Paper: Paper-cutting teaching in games is my hobby. I have been trying to introduce folk paper-cutting into kindergarten classes in various ways. It happened that the research of our kindergarten gave me an opportunity to study paper-cutting in depth. So, which technique is more beneficial for our children to learn paper-cutting? An article on the Internet once caught my attention, which made me think of learning from the improvisation techniques of a few artists in the folk paper-cutting style, such as a pair of scissors and a piece of paper? After thinking about it, I finally feel that all kinds of methods can be tried, and I believe that practice will help me find a good method. Dostoevsky once said that "interest is the best teacher". If children have a strong interest in paper-cutting activities, they will actively use their senses to see, listen, think and do, and actively explore, discover and realize innovation. First, give children independent development space. Children are active subjects in life. Independent development space is conducive to the development of children's personality and easy to stimulate children's interest in activities. Therefore, we create an independent development space for children through various channels in paper-cutting activities. This independent development space is mainly reflected in two kinds of activities, one is in the collective paper-cutting teaching activities, and the other is in the non-collective activities-regional activities. In the collective paper-cutting teaching, children can interact with the teacher's preset content according to their own wishes and show their performance. In the first paper-cutting collective activity of "I make noodles", I provided straight lines with different widths. On the one hand, I cultivated children's awareness and behavior of paper-cutting along the line, on the other hand, I gave them a reference basis, which made them handy in practical operation and facilitated children to better experience the happiness of success. But in the actual operation process, 80% of the children did not cut paper along the line. Seeing this situation, I didn't suppress children's desire for expression, nor did I interfere too much, but allowed them to create independently. Therefore, the children are very interested in this activity, and they are sincerely happy for the first paper-cut performance. In regional activities, we provide children with paper-cut samples with different line patterns and blank colored paper without lines, so that children can cut paper according to their own wishes and practical ability. Because there is no obvious teacher's default content in regional activities, even if nothing is deleted in such activities, children's interest remains undiminished. They like the process of cutting, not the result. Second, the use of cutting, pasting, painting and other ways to enrich the teaching content of paper-cutting has just entered the trial stage, and the skill level of children using scissors is not very high, which should be very uncoordinated. If paper-cutting teaching is carried out simply through paper-cutting, it will be too heavy for children's learning content, which is also not conducive to children's physical and mental development and interest stimulation. At the same time, the paper prepared by the teacher is seriously wasted. So this semester, we adopted a variety of ways to teach paper-cutting, such as cutting, pasting and painting. Children's interest is mainly in finger movements. Sticking and coloring are two things that children like. Coupled with paper-cutting, children's interests will spare no effort to fully show. In the third paper-cutting activity "Beautiful House", the teacher provided an outline of a pattern composed of triangles and squares (the main purpose is to verify that too many lines lead children to dilute the reference-an activity designed for the "I make noodles" activity. The development of this activity proves that I am right. When a specific reference object appears, the children's attention is concentrated at once, and the awareness of paper-cutting along the line is greatly improved at once. The children not only cut out triangles and squares smoothly, but also glued them together in an orderly way. When children paint white children with colorful crayons, the joy is self-evident. They take the first finished work home and experience their success with their parents. Third, using teaching AIDS to assist the development of paper-cutting teaching, children are interested in paper-cutting, because children can cut scissors at will, but in the long run, children's progress is very limited. At the same time, in the teaching of paper-cutting, teachers also find that some contents are very boring when teaching children, and children can only participate in paper-cutting by their own observation or tinkering. With the deepening of paper-cutting teaching, the content tends to be difficult, and some children with relatively weak ability have a little inner fear of paper-cutting activities. This is very undesirable. In view of this, we began to insert children's teaching in paper-cutting teaching, provide auxiliary materials and penetrate line consciousness, thus simplifying the tedious and boring paper-cutting teaching content and promoting children's physical, psychological and ability level. In the collective activity of "symmetrically cutting apples", we organically infiltrated the above contents. "Small paper, ten percent. Scissors, cha-cha. Click on it and cut it from top to bottom. Small scissors turn around and cut out. Small scissors turn around and cut inside. Click and cut it. The big apple is cut out. " In the voice of children, children's interest and ability in paper-cutting have also increased in the same proportion. Fourth, give children a platform to show and communicate. Children's successful experience stems from peer recognition and adult affirmation. Although self-identity can also promote children's good emotional experience, the role of others' identity is far greater than self. In order to keep children's permanent interest, we have created a platform for children to show and communicate not only in the art room, classroom, but also in the aisle of kindergarten. Whenever I walk in the aisle of kindergarten, I always hear children proudly say to their parents or family, "Dad, look, I cut this." You will also hear adults say, "hey, how beautifully they cut it!" You should learn from him. " The exhibition not only allows successful children to experience happiness many times, but also gives those children with weak ability an opportunity to learn and learn from. Children need to further improve in paper-cutting activities, and they must have the opportunity to communicate with each other. Only when they find their shortcomings can they make progress, and only when they learn from them can they get new income. I saw a phenomenon in the children's laughter again and again. Why are the children who are not in imitation places happier and more excited? Through further observation and understanding, they are showing off the uniqueness of their works, which is the performance of individual psychological differences of each child. For example, only one of the two eyes was pulled out, but he said it was monocular; Tears are cut in the opposite direction, but look carefully, like a young monk. Although the teacher can easily cut a picture of Sanmao as an example, the children are not sure at the moment, but their men cut out one hair and two hairs. The child said that the cut mouse got into the hole. Unexpectedly, lesson plans are enriched in children's hands, and these "mistakes" caused by ignorance become children's creativity. Simply, I gave up the preparation to continue the demonstration and announced that I wanted to see who could cut a villain with different hairstyles and shapes. And encourage everyone: whoever thinks he has a good haircut will show it on the blackboard. The classroom was full of excitement, and suddenly it became an arena for games. You get on and off the bus, and soon the blackboard will occupy a large row; Remove the first batch and cut the second batch. In this atmosphere, no matter how naughty or stupid the child is, he will play with scissors and paper and cut out the image in his heart. After a certain period of basic skills training, it is once again proved that improvisation skills without drawing can not only be mastered, but also be more conducive to the unique imagination of children's primary thinking. It is precisely because of drawing or painting that children consciously strengthen "thinking twice" before starting work. In the following teaching, I hardly need to demonstrate. I just need to simply dictate the theme and requirements, and I can let the children cut boldly. As for the teaching of basic patterns, yin-yang techniques and composition principles of paper-cutting, it is also carried out in the game state. For example, when we first cut the mouth in a portrait, we asked the child enlighteningly, "What shape is the small mouth when you cut it?" The children rushed to answer, "Bananas, boats, crescent moons ..." "Yes, yes, paper-cutting is to cut a crescent-shaped gap on a complete piece of paper and form a pattern to express the image. Shall we name this design' Crescent Moon'? " "good!" When I cut the bangs off the girl's forehead, I asked what it looked like. Comb, brush, sawtooth, grass, all kinds of answers, I just need a little guidance to say that sawtooth is more vivid, and students will call it "sawtooth pattern" In the process of cutting, asking and answering, the vivid words in paper-cutting art seem to be defined by children themselves. It is not difficult to see that it is not difficult for children to use these words flexibly when creating in the future. Let's put ourselves in others' shoes. In this open environment, can we find the boring feeling that children learn to sketch and practice lines, learn piano and play etudes with their parents? In the above introduction, we can see that children only think that they are playing, playing games and playing with art. They don't know or care whether the cutting process includes creation. As a paper cutter, I was surprised to find that some children's works were very creative, which prompted me to think further. Children themselves are the subject of creation, and the children around them are a kind of creation. After years of teaching practice, I see hope. Later, when I was browsing on the Internet, I saw an article saying that children's creativity is precisely because they show the inexperience, ignorance, childishness, clumsiness and freedom of natural people. How to guide them to create better works? So, I carefully designed all kinds of paper-cutting activities, brought all kinds of colored paper, and asked them to simply frame the cut works, paste them on white paper, paste them on colored paper, and paste their names, classes and contents. In this way, children are more excited and have a sense of accomplishment. This further stimulated children's enthusiasm for learning and creation. In the process of playing with children, I try to integrate myself into them, arouse my childlike innocence, and try to look at their works with children's unique eyes. I really understand in my heart that the children around me are my real teachers. I sincerely hope that some of them will become teachers who inherit Chinese paper-cutting art in the future. It is based on this that I gradually pay attention to understanding and mastering each child's unique skills and personality, so as to be aware of it. Then define the scope of his creative theme according to different personalities, let everyone practice and create repeatedly in a specific small scope, and strive to continuously improve their paper-cutting skills, show their talents and continuously enhance their creative desire and confidence in kindergarten. For example, in the process of cutting animals, children found that Fei Chao liked cutting monkeys very much. When he felt a little bored after cutting for a while, I encouraged him to stick to it, and more importantly, I instructed him how to cut a monkey in half into a pair of monkeys and cut several monkeys on the branch into a monkey. He immediately regained his spirits and became more and more energetic. After returning home, he cut many works about monkeys at home, one of which is said to have taken more than a week. To my great surprise, a piece of red paper is decorated with lace, and there are several monkeys of different sizes and shapes on it, which are distributed on trees full of peaches. By teaching children to learn paper-cutting, the whole class has also undergone new changes. Timid children become lively, naughty children become quiet. Many parents said to me, "Since I learned paper-cutting, my children have become much cuter." My parents' words made me very happy. I didn't expect a small pair of scissors to have such magical charm! This also made me deeply realize that guiding children to use their hands and brains can really make them become ingenious!