Children's Day Dance Video Teaching

(1), when teaching a new movement, the teacher should first give the students a correct demonstration, and at the same time, the teacher is required to explain the specifications of the movement and the essentials, explaining the shape of the movement and the method of exertion. Teachers should be concise in their explanations, and should practice more and more, and spend most of their time practicing over and over again.

(2), movement specifications and concepts should be presented step by step. When teaching a new movement, you can't do it all in one go and give all the requirements to the students in one go. This is not only the students can not remember, but also can not achieve the desired teaching effect. Generally speaking, students master a new action is often the first will do, and then do better, and finally to achieve exquisite, overnight is impossible, must be gradual and progressive, gradual improvement. Take jumping as an example: when learning to first make students master the correct method of jumping action landing, and then require the correct method of rotation, that is, the starting method and the center of gravity is correct, and then gradually require the dance, speed and rotation of the number.

The specifications and essentials of some simple movements can be presented in a few days, such as the position of the hands, waist movements. Some moves can take weeks to develop, such as limb kicks and turns, and point and turn turns. And some movements even take years of continuous training with constant cues, such as the flying foot and the big bounce. Teachers should be well versed in the teaching procedures of a dance movement in order to have a good idea of what to expect, so that they can put forward reasonable requirements at different stages of training, so that students do not step by step to master each movement.

(3), to choose effective training steps. Teach a new movement often have to go through a number of steps and then reach ? Completion of the body? , that is, through the process from simple to complex, from easy to difficult. The steps are too cumbersome or the beginning of the practice? Completion of the body? are obviously inappropriate. The former is not only a waste of time, but also easy to cause mechanical movement, incoherent fault; the latter will make it difficult for students to complete the movement correctly. Teaching should avoid these two tendencies. Teachers to develop the training steps should be designed according to the age, ability and understanding of the teaching object.

For example, the tanhai turn can be divided into three steps to teach: the second step to do tanhai grinding turn practice; the second step shabu waist after stopping in the tanhai dance posture and then take the grinding turn (can also be practiced in the control); the third step shabu waist tanhai turn? Finish the body. Another example is the Zijin Guan jump, which can be divided into two steps on the basis of the ability to kick the Zijin Guan in the middle: the first step is a double-start, single-fall back-leg jump with a single-start, double-fall auxiliary movement (also known as the "Air Farrer"). The first step is the double up and single down leg jump with single up and single down auxiliary movements (also known as the empty method? Exercise); the second step to do with single up double down auxiliary action of the Zijin Crown jump.

(4), teaching new movements or open skills? Farrer? , teachers should carefully prepare for the lesson. Students are often preoccupied. A movement of the first time to learn the faults developed, and later corrected extremely laborious, and even difficult to correct. For example: turn over movement is easy to collapse the waist and buttocks of the problem, if once a habit, it is extremely difficult to correct. Whether each new movement is correctly grasped at the beginning of the specifications and methods, whether the students can later master the movement, and then rise to the exquisite degree of the relationship is very great. Teachers must familiarize themselves with the specifications and essentials of the movement before teaching a new movement.

(5), teaching new movements and new combinations are to the rhythm and movement in the head. Don't keep turning over the lesson plan in front of the students during class. This is not only a waste of time, but also affects the teaching effect. Not to mention that the teacher should be a role model for the students, and the teacher is asked to memorize the movements and rhythms.

(6), teaching new movements can first explain the practice of movement, and then explain the rhythm, can also be counted by the teacher's mouth beat for students to practice, and then with music practice. Certain more difficult skills, such as string flip, flying feet, spinning children, etc., can be practiced without a single thin, to reach a certain level before practicing with music.

(7), after teaching a new movement (even if only the movement of . A certain step), the teacher should choose a position in the classroom that can look at the whole class practicing the movement, observe the process of students mastering the movement, in order to point out and correct the problems and faults of the students in practicing the movement in a timely manner.

Corrective action

Corrective action should be planned, purposeful and focused. The so-called? The first thing you need to do is to make sure that you have a plan. It's not just a matter of getting to the bottom of the problem. The first thing you need to do is to get rid of the headache, and then you need to get rid of the foot.

Competence development

(1) Develop children's basic dance skills, develop children's balance, coordination and so on, so as to realize the children's physical quality of the overall improvement.

(2) Cultivate children's body sensitivity to rhythm and develop their artistic potential

(3) Cultivate children's good posture and temperament

(4) Cultivate and enhance children's attention, imitation, performance,[2] image thinking and other learning abilities, and promote children's whole brain development.

(5) Cultivate children's interest, confidence, perseverance, will and other good qualities, so as to promote the overall development of children's intelligence.

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