Folk paper-cutting activities are deeply loved by kindergarten children. Children create all kinds of patterns on colorful pieces of paper and express the beauty of their inner world at will. However, in children's paper-cutting teaching activities, it is not difficult to find that teachers pay more attention to the guidance of children's paper-cutting activities in middle and large classes, but lack due attention and necessary thinking on children's paper-cutting teaching activities in small classes. How to adopt practical guidance strategies according to the characteristics of small class children is a major difficulty that we must overcome.

1, "Throw a brick to attract jade"-create a visual environment rich in folk paper-cutting art and stimulate interest.

Environment plays an important role in children's physical and mental development. Therefore, it is very important to create a visual environment rich in folk paper-cutting art for small class children, which can germinate children's initial interest and ability to feel beauty, appreciate beauty and express beauty, and let children feel the influence of paper-cutting beauty consciously or unconsciously.

In order to arouse children's desire to explore, we also set up paper-cut exhibition areas such as "Happy Cut" and "Cut Change" in the class, and put each child's paper-cut works on the exhibition board, trying to create an environment where children can "talk" with them. Practice has proved that an environment with children's participation makes children more interested in appreciation and research, and can also mobilize children's attention to folk art.

2, "step by step"-to develop teaching strategies to adapt to the existing paper-cutting level of small class children.

After discussion, we decided to tear paper in small classes last semester, and exercise the flexibility and strength of finger muscles by tearing paper. The content mainly focuses on fruits, vegetables, grass, flowers and lovely animals that children are familiar with. Because the children who just entered the park are young, their finger muscles are not flexible enough, and it is dangerous to use scissors, so tearing is safer than cutting, which is more suitable for children in small classes. In the first few activities, we first let the children tear the paper freely. Some children in small classes can't tear at all. The way they tear paper is "grasping" or "pulling" to be exact. If they catch it, it is easy to scratch the paper, or it is difficult to tear it, so they must be taught how to tear it first. Then we start by tearing paper strips, first tearing ribbons or noodles, and let the children tear them into strips. In future activities, gradually improve the requirements and ask children to tear out simple graphics. In order to let children practice tearing out graphics, we use sewing machine to make small holes in the edges of graphics, so that children can tear out graphics along the edges. After a semester, children have become interested in tearing paper, and most children can tear paper with their hands and eyes.

3. "Innovation"-support children's creative self-expression.

For small class children's paper-cutting, we can't measure their "works" with conventional eyes, nor can we just look at the beauty of paper-cutting, but we should pay attention to the inner world of children expressed by paper-cutting and support their creative self-expression.