First, change the old ideas in music teaching.
For a long time, music education in kindergartens has shown a phenomenon of primary school, emphasizing skill training and ignoring subjective consciousness and interest in learning. Children always revolve around the teacher. widex is a passive and depressed learner, who follows the teacher's words and mechanically remembers things that are not of interest. Teachers are also like the megaphone of knowledge, with classroom teaching as the center and attending classes as the basic activity. "Teachers talk, children listen", "teachers do, children watch" and "teachers guide, children do" always seriously teach children to sing children's songs, so that children can remember the feelings expressed by lyrics, melody and music. Teachers pay more attention to the training of singing skills and neglect the cultivation of children's autonomous learning. This traditional educational concept has seriously hampered the creative thinking of educators and educatees, and children's innovative spirit and ability are difficult to reflect in the process of music teaching.
Second, make good use of encouragement to stimulate children's strong learning motivation
The encouragement in music activities is mainly to cultivate children's self-confidence and stimulate children's stronger learning motivation, which should permeate the dynamic process of music activities. For young children, they can only participate in the whole process of activities and need encouragement; They can only complete the requirements or content of an activity and need encouragement; Children lack self-confidence, and when they retreat or are in a dilemma in activities, the teacher's warm invitation, encouragement, support and help are all encouragement; It is also an encouragement to encourage children to bravely complete new activities with certain difficulties. In addition to language encouragement, teachers should learn to convey their spiritual language in different ways. A nod of approval, a smile of trust, an expectant look and a gentle touch can make you say to your child: I see you, pay attention to you! You have made great progress! Well done, that's it! Please continue ... encouragement in different degrees and ways will make children feel like a spring breeze in the learning process, and enjoy the joy of being recognized by teachers through their own efforts, and then support them to internalize this foreign information of "you can do it" into a positive behavior of "I can do it", better cooperate with teachers, echo, actively learn in the activity situation created by teachers for them, and form a sense of self-affirmation. This repeated accumulation of self-affirmation will precipitate into a sense of success, thus sowing the seeds of self-confidence in children's hearts and stimulating children's stronger interest in music activities.
Third, determine the appropriate teaching objectives
The outline points out: "The goals of educational activities should be guided by the goals in various fields proposed in the regulations and the outline, and combined with the development level, experience and needs of children in this class." First of all, our teaching goal must be reasonable, because if the goal itself is unreasonable and conflicts with children's development, then it is futile to be "wonderful" again. On the premise that the goal is reasonable, we must pay attention to the comprehensiveness, suitability and operability of the goal. Comprehensiveness refers to the natural infiltration and coverage of knowledge and skills, habits and abilities, emotional attitudes and values, which is what we usually call three-dimensional goals; Suitability refers to conforming to children's age characteristics and class reality, that is, it must conform to children's existing experience and be challenging; Operability refers to the specific and clear goal, highlighting the cultivation of innovative spirit and practical ability.
Fourth, design effective teaching links.
Every teaching link is designed with a purpose, so we must remember to follow the form. For example, at the end of activities, teachers often like to throw a "bait" to children-what the teacher will take you to do later, what you will do later, and so on. But in fact, the end of the activity is not or impossible to cash. It is not uncommon to end the activity in this way. The teacher's original intention may be to keep the children interested and let the activities continue to extend, or it may be unconsciously blurted out. In fact, such an ending is meaningless, and it may also leave the impression that the teacher is not trustworthy. Successful teaching conclusion can not only systematically summarize the teaching content of this activity, but also broaden and extend the teaching content, and stimulate children's strong thirst for knowledge and interest in learning.