There is a saying that goes well: If you sow an action, you will reap a habit; if you sow a habit, you will reap a character. Good habits will benefit you for life, and conversely, they will affect you for life without knowing it. Once good study habits are formed, they will form learning behaviors that are difficult to change! So how to cultivate students' good study habits in music class? Through teaching practice, I have a deeper understanding of this issue.

1. Seize the educational opportunity and conduct intensive training first.

What is the best opportunity for regular classroom teaching? I think it’s the time every year when new students enroll or take over a new class, because at this time students have a fresh sense of the teacher and are particularly concerned about the new teacher’s teaching requirements. Teachers don’t have to rush to class and can take 2-3 classes to carry out classroom routines. Special training for children, giving them a standard from the beginning, telling children what is good and right, what are the requirements in the teacher's class, what kind of cooperation is required from them, etc., students will work hard in the direction of the teacher's requirements. , once the habit is formed, it will be much easier for teachers to start classes. So will it be done once and for all after strengthening the regular training? The answer is no. Teachers should also pay attention to continuous strengthening in combination with classroom teaching in future teaching, so that they can become accustomed to it, gradually accept their own methods, and cooperate with teachers in carrying out teaching activities. In short, if you don’t develop good study habits from the beginning, you will have to spend a lot of trouble trying to make up for it when you find that students are uncooperative or the class is a mess.

2. Combine music elements to create regular teaching with subject characteristics

The regular classroom teaching of music classes has unique subject advantages. Teachers can combine music elements, give full play to the advantages of the music subject, and create Regular teaching with music subject characteristics. There are many musical elements, including rhythm, dynamics, speed, pitch, etc. How can they be combined with regular classroom teaching? I made some attempts.

1. The use of rhythm commands: For example, before starting class, I often do two or three groups of rhythm imitation exercises. During the exercises, I clap my hands, stamp my feet, or pat my shoulders, constantly changing the tricks, so that The students were dazzled and unconsciously attracted, happily participated in the rhythm game, and immediately entered the music class state; for another example, when I was organizing classroom discipline, I used rhythm elements to design many simple and interesting When I ask students to sit down, I will ask them to sit down. When I say "three, two, one", the students will clap their hands three times in a row and reply: "Quick, quick, sit down!" Then straighten your chest and put your hands flat on your legs. If the students don't pay attention the first time, repeat it two or three times, and promptly praise the students who can quickly and neatly follow the password. In this way, at most three times, the students will all calm down. , the effect is much better than teachers yelling at students. Some teachers also asked, "Who performed the best?", and the students answered: "I performed the best", and the teacher said, "I praise you." The students asked, "Who do you praise?", and the teacher answered: "Praise┉× Passwords such as "××" have a good effect on organizing classroom discipline. The application of game-like rhythm commands makes the organization of classroom discipline fun and no longer rigid, and students are willing to accept and cooperate.

2. The use of melody cues: Melody is one of the elements of music, and it is also the unique advantage of music different from other subjects. In regular classroom teaching, I arrange different musical melodies in different links to express My own different requirements let music "speak" for me. For example, in the organization of classroom discipline, I designed a two-section piano phrase "so so so so│do—‖" to remind students to "sit down quickly│do—‖" through the sound of the piano. If it is played in the high range, it means I would like to remind you that if you play in the bass range, it means that the class is too chaotic and the teacher will be angry. In this way, the teacher implicitly expressed his meaning, reminded the students, and made the students feel the difference of the music class.

3. The use of speed changes: changes in the speed of music often indicate changes in the mood and expression content of the music. Taking advantage of this feature, I also designed some training sessions.

For example, in the rhythm performance section of music class, students are often required to quickly stand in formation in a short period of time. I designed a melody. The first 4 bars of the music are at a medium speed, indicating that students should stand up, and then there is a piece of music in the style of a march to let the students stand up. Students take steps one by one, move chairs, or clap their hands, and change formations according to the rhythm of the melody. Then the music suddenly changes and gradually speeds up, indicating that students should hurry up and put the chairs in place. Finally, there are three sonorous ending chords. , remind students to sit down quickly or stand still. The teacher does not need to say a word during the whole process, but instead issues commands on the teacher's behalf through the constant changes of the music melody. The students are full of curiosity and willing to cooperate, and achieve their teaching goals well.

3. Pay attention to appreciating children and create a harmonious atmosphere between teachers and students

Appreciating children and giving them encouragement and confidence is a tried and tested "panacea" in teaching. It can greatly stimulate students' subjective initiative in learning. A good appreciation method is like a lubricant, which can harmonize the relationship between teachers and students, create a good educational atmosphere, and ensure the smooth progress of teachers' teaching. In this regard, I have also made some attempts and summed up some methods:

1. Give children an expectant look.

Every time a child bravely stands up to answer a question, I look at him with a smile, my eyes full of encouragement and expectation, letting them know that the teacher is listening carefully and the teacher believes that they can do it; when children When listening to music, it is not appropriate to interrupt the integrity of the music by talking, so I would smile at the child who was listening carefully. Sometimes I would quietly walk up to him and pat him on the shoulder, hinting that the teacher had seen him. He performed well and promptly conveyed the teacher's praise for him. Although the teacher said nothing, he was communicating heart to heart, achieving the effect of "silence is better than sound at this time" and cultivating students' good listening habits.

2. Don’t be stingy with your thumb.

No matter which teaching session I am in, I never hesitate to use my thumb because it is very convenient to apply. If a student has good discipline, answers questions correctly, or has made progress in learning, I will promptly give him a thumbs up to praise him. I not only praise him myself, but also call on the whole class to praise him together, so that they can enjoy the joy of success and set an example for other students. Listed