The "Music Curriculum Standards (Experimental Draft)" points out in the methods and processes of goal implementation: "Make full use of the collective form and practice process of music art to cultivate students' good sense of cooperation and coordination in the group Ability. "In the wave of new curriculum reform, what kind of teaching model should be adopted? I believe that new concepts and new methods of interactive and cooperative learning between teachers and students should be followed to stimulate students' interest in learning music, so that children can receive education and exercise in a happy mood, and establish an equal and interactive teacher-student relationship to cultivate students The spirit of unity and cooperation. Below I will introduce some of my practices based on my own practice.
According to the specific characteristics of the music subject, I believe that group cooperative learning is a classroom organization form that is widely used in music teaching, that is, using groups to enable students to learn and experience together, so that individual students and groups All achieve the maximum learning effect, encourage and promote each other among members, and form interpersonal relationships in which competition and cooperation coexist.
1. Group cooperative learning can effectively cultivate students’ cooperative awareness and ability
The “Decision of the State Council on the Reform and Development of Basic Education Curriculum” states: “Encourage cooperative learning and promote students’ cooperation. Mutual exchanges and common development among teachers and students promote mutual learning and mutual learning. "In modern society, whether one has a spirit of cooperation and whether he can cooperate with others has become an important factor in a person's success.
Group cooperative learning is a form of classroom organization that is widely used in music teaching. First, the students in the class are carefully divided into groups. Each member of the group forms a relationship in terms of gender, personality, temperament, and ability. There are differences precisely because each group is heterogeneous, so there is a homogeneity among all groups in the class. This is the grouping principle of cooperative learning - heterogeneity within a group and homogeneity between groups. Intra-group heterogeneity provides the possibility for group members to help each other, while inter-group homogeneity lays the foundation for fair competition among groups in the class.
In the teaching organization, I pay more attention to the performance of student groups, and emphasize group reporting on music performance, so that students can understand that everyone has strengths and weaknesses, and that people’s intelligence, personality, and talents are diverse. , cooperation and communication within the group, fair competition between groups, while competing, we should also advocate mutual learning and reference between groups. Students consciously cultivate a sense of cooperation and exercise their cooperation ability in cooperative practice activities. And gradually realized that only by being kind to yourself, appreciating others, and knowing both yourself and others can you maximize the effectiveness of team learning and achieve good results.
When teaching "Stories Weaved with Sounds", I first asked the students to listen to the various sounds in life. The combination of teaching and practice made all the students very interested, and then divided the students into groups. Discover the sounds around you. Everyone actively searches for, discovers, and constantly explores novel sounds for use. Each group of students works together and uses their own strengths to work together to weave a short story with sounds. They create one wonderful story after another. , completely beyond your imagination, group cooperation plays a positive role. After the class "Singing Folk Songs" in the senior grade, the students spontaneously organized a "Song Fair" meeting. Competition was fierce among the groups, and the habit became natural. Students' sense of cooperation was established, and the sense of competition was established. Cooperation Capabilities are also being gradually enhanced.
2. Group cooperative learning can effectively exercise students’ self-control and organizational skills.
The launch of new curriculum reform and changes in learning methods call for the repositioning of teachers' roles. In the process of cooperative learning, the teacher increasingly becomes a consultant, a participant in exchanging opinions, and can also be said to be the "chief among equals" participating in classroom activities. Therefore, teachers must change their identity at all times during the learning process of students. Sometimes they are a facilitator, sometimes a collaborator, and sometimes a helper. This can really be said to be a big challenge to our teachers. Especially for teaching with large class capacity, it is even more of a problem. Give full play to the role of the group in organizing teaching, cultivate the organizational and coordination skills of the group leader, and help him establish prestige. In the management of the group, I stipulate that the group leader takes turns. During each class, a general evaluation of the learning status of each group is made, and corresponding records are kept. If a student is criticized twice by the group leader and does not change, the group leader has the right to push him out of the group. Therefore, every student is doing his best for himself. The group competes for honors and their self-control is demonstrated. No wonder some teachers say that such naughty students seem to have changed during music class.
We should realize that ability is a personality psychological characteristic that directly affects the efficiency of activities and enables the successful completion of activities. That is, abilities and activities are closely linked. Therefore, the premise of cultivating students' abilities is to allow every student to participate in activities, that is, to first create a learning atmosphere and learning opportunities for them. So that every student can gain something in the classroom. For example: During the teaching process of the group dance "We Are All Good Friends", I first taught the basic dance steps, and then mobilized the power of the group and selected the main members of each group to act as assistants. Excellent students can often translate the teacher's words into students' Unique "student language", if a student makes a mistake or does not look good in front of the whole class, he is likely to be laughed at by everyone, but it is different in a cooperative learning group. The members of the group all have a kind of “We are all one” attitude.
This means that group members are more likely to receive help than ridicule if one of them does not know how to do it. Teachers and students work together to learn, so that each student's strengths can be brought into play, and at the same time, they can make up for each other's tasks that teachers and students cannot complete alone in teaching activities, so that every student can experience the fun of learning with the teacher, so as to Meet self-development needs.
3. Group cooperative learning emphasizes everyone’s participation and experience of success.
The new "Music Curriculum Standards" point out that the tasks of music classes in compulsory education should be oriented to all students, so that each student's musical potential can be developed and they can benefit from it. We should also pay attention to the personality development of students, so that every student has the right to learn music in his or her own unique way, enjoy the fun of music, participate in various music activities, and express personal emotions and intelligence. It is necessary to organically combine the universal participation of all students with teaching in accordance with their aptitude to develop different personalities, create lively, flexible and diverse teaching forms, and provide students with the possibility and space to develop their personalities.
During the song teaching, I asked the students in each group to design and sing in different forms. This not only avoids the boringness of repeated singing practice, but also arouses students’ interest in singing and allows students to clearly understand their own singing skills. What are the main tasks of cooperative learning and the students' own "small" tasks, and then tell them some rules for cooperation and some details that need to be paid attention to during cooperation, so that students can unconsciously form an ability during the activity. Finally, try to give students some motivating language to enrich their inner world and make them realize that their existence is very useful.
For example, when I was learning the song "Leave It to Me", I asked each group to design their own singing form for reporting and performance. Each group evaluated each other. One group was based on the actual situation of this group, breaking through the teacher's only In order to change the singing form, a student who was seriously out of tune was asked to take on the task of accompaniment with a bell. Every student tried his best to interpret the understanding of music and experienced the joy of success through the enthusiastic applause of the students. This activity made me realize that during cooperative learning, we should also allow students to have sufficient and generous time to speak, supplement, correct, debate and perform, so that the wisdom of students of all levels can be fully utilized. This enables students to complete learning tasks more brilliantly, and ultimately creates a sense of accomplishment and pride.
4. Group cooperative learning lays the foundation for students’ formative evaluation.
Music teaching evaluation refers to the process of evaluating the teaching process and teaching effects of music subjects. Through evaluation, we can identify students' learning ability, academic status and development level, understand the teaching quality and teaching ability of teachers, and provide feedback information to promote the improvement of music subject teaching quality. The new curriculum standards require us that music evaluation should emphasize the comprehensiveness and systematicness of evaluation objects, pay attention to "formative evaluation" and "self-evaluation", so that evaluation can better promote individual development. The daily formative evaluation formed in group cooperative learning is a natural accumulation of formative evaluation. You must persevere in anything you do to gain anything. The evaluation of cooperative learning gives new vitality to students' learning life.
Cooperative learning is one of the important ways for students to learn in the 21st century. It is a learning method that involves group discussion and collaborative communication under the leadership of teachers. It can effectively improve the learning environment and expand Participation surface, improve participation. Through cooperation, it is helpful to guide students to explore and express music in different ways, cultivate their awareness of participation, cooperation, and creativity, and generate innovative thinking. In the process of cooperative learning, teachers should create a good cooperative learning atmosphere, use various forms to give students a psychological sense of security and spiritual encouragement, treat students as friends, and be more understanding and tolerant, so that students can think more clearly. Active, the enthusiasm for exploration will be higher, the desire for cooperation will be stronger, and the classroom will be more vibrant. The examples I gave here may seem cumbersome, but through these types of activities, students can help each other when encountering difficulties, work together, actively explore and make progress together, and gain a successful experience together. It can be said that group cooperative learning plays a decisive role in my music classroom teaching.