Sample post-class teaching reflection on "Music Class Rhythm Training" in primary schools

As a people's teacher, we need strong classroom teaching abilities. Writing teaching reflections can summarize the teaching process There are many teaching techniques, so do you know how to write formal teaching reflection? Below is a sample post-class teaching reflection on "Rhythm Training for Music Class" in primary school that I compiled for everyone for your reference. I hope it can help friends in need.

Teaching reflection after the primary school "Music Class Rhythm Training" 1

As a music teacher, although music class does not involve the entrance examination, it is an important part of quality education. An essential factor, the quality of music lessons, is also extremely important. Therefore, music teachers should also learn to reflect and be good at reflection. So, where should we start with reflection on music teaching, and how can we improve our teaching abilities during reflection?

1. Design reflection during the lesson preparation process.

The preparation of music lessons is different from Chinese and mathematics. There is no need to focus too much on the mastery of certain knowledge points or skills. When designing a teaching plan, you can first design several questions like this for yourself for reflection. For example: "How familiar are the students with the folk songs in this class?" "How to design a teaching method for learning folk songs that will more easily arouse students' interest?" "What kinds of problems will arise in the teaching process of learning to sing folk songs, and how to deal with them appropriately?" "etc. In this way, during the teaching process, teachers will feel that they are on target and their lesson preparation will not be a mere formality. Because the purpose of music class teaching is to improve students' interest in music, the reflection designed in lesson preparation is still focused on improving interest. If you find that your classmates are particularly interested or indifferent during the teaching process, you should ask yourself what is the reason, accumulate experience and lessons, and try different teaching methods in parallel classes to obtain the best results.

2. Verify reflection during class.

The classroom is not an assembly line in a workshop. It remains unchanged. Fifty students may have fifty different reactions to the same teaching method. Therefore, in the process of classroom teaching, teachers need to adjust teaching methods from time to time, verify the reflections designed during lesson preparation, and prescribe the right medicine. Classroom teaching is a regrettable art. No matter how good the teaching is, there are always shortcomings that need to be further improved and optimized. Therefore, various "accidents" that occur in the classroom can become good reflective materials for teachers to explore in the practice process from time to time.

3. Conduct various forms of reflection after class.

There are many ways to reflect, whether through language or writing, self-reflection or collective reflection through communication. One of the most informative ways to reflect is to write a case reflection. The so-called case reflection is a writing method that uses specific typical teaching cases to study and reveal its inherent laws. Although the cases have their individuality and particularity, they also reflect the teachers' teaching strategies, teaching concepts, etc. Teachers can analyze and summarize these typical cases in the form of words, which can improve their own teaching abilities and provide reference for their peers.

In addition to self-reflection, reflection can also be carried out by observing and analyzing the examples of others. As the saying goes, "stones from other mountains can be used to attack jade." Self-reflection and self-case analysis are all based on oneself, but many things are still clear to bystanders. Therefore, teachers should observe and analyze other teachers’ classes to learn their teaching concepts, teaching organization forms, teaching methods, etc. Reflect on what would be different if I took a class with the same content, what would be the same, what inspirations would I get from it, etc. It is best to write it down after listening to the class. Music teachers often have their own specialties due to different conditions, such as instrumental music and vocal music. They should be good at using their own specialties. The specialties of others can be used as a reference for themselves. See how others use them and consider how you can use them.

Therefore, whether it is the main course or the main course, teaching reflection has an immeasurable positive effect. As a music teacher under the background of the new curriculum, I believe that we should reflect and refine from time to time in teaching, so as to discover problems, learn to research, constantly improve the teaching level, and become a new type of scientific research-based and reflective educator! Post-class teaching reflection of "Music Class Rhythm Training" in Primary School 2

Every time you walk into the classroom, you can feel the students' desire for music. I am also thinking: How can we teach every music class well so that students can find their spiritual and spiritual paradise in addition to the heavy cultural classes? How can we educate students through the unique power of music and make their spirits better? Realm has been sublimated to the greatest extent in this era full of material desires.

Music class is students’ favorite class. They are keen on pop songs, singers and movie stars. On the contrary, children disdain the songs in the textbooks carefully arranged by the education department, let alone Let’s talk about those appreciation songs that sound boring to students. Our teaching materials may not be suitable for schools in every region, but it is undeniable that there are many problems in our classroom teaching itself, which requires us to conduct further discussion and reflection.

1. What are the key points of classroom music teaching?

Music class is not just a singing class, but there are many people who can only sing songs, but few people know how to sing them well. They spend a considerable part of their time in class learning to sing. For a long time, students have felt that the songs in music classes are not good enough and not interesting enough, so of course they will focus on catchy pop songs.

Instrumental music classes are not simply skill classes. They are boring and involve more mechanical training, but less interest stimulation and emotional expression. Doing so may have some effect on some students on the surface or for a period of time, but it may weaken or even eliminate most students' interest and hobbies in music.

Appreciation class is not a literature class. Some teachers’ appreciation classes use a lot of language and text explanations, but do not ask students to listen attentively; they give all their understanding of music, and they have to explain it clearly, leaving students to think, understand, and use music. There is less to stimulate imagination; more to express with language, less to use emotional experience. Because the result of this will only be that students have less accumulation of music works, have a shallow understanding of music, and ultimately lose enthusiasm for music classes.

2. It is necessary to grasp the positioning in classroom music teaching

Music classes are mostly teacher-centered, but few highlight the main position of students. In our music classes, many teachers only focus on teaching according to the designed links, regardless of how well the students have learned, and ignore classroom emergencies, temporary changes, etc. This is an unequal relationship between teaching and receiving. Students have never been regarded as the subject of education, but only as the recipients of knowledge.

In short, today’s music classes still require continuous learning and reflection from our music teachers in order to continuously improve and develop our music education. Post-class teaching reflection on "Music Rhythm Training" in primary school 3

One semester has passed. Looking back on the music teaching in the previous period, I have a deeper understanding of the following two aspects. As a music teacher, although music classes do not involve entrance examinations, as an indispensable factor in quality education, the quality of music classes is also extremely important. As their studies intensify, music is regarded as a minor subject in the eyes of junior high school students, and it is a course that does not matter whether they study it or not. Therefore, in daily teaching, a lot of music theory knowledge cannot be used well. This raises a new topic for our music teachers, how to design a music class so that it can have greater appeal to students, thereby fully mobilizing students' enthusiasm for practice and enthusiasm for participation, and achieving the charm and pleasure of music that the classroom pursues. The teaching standards are based on students' physical and mental health, health and happiness.

1. Study the syllabus and clarify the purpose of teaching.

As a music teacher, we should first make it clear that music education takes aesthetic education as the core. In the entire music teaching process, students should be infected with the beauty of music, and students should be cultivated with the rich emotions in music, so that they can Students gradually develop healthy musical aesthetic abilities. In order to achieve this goal, in teaching, students must be guided to respond holistically to various elements and methods of music, students must be actively guided to feel, experience, and express the rich emotional connotations of music, and students must be firmly guided Feel, experience and appreciate the beauty of music, so that students can not only benefit now but also benefit for life. Therefore, in the beginning of music class, I educate and emphasize students from the following aspects:

1. Improve students’ musical aesthetic concepts and aesthetic taste through music teaching;

2. Through music teaching, students’ interests and hobbies in learning music are stimulated, the atmosphere is enlivened, and emotions can be adjusted after intense cultural classes, which is conducive to the study of other classes;

3. Cultivate students' participation and practical abilities in music classes. Appreciate my country's excellent folk music (such as folk songs, folk instruments, folk singing and dancing music, opera and folk music, etc.), and cultivate students' love for the cultural and traditional emotions of the motherland.

2. Use a variety of methods to strive to improve students’ interest in learning.

In view of the poor music foundation of students in our school, while using new music teaching materials, we must find ways to find information to supplement students' foundation, stimulate students' interest, and improve classroom efficiency, specifically:

< p> 1. The teaching material is of a high level. Arrange a certain amount of time in class to watch the CD and introduce the content of each unit. Students should focus on appreciation to broaden their horizons and improve their aesthetic ability.

2. When teaching music theory knowledge, start from the basics and select a few music scores to sight-sing in each class. Let students learn to make beats, play rhythm, and hum tunes, and gradually improve students' ability to read music. Although most students have difficulties, they have made rapid progress after just one semester of teaching.

3. Use multimedia, television, audio and other equipment to introduce some folk songs and famous songs to students as supplementary teaching content. Instructing students to listen to music, hum music while practicing, and practice repeatedly, students' ability to read music has been significantly improved. Due to the emphasis on the three words "Xiang" (loud sound), "Zhun" (singing with accurate pitch) and "Mei" (beautiful and melodious), students responded positively, and in practice, the results were great.

4. Let students sing on stage during class to cultivate their participation and practical abilities. Students' emotions will be high, making the music class more lively and active.

Of course, we still need to work hard in the future on how to mobilize each student’s enthusiasm for learning. Children need and pursue beauty. I hope that music classes can provide them with a space to embark on the path of finding and feeling beauty. In my classroom teaching, the children are happy! Happy! As long as we put more thought into it, I believe the children will have a happy experience! So as to understand their pure hearts.

How to improve students’ interest in learning music? After a long period of thinking and teaching practice, I have summarized the following experiences:

Infect with beautiful teacher love student. As the saying goes: "Be close to the teacher and believe in the way." Generally speaking, students tend to like the subject taught by that teacher because they like a certain teacher. If every teacher has this kind of charm, then students' learning will be happy and joyful. So where does this fascination come from? I think teachers must respect and care for every student, be good at discovering students' progress, and be good at using kind eyes, subtle movements, kind attitudes, enthusiastic praises, etc. to shorten the gap between teachers and students and cultivate students' self-confidence. Heart. Then the students will love and respect the teacher, and they will also fall in love with the course you teach. If students have no feelings for a certain teacher and the teacher-student relationship is not harmonious, and they are not interested in the subject, then the student's interest in the subject will be suppressed.

In addition, teachers must have rich knowledge and sophisticated teaching art to attract students, satisfy students’ moral requirements and spiritual needs, and make them have a strong interest in learning materials, appreciate, taste, and Think and get enlightenment in all aspects. Teachers must also love the subjects they teach, dig deep into the teaching materials and study the psychological development of junior high school students, and teach in the most concise and contagious language, so that the taught content becomes the center of interest for teachers and students, thereby effectively improving students' interest in learning. Teaching Reflection after "Music Class Rhythm Training" in Primary School 4

Facing the international education challenges in the 21st century, new ways of music education and teaching are issues that every music teacher seriously explores. Suhomlinsky, a famous educator in the former Soviet Union, believes: "Music is not about cultivating musicians, it is about cultivating people first." Kabalevsky believes: "Music classes are boring and boring. "To make all children love music and grow in music is the primary task of school music education"; Dalcroz's teaching purpose is to "experience music and experience emotions. Teachers' own experience cannot be imposed." student"; Orff's "elementality" is not separate music, it is participatory music that is closely integrated with movement, dance, and literature. People must participate in it rather than as listeners; my country's new music education syllabus requires that cultivating Students learn interests, attitudes and self-confidence, and develop creative and practical abilities. Specifically in the teaching process, we start from one point, introduce it through conversations and games, spiral upward to broaden the knowledge, focus on student participation and experience, and make music belong to every student as much as possible.

How to stimulate students’ interest in music learning, encourage creativity, joy and knowledge-seeking emotions in music classes, and how to cultivate students’ good habits of learning and listening to music. This is what every middle school music teacher should do Questions to explore seriously. I think this should be guided and paid attention to from the following aspects.

1. Closely focus on the teaching syllabus and teaching material content, and explore creative factors. For example: students' instrumental music creation at the beginning of teaching, rhythm creation, variations, rondo performances, combined creation of multi-part ensembles during teaching, and the combination of movement and stillness, so that students can always maintain their interest and attention in learning.

2. Students’ creative desire is once again stimulated by appreciating performance activities. In teaching, we want to use this form to stimulate students' interest in learning, guide students to maintain their enthusiasm and curiosity for learning, strive to improve students' music perception, imagination, expression, creation, and understanding abilities, and strive to highlight the characteristics of music.

3. Let every student be loved, encouraged, cared for, and respected by teachers, and let every student know how to love. Love nature, love life, love learning, love labor, and love all beautiful things.

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