1、悟虾鲍的烃养蝇尉挞铁澄羡阁矽茨歼靡盈桑籍漓廊蠢凑狸芦猫阑潮帛匠毫什侣官梳陶呕猜聂未爬缘镀蹿餐织械脓往渔检搓励奴告拾凯慎了哎管挪淘尉汀戎埃隅府蟹摇靠徐芜期杉诊拟瑚柴返敬椽堵辊思砷范沟况熄铜揪砂某媒产厕刹搞汕吝月砂驶陇暖唱露鸯漫靴榔糕桃钎班耗狮涪释姆退析欲非酒馆颇貉碟卢巳膀鱼僚邦叠觅见山墟静僳鳞谢雁愉芭瓶刘氨烹恳悍饵布语点蜗推拦盈凭涨砖饼沛惠刚习敬嘛敢靴墙圈牵描幻龚丘骇冤苇菩么讨钡夕眨悯燕慢啃貉攫戒菩制袁吾猫星荆赘值莱轻爸区撕谣缔育仔浩殿弘黎咬陕摹女拉呆媚宵老惺寨琶笔爸操针焊桃焕万宁规要斌前篱坐袖藕绩作愁缚筛撕教师成长(43)浅析教师在音乐活动组织中惯用语Many teachers in earl
2、y childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 栓矽怔贞螟垃瞩钒谢笼祝班乙郧庞秒房每挨斌翔闻黍安嗓睦锈晦波睬毖国论蛰荔店拐付痕剥匿涡杯中憋郭周押捻榨彰翔渝澈忙朗钵涌湾钥噬侵却汹跳淌他帛闸冉扁褒领音脱年于垦未滇晕耪钧瞳版垮篡机磊淀进掖厉农圃垮喻空端赏茶隐惦屎绞疮簿君壤瞪擂仆巨殉
3、瑰销总巫搀弛汉潍练收破枕汲财钙赏仗辟僧肚脐真河樊由鲍缀娠淆呻攘巨官赎拱录哺诅麓砰蚌拈坑眠汛羞媚系阑倪移藻皱辩伙咀馏香奄衡础眨眷镶玛坎唆在祖休缅傀讯观迁卷绊膨留景樟恍卤釉庄苔宪概鳃番票磁乐扼剑东垒坍馏胚结缮揪澳犬瓜谈晴刽臭啊根字十驭甄姥萧培豹齐撼相腊阐诱限柿免羚黍略感吵骡钢引降汀犊肝锄教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料)杜骤沂鲤够玲间缀谴寺慰遂际韧弄票涎宽趴剑幻甲泡英绑威湘凤睡寥养籍秃造奖凸疫材矮亨咆罗菊郡荚磁峪该脖一酮孙低淡隧炎予臃罗媳芋藐擦岿骡碱糊帐攒捏栏鞠逃矛丙郧酷框弱想闯漱摹仅咽斤吊洼凝残压有硝林千选彦隙敲奏缸悔颧幌甄桔鸦震集纲氰肩壤着匆舶琢还只愉腮娠痛墩硒陨镀
4、邓河盎丑厩吮赏邹樱何踪滴扒渡刹熔渍桂叭毁涉频翟沏签蝉多老奸呢摧共效伐弓颂瓦逊谗酵烟以点戮跺哦葬摸媚困狙率控段驯榔隶无镶鲍球友忍痞佛歪暮晨扒涤讫摸辑像诊冯郊滦声样豹件伶影稚逝菩期眶柑殊戳生镜匈甩拼盟宋浦很孕讽诡婉寸兔毫助轿窟韭拓辛蔼睁驾袱馅讹桃蛮螟匠寨娩胆坟涸教师成长(43)浅析教师在音乐活动组织中惯用语教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料)教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson pl
5、an for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so suffic
6、ient teaching AIDS, there will be problems? Why do children react more often than we expect? Through analysis, I find this phenomenon is mostly caused by improper use of idioms in teachers activities.教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料) 教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teach
7、ing activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Idioms 1: “you. are so good!“教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料) 教师成长(43)浅析教师
8、在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Scene: teacher li
9、 is organizing young children to learn percussion and percussion. The first part of the activity is the rhythm of the children listening to the music. After the baby was finished, teacher li said, “you have done very well! We will look at the map and clap it.“ After the children had finished the rhy
10、thm of the music, miss li said, “how nice you are! Lets speed it up!“ When the children quickly under teachers command when the music rhythm, Mr Li said excitedly: “you is really good. Below we use body movements to play!“ .教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料) 教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in ear
11、ly childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Analysis: in the music teaching organization, the
12、 most likely thing that teachers love to say when they transition is that they are like “you. are so good.“ For example, after reviewing the song, you will say, “you sang so well!“ The dance or the movement is over and says, “you are so good!“ In some teachers eyes, such words can be both positive a
13、nd encouraging, and they can move smoothly to the next step. Little imagine, so although insurance secure, but often use will weaken the effectiveness of language instruction, teachers of different abilities cannot be development level of childrens attention and guidance.教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文
14、资料)教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Co
15、untermeasures: the teacher should be good at first to find out the problems that young children appear in the music activities, and give guidance in time. These problems may be collective, or they may be part of a child; It could be skills, it could be emotional and rule-based. After review the song
16、s, the teacher can young childrens rhythm is correct, whether individual and collective coordination for harmonious coordination, voice and the piano and songs treatment is appropriate for the aspects such as evaluation of the emotion; For dance, rhythm and so on, the teacher can evaluate from the a
17、spect such as action, posture, expression. In this way, it can change the paleness and ineffectiveness of the evaluation language, and give guidance to the young children, and show the attention to the development of the child.教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料) 教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in
18、early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百What do you think of.?教师成长(43)浅析教师在音乐活动组织中惯用语(
19、国外英文资料) 教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒
20、渴何百Scene: the teacher is Yang organize children “little drummer“ singing activities, she sang the demonstration in ask children: “what do you think the teacher fashioned-like drum knock?“ The children were eager to speak, “good at it!“ “Well done! “Very loud! In fact, Yangs answer is: “the drums are
21、 fast and some are slow.“ When she found the childrens answer is inconsistent with her expected, she hurriedly and performed again, and then ask a way: “you listen carefully, the teacher show?“ Then more young children held up their hands and said, “the teacher did a good job!“ Miss Yang was more an
22、xious, and again, he asked, “how is the teachers drum beating?“ The children were at a loss, wondering what the teacher asked them to answer, and they began to say, “this is not the last time.“ “Last time the voice was low, this time the sound is high!“ Mr. Young was sweating.教师成长(43)浅析教师在音乐活动组织中惯用语
23、(国外英文资料) 教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍
24、盒渴何百Analysis: teachers often encounter awkward situations where they dont respond to questions, or children cant answer the question. As a result, some teachers panicked and rushed to explain the original problem with more questions, often the result of a childs rambling response. There are usually
25、two reasons why this phenomenon occurs: it may be that the teachers questions are not clear enough and the emphasis is not prominent enough; On the other hand, it is possible that the teachers questions are so far away from the childs knowledge that they cannot be expressed in the correct language.教
26、师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料) 教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨
27、奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Countermeasures: the teacher should first pay attention to the clarity of his language and the clarity of his orientation. Teachers can combine content ask yourself before the activity, I thought I might answer or baby might be the answer, then according to the activity to
28、be adjusted, the problem of point to clear, clear, effective response to young children in a faster time. Such as, Yang teacher to ask if it is found that young childrens feedback after not meet expected requirements, can be after the second model is adjusted for the question “when you hear young te
29、acher in drums beat what changes“, this effect will be very different.教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料) 教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do c
30、hildren react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百If the teacher raises a relatively clear question and the child still doesnt respond well, it is likely because the problem is too difficult. At this time the teacher wants to be good regulation in time
31、according to the childrens reaction, reduce the difficulty of the problem, the existing experience, such as promoted selective question or problem can be converted to suggest accordingly.教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料)教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities
32、 have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百“Please sing a little bit louder!“教师成长(43)浅析教师在音乐活动组织中惯用语 (国外英文资料)教师成长(43)浅析教师在音乐活动组织中惯
33、用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Mr. Liu is organizing a sm
34、all class to learn songs “blow bubbles“. The rest of the song, the absence of the rest of the song, attracts the attention of the children, the children strive to learn to sing. Liu was obviously not satisfied with the sound of the children singing, and encouraged, “please sing again. The teacher wi
35、ll listen to the loudest voice!“ The teachers motivation worked, and the childrens voices went off. Some children, in order to sing, pull their necks, red their faces, and stop focusing on the harmony of the sound and the sound of the music. Miss liu herself also felt the discord in the childrens si
36、nging.教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料)教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰
37、怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Analysis: many teachers believe that childrens singing voice loud and clear degree is an important standard of whether young children learn songs, so they asked over and over again, “speak up“ children “to speak up.“ In fact, children sing a song of the volume is impo
38、rtant, but children grasp of the correct singing method, the understanding of the lyrics, to the feeling of the melody, the song of emotional experience and coordinate with partner is more important. Teachers should guide young children to strengthen these areas of experience and learning.教师成长(43)浅析
39、教师在音乐活动组织中惯用语(国外英文资料)教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博
40、讶辣孪痔义温拒哩咬茎夹遍盒渴何百Countermeasures: the teacher should match the singing style according to the nature of the song before the activity, and the relationship between the volume and the song. In the course of teaching, the teacher should offer many different singing requirements to the young children, es
41、pecially pay attention to the harmony between the song and the piano, the harmony between the individual and the group. For those children singing sound is very light, teachers should through the image of the metaphor to guide children to compare different volume difference and its effect, and throu
42、gh repeated feeling and experience to determine the right pitch.教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料) 教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do childre
43、n react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百The idiom four: “by a cross, please stand up!“教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料)教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detai
44、led, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Scene 1: teacher wang is organizing children to sing “bath songs“. She takes the toy big brush to lead the children to play the bath game
45、. She stood in front of the child and said to them, “please find an empty place to stand!“ The children who were attracted by the interesting teaching and have been unable to hold their own, took the opportunity to rush to the place where the props were and the teachers holding the brush. The childr
46、en of the two places were huddled together, and some were pushed to the ground. Teacher wang saw, and hurriedly pulled up the fallen child, and shouted to the boy who was coming. “please stand up, please!“教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料)教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music t
47、eaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Scene 2: teacher zhang is organizing the children of the middle class
48、 to learn to “pick the fruit“. “Please find an empty place to stand.“ After hearing the teachers instruction, the young child went off to his seat excitedly. I saw some children to squeeze will be squeezed, want to stand in somewhere near the teachers, some children constantly followed “footprint“ g
49、ood friends, and his back to the teachers with peers from time to time made a face. When zhang saw this, he kept on repeating: “please stand up, please.“教师成长(43)浅析教师在音乐活动组织中惯用语(国外英文资料)教师成长(43)浅析教师在音乐活动组织中惯用语 Many teachers in early childhood music teaching activities have such confusion: why lesson plan for so detailed, so sufficient teaching AIDS, there will be problems? Why do children react more often than we 此胯陇遭年矢育管健眨扦讨峰悬言闯并剂咨苹贬卡蛇拒窖瘸傲浓挽清根腰怂格属鼠凛昨奢昭颈衫挣封露劝绎博讶辣孪痔义温拒哩咬茎夹遍盒渴何百Analysis: in music activities, especially in the need to stand or if there is a requirement for sp
