Model essay on junior high school music observation report (1)
From 20 12 65438+ 10/0 to September 30th, I contacted caidian district Xingfu Road Middle School to participate in the internship, which lasted nearly two months and gained a lot. During this period, through sorting and investigation, I also found some common problems in music teaching. 1. Textbook knowledge is extensive and profound, and students' interest should be aroused by correct methods. At present, the compilation of junior high school music textbooks is very rigorous and rich in knowledge. There is no denying that textbooks are very suitable for students. But I'm in a small county, so I'm unlikely to have a lot of investment in music lessons, and I may pay less attention to music lessons than I do in the listed center. Therefore, it may be interesting for them to get music textbooks. After reading it, they will feel depressed because many things are not understood and the pictures in the book can't answer their doubts. This means that the teacher should grasp the child's psychology, suit the remedy to the case, combine the knowledge in the textbook when preparing lessons, and give the child a good cognition in vision and sense, so that the child will definitely have a strong interest in your class. Because teenagers in this age group are very curious, we should seize this point and let them learn more knowledge, so as to be worthy of every class they attend. Second, we should combine some teaching methods to interact with students. In the process of teaching, I found that today's children are still the same as before, and they just "move their mouths" in class, and there is no physical movement and interaction at all. In Chinese, mathematics and other cultural classes, this is really the only way. So I think as a music teacher, whether it is to let children open their minds or relax their nervous mood, proper interaction and body movements are very necessary in music class.
For example, when learning a new song, the teacher can use the imagination of the lyrics, instead of saying word by word, let the children perform the meaning of each lyric, and then sing and move. I think this way, not only can they learn faster, but also the effect is better. In fact, in my opinion, if singing or listening to songs is memorized as fixed knowledge, then the existence of music class itself is meaningless. 3. Music teachers should learn to explore things around them and help teaching. When I was at school, my music teacher was very cute. She said honestly, "Students, these props are not written in the book today. Let's read this song before listening, ok?" The props she said are triangle iron, small gong and small musical instrument. In fact, I feel helpless when I think about it now. Because there are many teachers like this, I don't mean to complain here, but I think our way can be changed. Because you don't have to use small musical instruments to achieve teaching purposes, you can find a branch to knock on the table or clap your hands directly instead. I know this timbre may not be effective, but at least the children feel what rhythm is. We can tell children what rhythm is and how they feel when playing by tapping anything. In fact, this is also a good way for children to broaden their horizons and find music in their lives. Music is everywhere. Music lessons should be gradual, not full, but big. The above three points, I'm talking about interaction, not sticking to the rules or something. However, what we should pay more attention to is that when teachers think about interaction, each class must have only one or two key points. For example, in a class, students not only have to sing and dance, but also want to make up actions according to the rhythm, play roles, or let the children sing all the time. You sing them, then sing along with the radio, and then you sing again. After such a class, it is estimated that the children will not be tired and the teachers will be tired.
And it still can't achieve the expected effect. This overcrowded classroom structure fails to cultivate students' ability to perceive music, practice music and improve their aesthetic ability, which makes students' musical ability unable to be effectively improved. In fact, it is just a kind of cramming teaching with half the effort and low efficiency. This is true of any teaching work. The reason why class hours are stipulated is to let teachers have a good plan, and each class should be full, but not full. Teaching is a profound knowledge. Since ancient times, there has been a saying that there is no fixed method for teaching. The forms of teaching are varied, but no matter how the teaching form is designed, its ultimate goal is always to serve the teaching content. The design of any music class is to train students to master certain music skills and improve their aesthetic ability. In singing teaching in middle schools, the task of teachers in designing teaching forms is not only to let students learn, but also to let students master how to learn and how to learn. This requires teachers to teach students how to learn music, and at the same time, teachers should strengthen the design of teaching links that can really cultivate students' musical ability in the design of teaching forms, instead of taking forms as forms and then falling into formal misunderstandings. In fact, with the improvement of people's living standards and the increasingly dominant position of parents of the post-80 s generation, the education of children in art has been greatly improved in recent years. The flexibility of children's thinking and the broadening of their horizons can be greatly improved through music lessons, and their knowledge will be broadened. As students majoring in music, if they can become people's teachers in the future, they must observe the students with their own eyes, guide them with their own strength, constantly improve their abilities and give them confidence in the teaching process. In our life and study, only music can communicate everything. We must try our best to create a bluer sky for the children under the podium.
Model essay on the report of junior middle school music appreciation class (2)
Every time I walk into the classroom, I can feel the students' desire for music. I am also thinking: how can we have a good music class and let students find their own spiritual and spiritual paradise outside the heavy cultural class? How to educate students through the unique power of music, so that their spiritual realm can be sublimated to the greatest extent in this materialistic era?
Music class is students' favorite class. They are keen on pop songs and pop stars. On the contrary, children disdain the songs in the textbooks carefully arranged by the education department, not to mention those songs that make students sound boring. Our textbooks may not be suitable for schools in every region, but it is undeniable that there are many problems in our classroom teaching itself, which need further discussion and reflection.
First, what is the focus of classroom music teaching?
Music class is not just a singing class, there are only many songs that can be sung, but few how to sing well. They specialize in singing for quite a few people in the class. After a long time, students will feel that the songs in the music class are not pleasant to listen to and not tasty enough, so of course, they will mainly focus on catchy pop songs.
Instrumental music class is not a simple skill class, boring and mechanical training, less interesting and emotional expression. . This may seem to have some effect on some students for a period of time, but it may weaken most students' interest and hobby in music, or even kill them.
Appreciation class is not literature class. Some teachers give more explanations on language and writing in appreciation class, and ask students to listen attentively. We should make our own understanding of music clear, leaving less for students to think, understand and use music to stimulate their imagination; Use language to express more, use emotion to experience less. In this way, students will only accumulate less music works, and their understanding of music will become shallow, and eventually they will lose their enthusiasm for music lessons.
Secondly, we should grasp the direction of classroom music teaching.
Music lessons pay more attention to teachers than students' subjective status. In our music class, no matter how students learn, many teachers only focus on teaching according to the designed links, ignoring the sudden and temporary changes in the class. This is an unequal relationship between teaching and receiving. Students have never been regarded as the main body of education, but only the understanding device of knowledge.
In a word, at present, music classroom still needs our music teachers' continuous learning and reflection, so that our music education can be continuously improved and developed.
Model essay on the report of junior middle school music appreciation class (3)
As a music teacher, we should first make it clear that aesthetic education is the core of music education, and in the whole process of music teaching, we should infect students with the aesthetic feeling of music, cultivate students with rich musical emotions, and gradually form healthy musical aesthetic potential. Music appreciation is an aesthetic activity. With the help of the power of music itself, the audience is placed in the sound world. Through teaching, students' potential to feel, appreciate and create beauty can be effectively cultivated, and the all-round development of students' moral, intellectual and aesthetic potential can be promoted. For a long time, our music appreciation class has formed a standard teaching procedure: 1, first introduce the author's life; 2. Introduce the background of the work; 3 introduce the theme (you can listen to it first); 4. Introduce the structure of the work (you can listen to some fragments); 5. Enjoy the whole song completely. So, everything is under the guidance of the teacher. And through this training and study, I have a lot of feelings, combined with my own teaching practice, I think there are several points to pay attention to and grasp, which are described as follows, to share with you:
1. Change students' wrong ideas to facilitate music appreciation.
Junior high school students often have the idea that we come to school for further study. So music doesn't matter to them. They think that learning music is just for entertainment, which increases the difficulty of taking music lessons. They don't listen carefully or appreciate the works. In order to cope with this situation, we should tell students the benefits of learning music. A joint study by American experts (neurology, psychology and physics) shows that music can not only calm wild animals, but also be more beneficial to human beings. Usually children like music at birth and respond to music at birth. Spatial reasoning has strong potential, which can improve thinking logic and problem-solving potential. It is easier to find a good job in the 2 1 century, because all industries will need people who can use high technology. Learning music can make people think more clearly, concentrate more easily, and handle other aspects of life better, and can effectively relieve various pressures and make people healthy. The prosperity of the country and the prosperity of the nation require each of us to have considerable cultural quality and artistic accomplishment. Only with high literacy can we adapt to the fierce competition in today's society, and talents are creative, and society can develop faster. This shows how important it is to learn music.
2. Clever combination of pop music and music appreciation.
Taking pop music as the breakthrough point can stimulate students' interest in the whole music culture, expand the vision of culture and art to the maximum extent, let excellent pop songs enter the music classroom and build a bridge to elegant music for students. Pop music is easy to be sung, with distinct and strong rhythm, concrete and youthful. It is natural for adolescent middle school students to be keen on it. Teachers don't have to forbid students to listen and sing, but they can choose a work that is related to or similar to the material of the work while enjoying music, so as to enhance students' appeal to the work. For example, when enjoying the Inner Mongolia folk song "The Boundless Grassland", you can play Tengger singer's "Paradise" MTV in advance. Through appreciation, students can have a preliminary understanding of the grassland: blue sky, white sheep, galloping horses and green grass, and then appreciate the "vast grassland", which makes it easier to understand the work and appreciate its artistic conception. Students feel the beauty of the motherland, which makes them love our great socialist motherland even more. In the "beautiful" atmosphere, cultivate their aesthetic concepts and cultivate their sentiments. Its unique way of expression and understanding is more direct, faster and more efficient than other sister arts in stimulating people's emotions, and it also brings a broader thinking space to the appreciator, prompting him to spread his imagination wings and soar in the sky of music art.
Step 3 "listen" and "think"
Music appreciation emphasizes "quietness", because music is an auditory art, and the best auditory effect can only be obtained in a quiet environment. Think quietly. Before listening, the teacher asked the students some simple and enlightening questions consciously and purposefully. For example, if you enjoy A Walk of Light, the teacher will show it on the blackboard before listening to it, and write a few questions, such as: What instrument is this piece played? What is the speed of music? How are you feeling? How do you feel after listening? Let the students listen and think purposefully. As a result, the students raised their hands and answered: the tune has erhu solo; The speed is: wait. Although the problem is simple, it can make students concentrate on listening, give full play to their initiative in thinking and imagination, give full play to their aesthetic function, and gain a preliminary perceptual knowledge and understanding.
4. It means "listening" and "speaking"
Some musicians have never heard of it, are unfamiliar with it and have little interest. In this case, teachers can use vivid language to describe the process and emotional characteristics of music creation, try to shorten the distance between students and music, and make them gradually integrate into the artistic conception expressed by music. Students can also tell how they feel after listening to the works, such as "A Hundred Birds in the Phoenix". I ask students to close their eyes and concentrate on appreciation, and then describe their feelings in a sentence or a paragraph. So all kinds of words gave birth to "contention", "bird contention" and "early morning" ......
The above is only a superficial talk about the teaching methods in music appreciation, but the methods are not static and the so-called teaching is uncertain. The problem is random creation. As long as we explore hard in teaching practice, fully understand the characteristics of the subject and the actual situation of students, carefully analyze and skillfully design, effectively mobilize students' learning intentions, turn passive into active, and make the classroom full of vitality, we will certainly be able to successfully achieve our teaching goals. Music appreciation class will no longer be a rigid "centralized", it will be a vibrant spring!
Model essay on the report of junior middle school music appreciation class (4)
A semester is about to pass. Looking back on music teaching some time ago, I have a deep understanding of the following two aspects. As a music teacher, although music class does not involve entrance examination, as an essential element of quality education, the quality of the class is also extremely important. With the aggravation of studies, music is a minor course in the eyes of junior high school students, and it doesn't matter whether you study or not. Therefore, in the usual teaching, a lot of music theory knowledge is not used well. This puts forward a new topic for our music teachers. How to design a music class can attract students, so as to fully mobilize students' practice intention and participation enthusiasm, and achieve the teaching goal of showing the charm of music, pleasing students' body and mind, and being healthy and happy.
First of all, study the syllabus and make clear the teaching purpose.
As a music teacher, we should first make it clear that music education is centered on aesthetic education. In the whole process of music teaching, we should infect students with the aesthetic feeling of music, cultivate students' rich musical emotions, and then make students gradually form a healthy musical aesthetic potential. In order to achieve this goal, in teaching, we should guide students to make a whole response to various elements and means of music, and guide students to feel and experience with their hearts. Show the rich emotional connotation in music, but also resolutely guide students to feel, experience and appreciate the beauty of music, so that students can benefit not only for a while, but also for life. Therefore, at the beginning of the music class, I will educate students from the following aspects, emphasizing:
1, through music teaching, improve students' musical aesthetic concept and aesthetic taste;
2. Music teaching can stimulate students' interest and hobby in learning music, enliven the air, adjust the mood after intense culture class, and be beneficial to the study of other classes;
3. Cultivate students' participation and practical potential in music class. Enjoy China's excellent national music (such as folk songs, national musical instruments, national song and dance music, traditional opera music, etc.). ) and cultivate students' love for the cultural traditions of the motherland.
Second, adopt various methods to improve students' interest in learning.
In view of the poor music foundation of students in our school, while using new music textbooks, we should try our best to find materials to supplement the students' foundation, stimulate students' interest and improve classroom efficiency, specifically:
1, the textbook is deep, so you need to arrange time to watch CDs in class and introduce the materials of each unit. Students should focus on appreciation, broaden their horizons and improve their aesthetic potential.
2. In the teaching of music theory, we should start with the basics, and select several music scores for solfeggio in each class, so that students can learn strokes, beat rhythms and hum tunes, and gradually improve the potential of reading music. Although most students have difficulties, they have made rapid progress after teaching for a semester.
3, using multimedia, television, audio and other equipment, introduce some folk songs and famous songs to students as supplementary teaching materials. Instruct students to listen to music, hum music scores and practice repeatedly, and students' reading potential is obviously improved. Because of the emphasis on the words "loud", "accurate" (accurate singing) and "beautiful" (beautiful), the students responded very attentively.
4. Let students sing on stage in class, cultivate their participation and practical potential, and make music lessons more lively.
Of course, how to mobilize every student's learning intention is also something that needs to be worked hard in the future. Children need beauty and pursue beauty, so I hope that music lessons can bring them a space to find and feel beauty. In my classroom teaching, children are happy! Happy! As long as we pay more attention, I believe that children will get a happy experience from it! So as to realize your childlike innocence.
Model essay on the report of junior middle school music appreciation class (5)
The promulgation of new music curriculum standards has brought a new era of music education development, changed the situation that music lessons have no status, organization and core, and music education is moving towards an increasingly perfect and systematic road.
Singing class is an important part of middle school music teaching. I found that students like singing at present, but they don't like singing songs in music textbooks. They like to sing some modern pop music like Jay Chou. Is it because the songs in the music textbook are not good, and they are too far away from the students' hearts at the moment? From my observation, this is not the case. In the past, the so-called "singing" meant that teachers could only teach students to sing melodies. Regardless of the singing method and state, as well as the emotional treatment of the song, the teacher briefly introduced the creative background of the song. For example, some songs are far away from our life at the moment, such as some songs written during the Anti-Japanese War, such as On the Songhua River and Song of Guerrillas. At present, children, including me, have never experienced that era, and it is obviously difficult to master their feelings for songs, so their interest in learning songs is naturally not so high. Therefore, teachers are required to give a detailed introduction to the background of the songs when teaching the songs with this theme, and it is best to combine the related video materials such as DVD, so that students can really understand the background of the songs, and teachers can guide students to sing with correct singing methods, so that the original monotonous course will be enriched.
It is also a very important step to establish good self-confidence in singing. Everyone knows the importance of self-confidence to people. If a person does not have good self-confidence, no matter what he does, he will accomplish nothing. Self-confidence is particularly important for a singer, so how can we establish students' self-confidence? It is necessary for teachers and students to work together to achieve their goals. For example, when we are in class, we will find out the problems of students and correct them. This is the responsibility of every vocal music teacher. But we should avoid sarcasm and ridicule, which will seriously undermine students' self-confidence. Give students more praise and affirmation, pay attention to each student's psychological changes in time, and constantly cultivate students' self-confidence.
Pay attention to the design of the import link. Lead-in is the fuse to stimulate students' interest and enthusiasm in music, and it is also the first important step for students to experience music and participate in music activities. A good lead-in will make students deeply attracted from the beginning of class.
In the process of making students move, music lessons should be lively, attract students' attention and stimulate their interest in learning. It is not enough to rely on the teacher to talk, sing and dance. To make students move, they can't be idle. There are many movable materials.
The advantage of rhythm imitation is that it can quickly attract students' attention. Students expect to imitate the teacher's rhythm accurately to show their reaction potential, so they will listen to the teacher's demonstration quietly. The advantage of rhythm imitation is that it can solve the rhythm difficulties in singing. The teacher pats the complicated rhythm in the song, and the students are more familiar with the rhythm through imitation, so the difficulty of singing will be greatly reduced.
Draw a melody line. There are two ways, one is to draw under music, and the other is to draw by hand in the air. When listening to Fan's singing, in addition to letting students feel the artistic conception of the song, I often let students read the score and draw melody lines. In solfeggio, I will let students draw melody lines by hand. In this way, students can "have something to do", listen more attentively, and feel the role of melody fluctuation in expressing musical emotions by drawing melody lines.
In short, in singing teaching, as long as we abandon the long-term skill-centered teaching method and adhere to the educational concept of taking music aesthetics as the core and students as the center, the aesthetic function of singing teaching will certainly be brought into play. Teachers and students' musical cultural accomplishment and artistic sentiment must also be cultivated.