Introduction: The quality of music classroom teaching organization directly affects the quality of music class teaching, and also affects students' views and attitudes towards music class. Due to the characteristics of the subject and the exam-oriented education environment, it is difficult for music lessons to attract the attention of parents and society. Therefore, it is a difficult task for most music teachers to give good music lessons. Methods of primary school music classroom management
1. System construction is the guarantee
Looking at the systematic foundation of Chinese class learning, from the time children are born, parents have subtly taught them the corresponding context. , teaching children to speak, look at pictures, recognize words, read, etc. Starting from kindergarten, children begin to have frequent language exchanges and cooperation. When they enter elementary school, they have a complete set of entry-level foundations, step by step, which enables children to develop Chinese language skills from an early age. The habit of learning can run according to the established track. However, most children lack such an introductory system for music learning, and there is a lack of corresponding supervision and management measures to ensure the implementation of music learning.
How to develop a scientific music class management system? This is a big problem and challenge for primary school music teachers. They have to pay more in the early preparation work than teachers of Chinese, mathematics, and English subjects. Much effort. First of all, we must develop good habits in organizing teaching: when taking over a class, we must formulate a music classroom management system. Standardize students' habits through the system, starting from scratch.
Teachers should treat music class as filming a TV series, use the podium as a stage, students as actors, and teachers as directors. Each class is an episode of the story, and they should be filmed episode by episode, and they will be filmed again in the new semester. Make a sequel and continue to complete this drama.
2. Step-by-step is the direction
In music classroom teaching, it often happens that a simple song is made very complicated by the teacher: it takes a lot of time to teach the class. , rhythm teaching takes a lot of time, so that the main teaching content is covered in one go. Students passively follow the teacher. After a class, the teacher works hard and so do the students. In the end, many teachers say that music classes are difficult, students are unwilling to cooperate, and the quality of students is poor? The reason is that teachers do not reasonably arrange the teaching levels in organizing teaching, and fail to move from shallow to deep, from point to point, and step by step. Advance.
First of all, let students listen to more music. Music has a soul, and only by listening with your heart can you experience the emotions that come from the depths of your soul. The role of listening should be paid attention to in music teaching. In class, a song should be listened to 3 to 5 times. When teaching songs, teachers should try their best to find out the places where there are repetitions or changes in the songs, analyze and compare them, avoid boring repetitive singing, extract typical and representative music rhythm patterns for practice, draw inferences from one example, and reduce the difficulty.
After listening to the song, ask students to try to find the rhythm pattern. After extracting it, lead the students to master the rhythm, and then listen to the teacher sing it a cappella. Without the accompaniment of musical instruments, students will listen more attentively. During the listening process, the rhythm pattern was screened. After listening, the students will definitely have a deeper understanding and appreciation of the song, because they will keep the skeleton of the music in their hearts while listening carefully. It will be easier to learn to sing again.
The author was fortunate enough to participate in the People’s Education Press National Music Textbook Training Conference in Hangzhou. At the meeting, Mr. Li Cun, a special music teacher from Beijing No. 8 Middle School, gave us a live demonstration of chorus teaching. Through simple The reasonable use of the two tones of do and sol allows students to initially feel that the chorus is very close to them. Then, students can intuitively understand the position of the pitch through the use of "Colvin" gestures, and through command gestures, students can master the rhythm and speed. The changes bring students into the artistic conception of music very well. Through this step from shallow to deep, the music is fully displayed.
Step by step, teachers need to find a good entry point. The appropriateness of the entry point directly affects the quality of music class teaching and students' focus. For example, in the lesson "Hen's Crying", the teacher's entry point is to imitate the hen's crow and see who can imitate it the best. The students were very happy throughout the class, but the teaching objectives of this class were difficult to achieve. For example, the teacher’s focus is also based on the cry of the hen. By imitating the cry of the hen? Ji?, understanding the role of eighth notes can skillfully integrate common phenomena in life into music teaching, which is very interesting and effective for students to learn music.
Therefore, music teachers must grasp the starting point, step by step, and turn difficulties into easy ones, so that they will not be stuck in music classes and will no longer worry about students' lack of interest in music classes.
3. Teacher demonstration is the leader
Although many primary school music teachers know how to sing in song teaching, they usually only focus on singing by themselves. What details should be paid attention to in singing, including vocalization, Pitch, emotion, frustration and other aspects are not explained to the students. They often turn a deaf ear to various problems that arise during the singing process and do not provide timely correction and guidance. Such model singing has little effect, and students cannot gain real gains.
Students may also think that the teacher is arrogant, that the song is not worth learning, that the teacher cannot sing at all, etc., which inadvertently aggravates students' suspicion and widens the distance between teachers and students. It is definitely a pity to have such music teaching if teachers cannot get in among the students.
Students in lower grades think mainly in images, are full of curiosity about things, and have strong imitation ability. If they just listen to sounds, they may only be able to imitate their sounds but will not be able to capture their essence. Moreover, their attention span is short-lived and difficult to imitate. Learn songs well. By listening to the teacher's vivid model singing, students can gradually realize what is a good singing performance and distinguish which kind of sound is beautiful.
During the comparison process, students gradually understood that bright, sweet, soft, controlled, emotional, and expressive voices sound best. Doing so can not only capture students' learning attention and shorten the distance between teachers and students, but also has the advantage that students can discover their own shortcomings from the teacher's model singing, so they will focus more on learning music knowledge and learn each piece well. song.
Attitude determines everything. In singing teaching, teachers must do a good job in singing. Even if the voice is not good, as long as the demonstration is serious and sincere, and the music knowledge is patiently and meticulously imparted, students will think that the teacher is a good example. They work hard, and teachers respect and love them. By infecting students through their efforts, teachers gain the respect of students, and music teaching can also form a virtuous circle.
4. Effective evaluation is motivation
To focus students' attention and mobilize students' enthusiasm, music teachers must evaluate students' performance in class in a timely manner. Evaluation is not general and exaggerated, nor is it blindly negative. It should be given objectively based on students' performance in the classroom, and motivating evaluation should be used, including language motivating evaluation, physical motivating evaluation, and interaction motivating evaluation between students.
Language motivational evaluation is to express affirmation through oral expression, and can also achieve the purpose of motivation through various means such as praise comments, praise text messages, etc., thereby mobilizing students' enthusiasm.
Physical motivational evaluation is to express affirmation and praise through facial expressions, gestures and other body language. The effect of physical motivation is sometimes better than that of verbal motivation. It is more charisma and affinity, and has an effect that verbal motivation cannot.
Mutual motivational evaluation among students refers to the mutual evaluation between students. In traditional teaching, evaluation is generally the exclusive domain of teachers. Students often passively wait for teachers' comments and rarely have the opportunity to evaluate independently. Through mutual evaluation between students and students, students can learn and master their own learning status in a timely manner. Through mutual evaluation between students and students, they can promote each other and make progress together, so as to better achieve teaching goals.
In primary school music teaching, students’ learning can only be standardized in an all-round way through system construction, step-by-step, teacher demonstration and effective evaluation, etc., and each link can be arranged in a planned and orderly manner to create a A comfortable music atmosphere can enable students to learn and teachers to learn; students can learn through music and teachers can teach through music. Teachers no longer have to worry about organizing a music class, and students can fully appreciate music in music classes. charm.
Effective classroom management can maximize the talent and wisdom of music teachers, allowing students’ musical aesthetic awareness and musical talents to take root, sprout, bloom and bear fruit in the music classroom. In short, the standardized management and effective teaching of primary school music classes are the directions that every music teacher should always think about and study. Only by continuously improving the fun and efficiency of music classes can students truly fall in love with music and devote themselves wholeheartedly to music learning. In order to form a good sense of music aesthetics and music learning habits. Only in this way can students continuously improve their comprehensive quality, enrich their spiritual life, and obtain rich nourishment in the humanities and arts.