Activity objectives:
1, learn the lyrics and perceive the beat and rhythm through folk songs.
Let the children know that the Dragon Boat Festival on May 5th is a traditional festival in China.
3. Let children experience the festive atmosphere.
Activity preparation:
Wall chart, physical zongzi, tambourine, CD.
Third, the activity process
(1) Show the physical "Zongzi" and introduce the topic.
Teacher: "Kid, do you think the teacher brought you food?" (Zongzi) When will Mom wrap Zongzi for you? (Dragon Boat Festival)
(2) Briefly introduce the origin and customs of the Dragon Boat Festival to children (show the wall chart)
Pack jiaozi, drink realgar wine, make sachets, hang wormwood and race dragon boats.
(3) Learn to read the nursery rhyme Dragon Boat Festival
1. Children like listening to music with their teachers.
2. The teacher demonstrates the rhythm of words and the children imitate it.
3. With the CD, the children follow the teacher to read the words and do the rhythm, and the interlude part does the paddling action.
4, beat practice: the teacher draws bubbles on the blackboard according to the beat, and the children read the words (beat) while watching the bubbles; Cooperate with CD.
5. Rhythm exercise: Draw the rhythm line of nursery rhymes in the bubble, and match the rhythm of CD children and teachers shooting words together.
6, the child tried to use the pedal beat, synchronous hand beat rhythm, with CD.
(d) The game "Dragon Boat with tambourine", each child has a tambourine.
1, beat the rhythm with the tambourine while reading nursery rhymes, and use the tambourine as a dragon boat during the intermission.
2. Route: The tambourines line up, and the children leave the classroom with the teacher.
Problems needing attention:
1, be familiar with the textbook and grasp the key points of the course according to the situation of children. Teachers must study the musical elements contained in the music works in the teaching materials, the development of children in what aspects, what children can master, what logical relationship between knowledge, and what teaching methods I can adopt to make children master it faster and better. For example, as the first class in a small class, it is not recommended to finish the words, beats, rhythms and other contents in the first class. Because there is a lot of content in a class, the teacher has to go through the field in a hurry. Every link is not done thoroughly, and the child enters the next content without mastering it, and the acquisition of the previous content is the premise of the next content, so the child has worked hard but has not improved. Therefore, in the first class, teachers need to grasp the key points of the course: beats and words, which can be perceived through body rhythm, single-player games, double-player games, props and musical instruments, so that children can fully experience and feel and do every link thoroughly.
2. Adjustment of activity objectives: From the teaching materials and activities, it can be seen that it is far-fetched to "let children know that the Dragon Boat Festival on May 5th is a traditional program in China" and "let children experience the festive atmosphere" through one or two classes. After all, the knowledge of the design of these two courses is very limited, and it is still a music class. It is necessary to highlight the music itself, so the activity objectives can be adjusted as follows:
(1) Feel the beat in nursery rhymes and learn nursery rhymes.
(2) Experience the fun of participating in music activities.
3. The aesthetic feeling of teachers' body movements. I think since it is an activity in the art field, the first thing that should be given to children is the feeling of beauty, so teachers must pay attention to the beauty of movements when doing physical movements. At the same time, teachers should also pay attention to improving the aesthetic feeling of children's movements. Children often don't notice this aspect when they imagine and create actions. Teachers should beautify children's movements in time when imitating and promoting their movements.
4. Teaching strategies. Before explaining, demonstrating and interacting, teachers should pay attention to stabilizing children's emotions and attracting children's attention, such as drawing bubbles and the final route. When the child's attention was distracted and free, the teacher immediately explained and demonstrated, which did not play its due role. Finally, the child was still in a mess.
5. Formation considerations. Teachers should consider the formation of children from beginning to end. When entering the venue, listen to songs and do rhythm, and walk in circles to facilitate children to learn to imitate; In the process of listening to and perceiving music, sit in a circle and let the teacher demonstrate and pay attention to all the children; In the process of drawing bubbles, children can better follow the teacher's instructions by sitting in front of the blackboard sideways; In the route link, the teacher first explains the demonstration clearly, and then let the children line up in a straight line for activities. In short, the design of each link should consider the design of formation clearly and think about how to be more conducive to the development of children.