What does it mean to organize performance games based on the language development of young children

The fundamental purpose of acting games is to train young children's acting skills, and rightly so.

Performing games refer to a form of game in which children play the role of a literary and artistic work through cavity grinding, use certain performance skills, and reproduce the content of literary and artistic works, with the purpose of developing children's language expression ability and performance skills.

Performance, Copyright Law.

The term refers to a work that is publicly reproduced, either directly or with the help of technical equipment, such as playing music, staging a script, or reciting poems by Lang Yuanyan.

Training objectives: to cultivate good moral character and high cultural literacy, have a deep basic skills in performing arts, master the performance skills and basic theories of character creation, and be able to play different characters on the screen, screen and stage, or serve as a host in public and TV and network programs, or serve as an art teacher and other related work of applied talents.

The nature and characteristics of performance games in kindergartens.

Kindergarten performance games are games rather than drama performances The nature of performance games directly determines the guiding ideology of our children's activities and the guidance behavior of teachers for performance games. When we position the nature of kindergarten performance games in:"games"It's not"Performance"And to promote the development of children's subjectivity as the guiding ideology of organizing children to carry out performance games, with the method that conforms to the essential characteristics of game activities to organize children's performance games, performance games are different"Theatrical performances"of the face.

Features of the game: The plot of the game is simple and scattered. The game action is repetitive and simple. The game zhi has less linguistic interactions. Lack of character awareness while playing...The game is played based on the material.

Guiding points: (1).

Enriching children's life experience is a prerequisite for role-playing and plot development. (2) Create a warm game environment, provide suitable materials, and germinate the desire to enter the game. (3) Seize effective opportunities to intervene, pay attention to children's activities, and promote the development of games.

4) According to the age characteristics of children in small classes, a variety of evaluations are adopted to promote the improvement of the level of play.

Organizational guidance should be noted:

1. After the teacher tells the story 1-2 times, help the children analyze the characteristics of the characters in the work.

2. Let the children discuss how to use movements and language to express the characteristics of the characters, discuss what props are needed, and what things to replace (give full play to the role of discussion in performance games).

3. During the performance, children are not strictly required to retell the story, but the teacher connects the plot and guides the story.

4. The props provided should be simple and easy to operate, and they can be replaced by reality, and do not be too decorative or too real props. (Why?) ）

Young children focus on props and ignore character movements and emotional experiences.

The need for the game to replace things for symbolism.

Make the most of the role of discussion in the performance game.