Keywords: dance teacher; Quality; teaching activities
China Library Classification Number: G645 Document Identification Number: Part A Number:1000-8136 (2010) 24-0139-02.
1 quality of dance teachers
1. 1 The leader and the subject should master the action specification.
In the process of learning dance movements, teachers should have complete and accurate demonstration movements, and at the same time, they should clearly explain the essentials of movements and postures in vivid and concise language, so that students can capture the dynamic, dynamic and moving spirit and the overall form of movements. Many movements and skills need to be honed repeatedly for a long time, which requires students to have a hard-working and tireless spirit. After students master the positive movements, they can form a group voluntarily, encourage them to overcome shyness, show their movements boldly and confidently, and then analyze the research and practice experience together to transfer the positive movements to the negative movements. Finally, teachers and students will work together to improve their movements. In teaching, students are guided and encouraged to actively think about the difficulties and key points of movements, understand the laws of combined movements and the internal relations between movements, and at the same time infiltrate their own emotional experience into movements, so that students can actively analyze and master movements, obtain good learning methods and improve learning efficiency. In the process of friendly matches, students compare and improve each other, leap from perceptual knowledge to rational knowledge in free practice, and quickly master the action norms.
1.2 guide the subject to produce free emotional experience.
It is the guiding method of art education, and its essence lies in emphasizing the feelings of the educated. However, according to the actual situation of our school, students have been exposed to dance for a short time. Teachers must demonstrate more so that students can have an intuitive understanding, and then add their own emotions to give dance vitality through their own digestion and absorption. As an experiential subject, dance can only be enjoyed by students' subjective participation and independent experience. A good dance teaching class should be a place for students to emancipate their personalities, blend their emotions, and gallop their imagination and creativity. The focus should be on how to mobilize students to participate in and experience dance to the maximum extent. Therefore, teachers should adopt various methods in teaching.