Reflection on the Teaching of Primary School Music "Jariro"

As a people's teacher, one of our tasks is classroom teaching. When writing a teaching reflection, we can reflect on our own teaching mistakes. , come and refer to how to write teaching reflections! The following are the reflections on the teaching of primary school music "Harrilo" that I have collected and compiled. They are for reference only. I hope it can help everyone.

Reflection on the teaching of primary school music "Harrilo" 1

On Harrilo> Although I made sufficient preparations for this class, the actual teaching did not follow the prescribed teaching ideas, because in the first few minutes of class I found that there was a big gap between the students and the level required by my original teaching design:

1. The children have no concept of rhythm, which makes the creation of rhythm a link Unable to complete as scheduled;

2. Children cannot fully express their emotions freely in class and are very reserved.

So, I temporarily changed my teaching ideas. In this class, I made it the main teaching goal to let the children learn songs, feel the joy of dance, and express their true emotions.

1. In the process of learning and singing songs, I mainly let students feel familiar songs through multiple listenings, learn the songs, and solve the difficulty of segmenting the rhythm;

2. In teaching, I interspersed a large number of dance performances, constantly inspired students' emotions, mobilized students' enthusiasm and courage with my full passion, and finally made them bravely dance happily with the music;

< p> 3. Make full use of body language to feel music, understand music, and express music. For example, when I was enjoying "Hora Dance", I danced in a circle with the students and imitated the violin's playing posture to feel the music, which greatly improved the performance of the music. This effectively aroused students' interest and brought the whole class teaching to a climax. Reflection on the teaching of primary school music "Harrilo" 2

"Music game class" is a common class in music classes. Especially in the first and second grade teaching of primary school, his performance is very outstanding. Based on games, the curriculum pays more attention to the development of students' creativity and the education of music-related culture. In the content of the textbook "Harillo", we can see the intention of the creator. They selected ethnic minority songs with strong styles and distinctive features, so that students can not only feel the characteristics of ethnic minority music, but also further understand my country's rich and long-standing ethnic culture. Experience the musicality of music while playing games.

Of course, as a teacher, how to organically display the relevant culture in music still needs to be continuously explored. How to enable students to master the musicality of music in effective game activities requires continuous practice. I gained some experience during my teaching of Harillo. I not only let students appreciate and sing authentic folk songs, but also introduce the customs, costumes, customs and other knowledge of different ethnic groups to broaden students' horizons. In the game, students can master the musicality of music, but they cannot Great job teaching the game. From this point of view, music has more prominently demonstrated its educational function. Music is no longer pure and isolated, but has given it more cultural connotations. The games we set must be linked to students’ life experiences. The game students are playing can only be refined and not played wildly. Reflection on the teaching of primary school music "Harrilo" 3

On April 17, I was honored to participate in the "Rookie Cup" competition class of the Daowai District music subject held at Huaihe Primary School. Taught a second-grade chorus class "Harry". This is a music chorus performance class open to all students, with scenarios throughout the classroom. After class, I reflected on and sorted out the successes and shortcomings of this class.

"Harry" is a Trinidadian folk song. It has a strong Latin American music style. The song expresses the lively singing and dancing scenes and the optimistic and unrestrained character of the Trinidad people. According to the requirements of the textbook and the characteristics of second-year students, the teaching objectives I designed for this lesson are:

1. In the process of using tambourine to accompany songs, you can initially feel the music style and become familiar with the melody of the song. And through multimedia pictures, you can briefly understand the customs and habits of Trinidad and Tobago.

2. Students can feel the joyful mood of the song during the process of listening, comparing and modeling, and can sing the song with a light and elastic voice.

3. Try to add a Canon-style two-part part to the song to achieve a balanced and harmonious singing.

The teaching focus is: being able to sing the song "Harry" accurately. The teaching difficulties are: segmenting the rhythm; and harmoniously singing the two parts. Combining these, I designed four teaching links for this lesson:

1. Introduction to singing and dancing. I sang and danced, stimulating students' interest in learning and eliciting "Harry!" He also led the children into Trinidad and briefly introduced Trinidad’s scenery, specialties, festivals, national musical instruments, etc., paving the way for a better grasp of the song style.

2. Listen to the song and add tambourine to accompany the song. Show the tambourine and use the tambourine to accompany the song. While familiar with the melody of the song, it also incorporates the rhythm of two parts, which reduces the difficulty of learning to sing songs and two parts.

3. Learn to sing songs and sing alphabet scores. When learning to sing songs, I use comparison, model singing and other methods to help the children master the syncopated rhythm and learn the songs.

The purpose of singing alphabet notation is to better enable students to master the intonation, reduce the difficulty of children learning to sing, and lay a solid foundation for singing alphabet notation in the future.

Fourth, try to add two voices to the song. In this lesson, I designed a simple two-part part for the song to make the song fuller and more interesting. At the same time, two-part chorus is introduced in the second grade, paving the way for children to sing two-part songs in the future. In order to reduce the difficulty for the children when learning to sing in two parts, I also deliberately slowed down the song speed to make it easier for the children to sing accurately, and then return to the original speed after they are proficient. Finally, let the children watch the dance video to mobilize the students' emotions, increase the warm atmosphere, and better sing the songs.

There are still some shortcomings in this lesson:

1. The introduction did not inspire students' interest in learning very well, and the connection between introduction and introduction to Trinidad was not very good.

2． When playing tambourine accompaniment, the volume is very loud when playing the tambourine, so the children's voices are also very loud when they sing the second part. The chorus part of the entire song is obviously over-the-top, and the echo is not very good. Sing it out.

3． The singing of the alphabet score was too sloppy and did not allow the children to grasp the melody solidly. So I felt that the whole class was tight and loose at the same time.

Teaching is a regretful art, so I will continue to work hard in the future to make myself less regretful and more perfect. Reflection on the Teaching of Primary School Music "Harrilo" 4

"Harrilo" is a Trinidadian folk song. It has a strong Latin American music style, 4/4 time, major mode, and the song has a square structure, which is a one-piece structure composed of four phrases. The song has a section structure, short and concise, and the music used is very concise. It uses the rhythm of "××××" at the end of each section, the design of accompaniment "XX", and the cut "×××" that appears at the beginning of the second and fourth sections. Divide the rhythm to make the song unique and interesting. According to the characteristics of lower grade students, who are lively and active by nature, and based on their psychological and physiological characteristics, I try to create an interesting atmosphere for students in teaching activities, fully stimulate their enthusiasm for learning, and let them "enjoy" "Move" and create, display, and perform boldly and confidently. In teaching, I mainly design the teaching around the measurement goals. The first knowledge goal is to experience the Latin American music rhythm characteristics ×××× in the songs, and use them to express unrestrained and joyful emotions in singing.

Second skill goal: Students can sing the song "Halila" with a light and flexible voice, and can freely design movements for singing performances. The third emotional goal: learn songs and feel the lively scenes of singing and dancing and the optimistic and unrestrained character of the Trinidad people.

If the three expected teaching objectives are followed, it can be said that it has been achieved in teaching. This can be fully demonstrated in the video. The students were very happy during the learning process, and the primitive tribe's performances deeply attracted every child. They sang and danced around the little Indian I dressed up, truly feeling the free and happy atmosphere! Everyone rushed to sing and perform.

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