I was fortunate enough to participate in the 6th National Primary and Secondary School Music Selection Course. Twenty-one outstanding middle school music teachers presented a feast of music teaching to music teachers across the country. Many of the lessons have left me unsatisfied so far. Thinking of my student days, how many years have passed, the style of the music teacher back then is still clearly preserved in my mind. Both of these feelings are due to teachers' individual and different teaching styles. It is these innovative music classes with individual characteristics that influence students' awareness of exploring new things and researching new problems. The music curriculum standards also propose that attention should be paid to developing students’ creativity and innovation abilities. Therefore, exploring personality in music teaching is not only a need for teachers’ own improvement, but also a need for students’ development. So, how do teachers teach personality in teaching? Exploring this issue has very practical significance for music teaching under the new curriculum concept. Below, the author will talk about some experiences on how to build a personalized teaching style and build a personalized teaching system based on my own attempts to explore personalized teaching as a music teacher in my teaching practice and this lecture.

1. Music teaching personality

Teaching personality refers to the personal characteristics gradually formed by teachers based on their own strengths and in educational and teaching practice activities on the premise of achieving the same teaching purpose. education and teaching abilities. Teaching personality is a comprehensive reflection of the individual teacher's knowledge level, teaching experience, teaching ability and way of thinking in the teaching process.

Of course, music teaching personality should be the teaching personality shown by music teachers in music classroom. Including personalized music teaching ideas, teaching design and teaching style. Compared with other subjects, music art has more ambiguity in connotation and diversity in presentation methods, which creates a broad platform for multi-angle interpretation and personalized interpretation of music performance and appreciation. Next, the author will take an open music appreciation class in the ninth-grade volume "Moonlight" of the Human Voice version as an example to explain his own music teaching personality.

1. Ideas of teaching and learning

Our school is a rural junior high school, and almost no students have participated in various instrumental music, dance and vocal training like students in the city. But there are Chinese operas here, and there are cultural performances in the village every Lantern Festival, and after the same learning process of seventh and eighth graders, many students are willing to perform. Therefore, in addition to considering the teaching content of this course, students' academic status and other factors, I also considered my ability to organize classes, concise and precise language expression skills and dance skills, and then I came up with the idea of ??designing "Moonlight". Teaching ideas: Adopt the "whole-point" teaching idea, that is, first focus on the "whole" of the teaching content, and then focus on the "partial" teaching content. The teaching of this class is designed in this way, so that students can grasp the teaching content from a macro perspective, and also build a display platform for students, so that students' personal knowledge, direct experience, and personality can be fully displayed, and it can also be integrated into the students themselves The teaching resources brought by it promote classroom generation and allow students to grasp teaching content in depth and detail from a micro perspective, giving practical significance to static teaching content in books, embedding teaching knowledge in vivid teaching situations, and helping students achieve indirect experience Organic unity with direct experience.

Based on the above thinking, the idea of ????student learning in the "Moonlight" lesson: students participate in activities on the platform built by the teacher, experience, feel, understand, and then appreciate, and on the basis of the teacher's provision In the performance opportunities, you can show your personality, create again, improve your awareness and ability of innovation, and experience the joy of success.

2. Teaching design

With the above personalized teaching ideas of "Moonlight", we have thoughts on the personalized teaching design of the "Moonlight" lesson, and make good use of the existing teaching methods of our school. The teaching method of independent learning has been implemented for about two years, and the group cooperative learning established has fully reflected his own teaching personality, and reflected the curriculum standards, teaching objectives, grasp of teaching materials, student needs, and teaching situations.

Specifically: before class, students are assigned to prepare for art presentations in groups with the theme of "Moonlight".

In the class, I, the "director", first set up a presentation platform for the students, and then, in groups, I gave students who love to express themselves the opportunity to express themselves and create individually, and also allowed students who dare not express themselves to participate in group performances. The purpose is Cultivation of students' performance ability, allowing them to try the joy of successful performance, while giving students free space, respecting students' whims and whims, guiding them to participate in various artistic practices, and ultimately forming their own personality. Finally, everyone discusses, communicates, improves, refines, and summarizes together. The whole class is taught in a "whole-divided" style, which also runs through students' independent learning and group cooperative learning.

3. Teaching process

This class is a municipal seminar class. The design of the teaching introduction is a display of teaching personality: accompanied by beautiful ancient music, I Wearing classical dance costumes, I danced gracefully. After dancing, I recited Su Shi's "Water Melody Songtou·Mid-Autumn Festival" affectionately in standard Mandarin, creating a Chinese-style "Quiet Moon Night" for the students, which brought the students to a sudden It brought into the "Moonlight Night" teaching artistic conception.

Next is the display of art performances with the theme of "Moonlight". Because it is a rural middle school with so many teachers attending classes, the author is very worried about whether the students will behave as usual. However, students usually have the habit of showing off their individuality, but because there were many people attending the class, the students' presentation was unexpectedly wonderful: one group used "Blue and White Porcelain" as the accompaniment music, accompanied by lyrics describing the moonlight that they created, and at the same time, they used seven porcelain bowls Filled with different amounts of water, they made musical instruments capable of playing seven scales, and coupled with recitation, presented a very romantic "Moonlight Night" to the teachers and students in the audience; a student from the other group walked up On the podium, I used the paintbrush in my hand to vividly express the "moonlight" in my heart. A sweet moonlight night appeared before my eyes, winning bursts of applause from the teachers and students present. The essential feature of music is to express people's inner world and emotional life. Students can feel it through their feelings. , Aesthetic music shows the beautiful scenery of the inner world, and at the same time, it cleverly combines the art of painting and the art of music. The third group of students sang "The Moon Represents My Heart", which was a part-part sung composed by themselves. Although the harmony was not very harmonious, it was enough to feel their deep feelings. Some groups composed their own dance, poetry recitation, song singing, whistle accompaniment, etc., which pushed the class to a climax. Students' personality is developed in such music practice. Students participate actively and enthusiastically, truly enter music independently, gain aesthetic experience, enhance students' self-confidence in music performance, and at the same time cultivate a good sense of cooperation and team spirit. .

Next is the main content of this lesson: the appreciation of the piano piece "Moonlight". "Moonlight", a piano piece by Debussy, has the characteristics of Impressionism. This piece of music not only has exquisite melody, diverse rhythms, but also extremely delicate harmonic color changes, depicting a picture of confusion and confusion under the moonlight. A hazy image of scenery. This kind of hazy feeling and experience can only be understood but cannot be expressed in words. If we insist on making it concrete, the beauty will quietly leave. Changes in the mood and emotion of music appreciation should incorporate changes in musical elements such as intensity, speed, timbre, rhythm, and melody. In order to allow students to feel the different moods and emotional changes of the three sections of music, I use the form of drawing charts in teaching. Through the priority of the brushes in the painting process, I combine different musical elements such as intensity, speed, timbre and so on. The different changes in the three sections of music are vividly displayed in front of the students. The soothing and smooth music of the first section is represented by a harp, and the harp is drawn according to the rhythm changes of the music; the cheerful and rhythmic melody changes of the second section are expressed by teachers. I drew a violin with jumping brush strokes; the third section is a reproduction of the first section, and then I drew a flowing harp following the music. Three musical expressions of different emotions and three different picture displays allow students to intuitively feel the changes in music without destroying the artistic conception of the music.