For children, both physiology and psychology are in the embryonic stage. They are active, good at imitation and like new things. Therefore, they are easily attracted by beautiful national music, various forms of national dance movements and different styles of national dance costumes, which provides the possibility for children's dance teachers to effectively carry out national dance teaching. It is necessary for preschool education students to master the practical strategies of children's national dance teaching, and on the basis of extensive contact with different styles of national dances, improve children's dance literacy and personal dance teaching ability.
First, through video playback and personal experience, stimulate children's strong interest in learning folk dance.
At present, many kindergartens in China offer folk dance teaching in the form of a dance class. This kind of dance class is actually an interest class. Of course, many children choose folk dance out of interest, but if we look closely, many children's interest in learning the nation drops sharply or even disappears after a period of time, and then they continue to learn dance under the compulsory requirements of their parents. The reasons for this result are not only the children themselves, but also the reasons for dance teaching. Comparatively speaking, the latter has a greater influence on it. Therefore, the national dance teaching for preschool dance majors should first focus on stimulating children's interest in learning national dance. There are three specific strategies: First, play ethnic life videos to children through multimedia and television, so that children can understand the ethnic basic necessities, ethnic life, especially the dance images in ethnic festivals, and enhance their visual and auditory feelings about ethnic dance. For example, when teaching children to dance "Pot Dance" in Xinjiang, children can be organized to watch videos of Eid al-Adha and Minzi Festival in Xinjiang. After watching the children, ask them what the dancers in the video look like, what clothes they wear and what typical dance moves they have. Second, let the children "get in close contact" with the images in the national dance. For example, peacock dance, who teaches children to dance with the Dai people, can first take them to the zoo to see peacocks and guide them to appreciate their posture, feathers and colors. After the children know the peacock and form an impression, let them walk, drink water and sing like a peacock in the dance class, and then arrange for them to learn dance movements. Third, give children homework related to ethnic dance learning, such as painting ethnic costumes, making ethnic dance handicrafts, and recording ethnic dance videos.
Two, according to the characteristics of children's physical and mental development, the design and development of national dance teaching content in line with children.
There is a great difference between children's dance teaching and adult dance teaching. The selection of children's dance teaching content should take into account the characteristics of children's physical and mental development, and extract what they want and love. For example, children are naive and lively, love fantasy, love freedom, and like colorful, shiny and beautiful sounds. Therefore, the teaching content of preschool professional dance should be designed and developed around the above characteristics and needs of children. There are three specific strategies: first, on the theme of national dance, try to choose some national fairy tales or fables, let children play characters or small animals, and equip them with colorful national costumes, so that children can actively participate in them. Secondly, the teaching content of national dance should be integrated with children's life and entertainment as much as possible. For example, the "shake your head and move your neck" movement of Xinjiang dance, combined with children shaking their heads left and right (imitating bell ringing) and moving their necks back and forth (imitating tortoise), allows children to master the movement skills of Xinjiang dance unconsciously. Third, for small class children, let them listen to folk dance music, with beautiful music as the main stimulus, supplemented by dance action teaching. For the children in the middle class, while stimulating them with music, let them gradually master the body language and movement rhythm of national dance. For children in large classes and preschool classes, attention should be paid to cultivating their expressive force and innovative ability of national dance movements.
Thirdly, the national dance should be included in the activities of morning exercises and recess exercises for children, so as to broaden the coverage of national dance teaching for children.
Morning exercises and recess exercises are important ways to relieve children's study pressure and relax their mood. At present, morning exercises and recess exercises in many kindergartens in China exist in the form of partial exercise, or stretch or jump. In fact, national dance, as a dance type with many types of movement skills and high aesthetic value, can be presented to children through morning exercises and recess exercises. In practice, there are two strategies: one is to rearrange the existing national dance teaching materials and design special national dance exercises between classes; Secondly, add national dance elements to the existing music and movements of morning exercises and recess exercises. For example, increase common Li dance movements such as hand holding, hand pressing, hand holding and kicking to improve children's Li dance ability. Compared with the relatively boring body exercises, the national dance exercises with national characteristics are not only graceful, but also easier to learn, which can easily stimulate children's autonomy and enthusiasm in learning national dance. The implementation of this strategy requires the creative ability of dance teachers, which requires them to strengthen their study and practice of dance creative knowledge.
Fourth, explain and demonstrate actions in simple and interesting language to improve the teaching effect of children's national dance.
There are various styles of national dance, and each dance has a variety of movement skills, which makes it very difficult for adults, especially children, to learn. Therefore, in teaching, children can't be taught how to behave by teaching adults' language and body movements. For example, when teaching the peacock in peacock dance's Batang, children can't just say, "The gait at this time should be' step by step' and' step by step'". When you say that, the child doesn't understand. The correct way is that the teacher said to the children in vivid language: "Little peacock takes a step, stops and wags its tail;" Take another step, stop and wag your tail ... "This funny language can easily attract children's attention. At the same time, the teacher should personally demonstrate to the children and pay attention to eye contact with the children. The facial expressions should be rich, the movements should not be too rigorous, exaggerated appropriately and full of childlike interest. In addition, teachers should give full play to children's imagination and create opportunities for them to write their own national dances when explaining and demonstrating dance movements. For example, when teaching children the Happy Water-splashing Festival, the teacher led the children to learn the dance movements in the teaching materials, and then asked them to weave a set of "small water cup dance" with their own small water cups to imitate the water-splashing movements they had just learned. Children's homemade dance can not only enhance their interest in learning folk dance, but also help cultivate their innovative thinking.
References:
[1] Li Yuanjin. Cultivation of Dance Teaching Ability of Preschool Education Students [J]. Drama House, 20 15(23).
[2] He Hui, Zhang Haihong. Research on the Cultivation of Dance Teaching Ability of Preschool Education Students [J]. Song of the Yellow River, 20 15(8).
[3] Han Wenying. On the Cultivation of Dance Teaching Ability of Preschool Education Students [J]. Vocational Education (Interim Journal), 20 14(6).
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