain in the story "Three Sheep". By imitating, young children can easily become interested in rhythm.

2. Guide children to listen with their ears. Music is an auditory art, and children's musical rhythm ability is closely related to their auditory development. During the activity, children must be guided to listen to the rhythm and discover the rhythm. For example: the "tapping" sound when mother cuts vegetables; the "tapping" sound when walking; on the basis of children's perception of the rhythm of sounds, guide children to listen and identify the rhythm. For example, when learning music in two beats, three beats, and four beats, let the children clap their hands while listening to the music, clap their hands while singing, and stamp their feet while singing.

3. Use body movements to express rhythm In teaching, using body movements to express rhythm is also a good way. For a piece of music, let the children perform it with movements according to their own experience, and then consolidate the rhythm through movements. In class, children are encouraged to express the rhythm with movements such as clapping their hands, clapping their heads, stamping their feet, and twisting their fingers. The body's gross motor movements are the most important medium for perceiving musical rhythm. The body movements accompanying music or songs can be divided into the following types according to their difficulty. 1. Free rhythm. This kind of activity is generally suitable for small classes in the first half of the semester. It allows children to freely express their movements at the rhythm they feel most comfortable with. This kind of movement and rhythm has no rules and no restrictions. You can clap your hands, shoulders, and stamp your feet; you can clap once, twice, or three or four times. As long as a certain part of the body is moving, it has something to do with the rhythm. This is free rhythm. 2. Even rhythm. This kind of activity is generally only suitable for small or middle school classes. It means that according to the time signature of the music, children are required to beat the beat once or twice to beat the rhythm evenly with their movements. This rhythm does not change, it remains the same. The rhythm of a piece or song arrangement. This rhythm is slightly more complicated than the first two and is suitable for middle school children in the second half of the semester and large classes. In comparison, this kind of rhythm is expressed through body movements, which is more interesting. For example, "Little Donkey" "I have a little donkey and I | never ride it |,,?" Through body movements of "stomping feet, clapping legs, clapping hands, twisting fingers", children can easily remember the lyrics and master the four Four-beat rhythm; for example, "Willow Tree Girl" allows children to feel the strength of the three- and four-beat beats and the beauty of the melody by clapping their legs, clapping their hands, and clapping their hands one beat at a time. 3. Two-part rhythm. It’s the rhythm of two voices playing at the same time. This rhythm can be done independently or collaboratively. For example, one part beats the rhythm of the tune, and the other part beats the beat evenly, which is a stubborn rhythm. Independent completion is when one person completes the actions of two parts at the same time, that is, clapping and stamping. Cooperative completion means that some children do the clapping part, and some children do the stomping part, and the two parts are completed at the same time. 4. Beat the rhythm with percussion instruments. This is a favorite way for toddlers to tap to a rhythm. Suitable for children in large classes to play. Children choose their favorite instruments, such as triangles, bells, maracas, round dance boards, tambourines, etc., and divide them into groups to complete rhythm exercises with the help of rhythm maps. For example, an apple means one beat, and half an apple means half a beat. Children can remember it once and will not forget it. The rhythm music "Papaya Cha Cha Cha" uses radish as a round dance board, watermelon as a triangle, tomatoes as a bell, and a basket of fruits to play in unison. This graphic spectrum is concrete and easy to understand, and is in line with the age characteristics of young children. During the performance, on the one hand, children need to explore which instrument produces a sound that matches the graphic spectrum; on the other hand, children unconsciously classify instruments with similar performance effects. For example, bells, bass drums, and cymbals all have drag sounds when played, and round dance boards, wooden fish, etc., sound very crisp when played. It can be seen that the use of graphic spectrum can naturally reduce the degree of teacher's intervention in children's learning, and at the same time, it can also fully mobilize children's initiative and enthusiasm for learning. 5. Create a rhythm. After the children have mastered some rhythms, they can be guided to create rhythms. At this time, the teacher needs to provide some necessary props to inspire the children. They can also use body movements to complete the rhythm. Some simple graphic symbols can also help the children complete the creation. For example, in the rhythm music "Flowers Bloom", I provide children with a variety of flowers and let them create rhythms. Children can make rhythms according to the size of the flowers, the height of the flowers, and the colors of the flowers. Rhythm, make up the rhythm according to the number of flowers. Therefore, it is the same flower, but according to its differences, some regard it as a quarter note, and some regard it as an eighth note. The signals are different, and a hundred flowers bloom. The children actively create their own rhythm. Music is an art. Rhythm teaching in the preschool period not only greatly improves children's sense of music rhythm and musical expression, but also enables children to comprehensively develop their abilities in all aspects.

Rhythm is the most powerful source of musical joy. We may have had this feeling and experience to some extent in our lives. When we were walking, we suddenly heard the sound of brisk music, and our steps became stronger. When dancing collectively in a circle, you will feel the collective strength and joy because of the consistent and in-time movements. This is precisely because people's movements are carried out in the sound of rhythmic music, and their movements are synchronized with the beat of the music. It can be seen that the improvement of rhythmic ability can continuously cultivate children's ability to express beauty and feel beauty, and can also help promote the harmonious development of children's body and mind.