Research Paper on Teaching Ethnic Dance to Young Children for Preschool Education Majors

Research Paper on Teaching Ethnic Dance to Young Children in Preschool Education

For young children, their physiology and psychology are in the budding period, they are active, love imitation, and like new things, so they are easily attracted by the beautiful and melodious ethnic music, the various forms of ethnic dance movements, and the different styles of ethnic dance costumes. This provides possibilities for early childhood dance teachers to effectively carry out folk dance teaching. It is necessary for preschool education students to master the practical strategies of teaching folk dance to young children, and to improve their dance literacy and personal dance teaching ability on the basis of extensive exposure to different styles of folk dance.

First, through the video playback and personal experience to stimulate the young children to learn folk dance interest

At present, many of China's kindergartens to open the teaching of folk dance in a way to carry out a dance class. This dance class is actually a kind of interest class. Of course, many young children choose to ethnic dance is from interest, but if we look closely, many young children in the study of ethnic for a period of time after the sharp decline in interest or even no, and then in the parents of the mandatory requirements to continue to dance learning. The reasons for this result are both from the children themselves and from the dance teaching aspect, and the latter has a greater influence on them in comparison. For this reason, pre-school dance majors in young children's folk dance teaching should first focus on stimulating young children's interest in learning folk dance. There are three specific strategies: first, through multimedia, television to young children to play the video of national life, so that young children to understand the national food, clothing, housing and transportation, national life, especially the national festivals and activities in the dance images, to enhance young children's visual and auditory experience of national dance. For example, when teaching young children to dance the Xinjiang's "Pot Zhuang Dance", you can first organize young children to watch the videos of the people of Xinjiang at the Gurbang Festival and Meat Ceremony. After the children have watched it, ask them what the dancers in the video who are dancing the Pot Village Dance look like, what clothes they wear, and what typical dance movements they have. Secondly, give children a "close contact" with the images of ethnic dances. For example, to teach children to dance the Dai "Peacock Dance", you can first take the children to the zoo to watch the peacock, guiding the children to appreciate the peacock's body, feathers and colors. After the children have some understanding of the peacock and form an impression, then let them show the peacock walking, drinking and chirping in the dance class, and then arrange them to learn the dance movements. Thirdly, the children are assigned after-school homework related to the learning of folk dance, such as drawing folk costumes, making folk dance handicrafts, and recording folk dance videos.

Two, according to the physical and mental development characteristics of young children, design and development of young children's folk dance teaching content

Young children's dance teaching and adult dance teaching content is very different. The choice of dance teaching content for young children should take into account the characteristics of the physical and mental development of young children, and refine what they think and love, so that they can be used for their own purposes. For example, young children are innocent, lively, love fantasy, love freedom, and like colorful, shiny and objects with wonderful sounds. For this reason, the dance teaching content of preschool majors should be designed and developed around the above characteristics and needs of young children. There are three specific strategies: first, in the subject matter of folk dance, we should try to choose some national fairy tales or fables, let the children play the characters or small animals, and equip them with colorful national costumes, so that the children can actively participate in it. Secondly, the teaching content of folk dance should be connected with the life and entertainment of young children as much as possible. For example, the "shaking head and moving neck" movement of Xinjiang Dance is combined with the children shaking their heads from side to side (imitating a rattle) and moving their necks forward and backward (imitating a tortoise), so that the children can master the movement skills of Xinjiang Dance without realizing it. Thirdly, for small children, we let them listen to folk dance music more often to stimulate them with beautiful and melodious music, supplemented by dance movement teaching. For children in the middle class, while providing them with musical stimulation, let them gradually master the body language and movement rhythm of folk dance. For older children and pre-school children, we should focus on cultivating their expressive and creative abilities in folk dance movements.

Three, the folk dance into the children's morning exercise, recess exercises and other activities, to broaden the coverage of the children's folk dance teaching

Morning exercise and recess exercises is to ease the children's learning pressure, relax the children's mood an important way. At present, many kindergartens in China's morning exercises and recess exercises are in a form of favor of sports, or stretching movement, or jumping movement. In fact, folk dance, as a type of dance that contains many types of movement skills and high aesthetic value, can be presented to young children through morning and recess exercises. In practice, there are two strategies: first, to reorganize the existing . One is to reorganize the existing folk dance teaching materials and design a special folk dance recess; the other is to add elements of folk dance into the music and movements of the existing morning and recess exercises. For example, adding the common movements of Li dance such as hand resting, downward pressure, hand pulling, kicking, etc., in order to improve the young children's ability of Li dance. Compared with relatively boring physical exercises, ethnic dance exercises with ethnic characteristics not only have beautiful movements, but are also easier to learn and can easily stimulate children's autonomy and motivation to learn ethnic dance. The implementation of this strategy requires a high level of creativity on the part of the dance teachers, who need to strengthen their knowledge and practice of dance creation.

Four, with simple and easy to understand, interesting language explanation and action demonstration, to improve the effect of young children's folk dance teaching

Folk dance styles are diverse, and the movement skills of each dance are numerous, adults have great difficulty in learning, not to mention the young children. Therefore, in the teaching, we can not use the language of teaching adults and body movement to teach children how to do. For example, when teaching children the peacock drawing water movement of Batang Peacock Dance, we can't directly say, "The steps should be 'one step, one point', 'one step, one lift'". If you say this, the children will not understand at all. The correct approach is that the teacher to vivid, graphic language to the children said: "the little peacock walk a step, stop, tail wagging a little; and walk a step, and stop, tail wagging a little ......" This interesting language is easy to attract the attention of young children. Explanation at the same time, the teacher should personally give children to do demonstration, and pay attention to eye contact with young children, facial expression should be rich, the action does not have to be too strict, should be appropriate to exaggerate, full of children's interest. In addition, in the explanation and demonstration of dance movements, teachers should also pay attention to play the imagination of young children to create opportunities for them to make up their own ethnic dances. For example, to teach young children the Dai dance "Happy Water Festival", the teacher led the children to learn the dance movements on the textbook, and then let them hold their own small cup of water to imitate what they have just learned the water splashing action of a set of self-choreographed "small cup of water dance". The children's self-choreographed dance not only enhances their interest in learning folk dance, but also helps to cultivate their creative thinking.

References:

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