The "Compulsory Education Music Curriculum Standards" clearly states: "Modern educational technology represented by information technology has greatly expanded the capacity of music teaching, enriched teaching methods and teaching resources, and has played a significant role in music education. With broad application prospects, teachers should strive to master modern information technology and use its advantages of audio-visual integration, audio-visual integration, strong image, large amount of information, and wide resources to serve teaching. "So, under the new curriculum standards, primary school music classroom How to correctly use multimedia technology to fully serve classroom teaching. Here, the author talks about his own views on this issue from the following aspects:
1. What is multimedia music class
Multimedia music class refers to "optimization of a variety of audio-visual multimedia combinations" "Music class" also refers to "multimedia computer-assisted teaching music class". Especially the latter, the integration and control of multimedia computers, the diversification and diversification of information media, have the characteristics of breaking through the limitations of time and space, and using various art forms to expand capacity. It turns the content of musical language and text description into a picture schema that combines shape and sound, activates a relatively single static aesthetic object into a dynamic aesthetic object, speeds up the speed of beauty information, increases the capacity of beauty information, and enables students to directly Be inspired by beauty to achieve optimal educational results.
2. The role of multimedia in primary school music education
1. The role of moral education and aesthetic education.
Music is a subject that integrates ideology and artistry. It is an important task of music teaching to provide students with ideological and moral education and aesthetic education. Therefore, while teachers impart music knowledge to students and cultivate students' music performance and music creation abilities, they must organically integrate ideological and moral education and aesthetic education. For example, in singing teaching, through the combination and integration of multimedia materials, the beautiful natural scenery and colorful activity scenes depicted in the songs are vividly and intuitively expressed, allowing students to have a beautiful experience while watching and listening.
2. It can effectively improve classroom efficiency.
Music teaching, like the teaching of other subjects, also has a blackboard design and an appropriate amount of exercises. If these contents are produced in the courseware, the time spent writing on the blackboard in class can be reduced, the teaching capacity can be increased, and more teaching tasks can be completed. Multimedia music teaching can make up for the shortcomings of traditional teaching. Teachers can use multimedia to create scores before or after class. During class, a large projection screen can be used to clearly and novelly display and analyze score examples and sounds step by step or simultaneously. Some courses can also use multimedia means (music). videos) combined with demonstrations. And select the best effect through sound experience.
It can be seen that the use of multimedia technology not only breaks through the time, space and geographical limitations of traditional music teaching, but is also conducive to the creation of musical aesthetic situations and provides conditions and environment for teachers and students’ musical emotional experience. It also has strong human-computer interaction capabilities, so it is conducive to changing the traditional teacher-centered music teaching model in the past and fully mobilizing the initiative of teachers and students. Especially for students, multimedia technology provides convenient tools to achieve new music learning goals, opens the door for students to understand the rich and colorful music world, helps students organize, construct and complete multiple music learning tasks, and can effectively develop Students’ musical thinking skills. Its application enables students to develop their learning methods from a single classroom learning method to multiple methods and channels. Students not only acquire music knowledge through multimedia-assisted teaching in the classroom, but can also use multimedia courseware or information, network in the computer room or at home and other places for individualized learning.
3. Some misunderstandings about the application of multimedia in music classes
Although multimedia technology has been widely used in teaching practice, it is not omnipotent and has its inherent flaws. , the most prominent of which is its mechanical nature. Music education is a kind of emotional education that focuses on moving people with emotion. Therefore, it requires the emotional investment of music teachers and requires teachers to conduct specific analysis and judgment on the emotions expressed by students in activities and take corresponding measures. These are things that multimedia technology cannot do. Some music teachers have fallen into such a misunderstanding, thinking that the broader the cultural aspects contained in a lesson and the more teaching methods and teaching aids used, the more novel the teacher's ideas and superb teaching level can be shown. Therefore, whether it is an open class, a research class, or an evaluation class, there are almost all audio-visual media in the classroom, and they change frequently, leaving students dazzled and overwhelmed.
What I remember deeply is that I once participated in a teaching observation activity and listened to an open music class. The topic was "Little Crow Loves Mom". Since the content of the song has a certain plot, in order to stimulate students' interest, the teacher The entire teaching process is made into a story, in the form of animation, and accompanied by music. The students watch cartoons and appreciate pictures with gusto, and then perform role performances under the guidance of the teacher. In such a class, students The students' interest has been aroused, but the students' auditory associations have been ignored, so that after a class, the students are only impressed by the animated images and storylines, but the main melody of the song is unfamiliar. Such a music class can Would you say it was a success? I couldn't help but be confused: Why must we use multimedia? Are there performances and creations again? Most of the class time is spent admiring the pictures, and there is no time for students to carefully experience and feel the music. How can students get the passion for performance and inspiration for creation? When I asked the teacher after class, she said: "This is an open class, and innovation in teaching methods is needed to reflect the new curriculum concept!" It suddenly dawned on her that she only understood the new curriculum reform as adding multimedia to traditional teaching methods. Just understand it as an innovation in teaching form!
4. How to correctly apply multimedia in primary school music classes
First of all, the relationship between teachers and multimedia must be properly handled.
1. On the one hand, music teachers should strive to improve their ability and level in using modern teaching media and enter the realm of teaching art. On the other hand, they should also be careful to abandon the erroneous tendency of over exaggerating the role of multimedia. Modern teaching media is a tool for teachers to carry out teaching activities. Teaching media must rely on teachers to carefully design and operate it in order to exert its effectiveness. It is impossible to replace teachers' work.
2. Teachers’ unique personality influence on students, and emotional education cannot be replaced by any teaching media.
Teacher Liu Dechang, a famous music educator in my country, emphasized in his class review: "Multimedia must be used appropriately and rationally. Teachers should not forget to reflect their own teaching abilities and should not rely solely on speakers; teachers' teaching language is gradually becoming more and more scattered. Color is divorced from the process of communicating emotions with students. Teacher-student dialogue is very necessary, and human-machine dialogue cannot replace human-human dialogue. This is especially true for music education as a fifth-grade teacher. "Grandma's Penghu Bay", the students may know a little about the melody of the song, but they don't know much about the people and scenery sung in the song. In order to let the students have a deeper understanding of the artistic conception expressed in the song, I used Taiwan's lyrics. Video materials such as geography, customs, and the beautiful scenery of Penghu Bay are incorporated into the courseware, allowing students to understand the people and scenery of the Taiwanese island through the most intuitive pictures, and are introduced into this subject using the language carefully organized by the teacher. While admiring the scenery of Penghu Bay, I sang the song "Grandma's Penghu Bay" live and emotionally, instead of letting them listen to the singing on the tape. At that time, I found that the students seemed to be emotionally attracted by the teacher. Fan was so impressed by the song that they couldn’t help but sing it! Since this is a song from Taiwan, during the teaching process, I promptly guided the students to understand that Taiwan is an inalienable part of China, that they should love the motherland and bless the cause of the reunification of the motherland! I asked the students to share their thoughts, and some said: "Learn scientific and cultural knowledge from now on, and contribute to the cause of the reunification of the motherland when you grow up." "...Looking at the children's heartfelt heroic speeches, I was also moved. Finally, all the teachers and students sang "My Chinese Heart" to end the class, and the class was immediately surrounded by a strong sense of patriotism. , everyone’s heart can’t be calm for a long time.
Secondly, it is necessary to distinguish the relationship between the subject and the assistant.
Multimedia technology can only assist the teacher’s teaching in the classroom, but cannot replace it. The dominant position of teachers in teaching. The famous educator Liu Dechang once told us: "Teachers should grasp their dominant position and role in teaching. Multimedia is only used as an auxiliary tool in music classes and should not be overly relied on. "Multimedia is like a double-edged sword for music teaching. If used properly, it can improve teaching efficiency and achieve good teaching results. On the contrary, if used improperly, it will overwhelm the guest and take the lead, and it will dilute the music teaching itself, and even Affect and reduce the quality of teaching.
For example, blindly relying on multimedia technology and designing courseware into a sequential structure, the teacher keeps pressing buttons while teaching and talking, becoming a "narrator". This not only limits and replaces the ideas of teachers and students with computer ideas, but also People have become slaves of machines, and the nature of music teaching as a humanities course has been changed. The harmonious human relationship between teachers and students has been replaced by the cold human-machine relationship.
Thirdly, the use of multimedia must be subject to actual teaching needs, so as to improve the teaching quality of music classes.
Teaching should not be intuitive for the sake of intuition, or teach media for the sake of teaching media. Instead, we should highlight the characteristics of the music discipline, highlight the musicality, and not be "pretentious", let alone overwhelm the guest. For example: When studying the appreciation song "Little Frog" in the first volume of the first grade, I designed different images such as a little frog, a lotus leaf, the moon, a strong wind, a heavy rain, a rooster, etc. As the melody, rhythm, and intensity of the music continue to change, beautiful moonlight appears on the video screen; scenes of little frogs playing, catching insects, and jumping on lotus leaves; little frogs bravely facing the storm; after the storm. , the sun rises amidst the crowing of the rooster, and the little frog continues to work on the lake. Then let the students imitate, and completely show the beginning, process and result of the story according to the intensity, speed and timbre changes of the music. The students deepened their feelings and understanding of the music. This requires teachers to analyze the teaching objectives and teaching content in advance, do a good job in teaching design, and determine the purpose and methods of using multimedia in teaching to achieve the ultimate goal of assisting teaching and obtaining practical results.
Finally, we must clearly understand the relationship between advantages and limitations
When choosing to produce multimedia, we must comprehensively consider a variety of factors and choose those that are practical in teaching, correct in content, and beautiful in form. , multimedia that requires economical production and innovative techniques to achieve the goal of overall optimization.
For example, in the lesson "Pitch and Low of Sound" in Volume 3, students are most likely to confuse the size of the sound with the pitch of the sound. During the teaching, I left the explanation of the concept of "pitch of sound" to "Music Hall" to complete. There is a lively and interesting cartoon elf in the software, who leads the children to visit the palace of music. When we opened the "Palace of Knowledge", what appeared in front of us was a messy cartoon room. The elf told us: This room is filled with music-related items. According to the needs of the class content, I clicked on a doll placed on the stove. The doll jumped upward while explaining what kind of high-pitched sound was, and used a female scream as an example. It was both vivid and vivid: I clicked and placed it on the stove. He explained the doll while jumping down, and demonstrated it with the rich bass effect of the cello. Students are very interested in watching cartoons when they are studying. After the demonstration, students can quickly and accurately answer the concepts of "treble" and "bass". Excellent media teaching works not only require excellent teaching design, but also excellent two-dimensional animation and three-dimensional image production personnel, as well as high-configuration computers and large-scale production software. It can be said that it requires the participation of all kinds of very professional people. Due to limitations in technology and equipment, grassroots schools cannot realize the various expressions of courseware that everyone wants. So, can we start by examining the existing educational software on the market, identify the relationship between advantages and limitations, introduce its valuable parts for learning activities into teaching activities, draw on each's strengths, and optimize the whole.
In short, in practice we have deeply realized that the organic integration of multimedia technology and music teaching can achieve good teaching results. It can create musical situations and mobilize students' enthusiasm; promote the divergence of thinking and cultivate students' imaginative beauty; guide artistic innovation and develop students' creative beauty. With the popularization of education modernization, information technology will be more widely used in music teaching, and its technological advancement, superiority, and intelligence will be fully reflected. However, multimedia music cannot completely replace traditional teaching methods, nor can it completely deny and reject traditional teaching methods. Instead, modern educational technology should be combined with teachers' vivid inspiration and students' practical activities. Multimedia teaching is only a technical auxiliary means. It can only be adapted to the rules and characteristics of classroom teaching. Only by coordinating and complementing multiple teaching means can it reflect its strong vitality and achieve the optimization of the teaching process.