Problems and doubts existing in the practice of primary school music "singing teaching"

1. Pitch issues

There are two common phenomena in singing teaching: 1. When the whole class sings in unison, some students always have inaccurate pitches and sound anxious. 2. When students sing solo, many students are not sure enough or confident enough and are out of tune. The first reason for these phenomena is that some students always feel that they can't find the right note. After singing the previous sentence, they can't find the starting note of the next sentence. Other students know how to sing mentally, but when they sing out, something goes wrong. There is a serious problem of pitch in singing teaching, which makes students' singing lack beauty. If the pitch problem is not solved, how can we make singing penetrate into the hearts of students? How can singing inspire beautiful emotions in students? Over time, pitch problems will cause students to lose interest in singing. Second, teachers pay very little attention to students' singing pitch, and lack effective methods to deal with students' singing pitch inaccuracies. Some teachers think that such pitch problems are normal and ignore them; while other teachers are concerned about pitch problems but have no effective way to solve them, so they skip it. In singing teaching, there are few opportunities for students to sing solo, and there is not enough time for students to sing. As a result, students' psychological perception of accurate pitch and voice control ability are not strong enough when singing.

Countermeasures to solve pitch problems

(1) Regular listening. Cultivate students' music learning habits of listening, comparing, evaluating, and adjusting.

(2) Individual testing. Educate students to sing songs confidently and emotionally. 1. Pay attention to students' singing in singing teaching and give students more opportunities to show off; 2. Find and correct mistakes when students sing alone; 3. Sing songs confidently and emotionally.

2. Lack of singing knowledge and skills.

The middle-aged stage (grades 3-6) is an important stage of primary school teaching. Students at this stage gradually become more rational, and the knowledge they need to master changes from perceptual to rational. Singing teaching at this stage not only requires music reading knowledge Combined with this, students are required to gradually master and apply knowledge such as breathing methods and singing techniques in singing. Chorus teaching begins in the third grade, requiring students to have a relatively accurate grasp of rhythm and tunes.

Countermeasures to solve singing knowledge and skills.

(1) Visualization of breathing training

1. Use lines to express the strength, weakness, length, and shortness of breathing.

Draw various lines on the blackboard, let the students make the sound "si" while drawing the lines, and guide the students to perform breathing exercises according to the thickness, thinness, length and shortness of the lines. .

2. Use gestures and other movements to direct the students' breathing

The teacher opens and closes the palms of his hands quickly and slowly, and the students perform breath control training as the teacher's movements change. .

(2) Vivid music reading and intonation training