The music curriculum standards clearly state that music teaching should be "motivated by students' interests and hobbies." "Interest is the best teacher"
1. Close to students' lives, create situations, and cultivate interest in learning
Create a teaching environment that interests students based on children's psychological characteristics
>Primary school students are naturally playful, lively, curious, and imaginative. They always like to express their feelings about music through body movements and language. Teachers should cultivate children's ability and courage to express freely, and let them "speak", "move" and "jump" boldly
. Free them from the constraints of their seats, let them use their mouths, hands, feet, and brains to happily enter the palace of music, creating a relaxed and enjoyable learning paradise where children can not only learn music knowledge and skills , but also influenced by beauty.
When teaching "Concert in Spring", I first bring students into the artistic conception of spring, let students feel "spring" and experience the beauty of "spring", and fully feel the warmth brought by spring, Bring laughter, listen to the music of nature, and capture the beauty of spring with ears and eyes. Before class, the music classroom is arranged with a "spring" themed scene in advance, so that students can be fully attracted by this as soon as they enter the classroom. Attracted by the beautiful environment, the students' interest is firmly grasped before the class starts, so that students can fully feel the atmosphere of spring, actively participate in discussing various interesting things in spring, feel the beauty of nature, listen to beautiful songs, and enjoy the "Spring Held" Concert" to discover the beauty of spring. After the previous experience, the students naturally entered the role and sang the songs very beautifully.
This link enables all students to actively stimulate their imagination and creativity in a state of interest, joy and relaxation, and experience happiness in music practice activities. Therefore, creating a relaxed and active teaching environment is the basis for guiding children to like and be interested in music classes. 2. Capture students’ curiosity and create interesting musical artistic conception
We all know that curiosity is a very valuable inner quality of children. They are born with curiosity about beautiful and pleasant sounds, which is common among adults. Phenomenon, is likely to be completely new to children. Our teachers should use good body language, movement language, and demeanor language to create musical situations that students are interested in, capture students' curiosity in music teaching, let students have a sense of beauty and interest in music, and let them naturally participate in the experience. , so that students' curiosity can be greatly satisfied, thus forming good interests.
In the teaching of learning to sing the song "Zoo", in order to achieve the above effect, I carefully drew pictures and played multimedia courseware, including the sun, birds, beautiful trees and various animal headdresses. Accompanied by music, his vivid and emotional tone and rich expressions inspire students: "Students, the happy car from our school to the forest kingdom is about to leave." All the teacher's language and scene demonstrations are in sync with the music as it unfolds. At this time, what appeared in front of them was a beautiful and magical forest. Many animals were greeting them, and beautiful butterfly sisters flew out gracefully. The students listened to the beautiful music, looked at the lifelike pictures, and felt the teacher's feelings. With vivid and emotional expressions and language, they are completely immersed in aesthetic situations. All sensible aesthetic factors, including emotion, vision, kinesthetics, and imagination, comprehensively affect students' emotions from various channels, achieving the aesthetic effect of moving people with emotion and educating people with beauty. Through the preparation in the previous links, the students' interest in learning has been fully mobilized. They all pricked up their little ears and listened and felt the beauty conveyed by the music with a happy mood.
Through this teaching segment, all perceptible aesthetic factors from emotion, vision, kinesthetics, imagination, etc. are fully mobilized by the teacher. Students seem to be immersed in the artistic conception of the music and absorb it. to good results.
2. Make music knowledge interesting and visual, and stimulate interest in learning
Traditional teaching of music knowledge is boring, difficult to remember, and easy to forget for students.
Therefore,
teachers must base on students’ physical and mental characteristics, especially those of primary school students who are curious, good at imitating, and eager for knowledge. On the basis of deepening emotional understanding, they must gradually upgrade it to rational understanding. It visualizes boring, abstract, hard-to-remember, and easy-to-forget theoretical knowledge, and compiles a series of short stories and rhymes based on the different characteristics of various musical knowledge, so that students can fully mobilize their interest in learning through catchy children's songs.
When I was teaching quarter notes, I explained this: In the wonderful kingdom of music, a little girl named quarter notes sang the best, and everyone praised her, so she became proud and also She looked down on her friends. Later, everyone ignored her because of her pride, so she sang a monotonous note by herself. A friend made up a rhyme for her: "I'm so proud of the quarter note. I don't want any of my friends. I just sing one note and only sing one beat." In this way, students can easily remember the quarter note through stories and rhymes. The shape is a polished commander and the duration is one beat. Another example: the pause mark can be compiled into a jingle: "Wearing a three-cornered hat, lively and dexterous, singing fast and light, short and jumping." Students can remember that the pause mark is a triangle on the head of a note, The singing is short and jumpy. Crescendo: The crescendo is like a small trumpet, the mouth gets bigger and bigger as it opens. Diminished: Diminished when the speaker is held upside down, the sound becomes smaller and smaller.
The vivid description, vivid narration, and the teacher's simple drawing on the blackboard left a deep impression on the students. On this basis, accurate music terminology is introduced, making it easier for students to understand and master. , thus improving students’ enthusiasm for learning music knowledge.
3. Choose teaching methods that attract students and improve students’ enthusiasm for learning
Whether teachers can adopt appropriate teaching methods and organize classroom teaching reasonably in the classroom has a direct impact on The effect of teaching restricts the cultivation of students' interests and the development of thinking. British educator Pisper once said: "If you want children to become obedient and dogmatic people, you will use injection teaching methods. And if you want to make children become obedient and dogmatic people, you will use infusion teaching methods. And if you want to make children become obedient and dogmatic, They think independently and are endowed with imagination and creativity. You should adopt methods to strengthen these intellectual qualities. "So in the teaching process, teachers should fully tap and inspire students' rich imagination and creativity, so that they can actively participate in it. Come to a music class full of energy and passion.
In the teaching of appreciating "March of the Toy Soldiers",
. The whole class laughed. Without waiting for the teacher to ask questions, everyone raised their hands and rushed to say: "When the music is lively and cheerful, they are dancing", "When the music slows down, they are walking"... Under the teacher's inspiration and guidance Next, students listen to the music again and boldly express their understanding of the music in the music. They all imitated toy soldiers, humming melody and shaking their heads, and some imitated playing musical instruments... In this teaching, I no longer use the model of students in appreciation classes listening to the teacher, and give full play to the students' subjectivity. Let them explore and learn independently. Inspired by the teacher, they used their own brains to experience and understand what the music wanted to express. This not only achieved the expected teaching goals, but also allowed them to feel the joy of the music and enjoy the beauty in the pleasant emotions.
4. Reform evaluation methods and stimulate learning interest
In music classroom teaching, teachers should be good at applying various evaluation methods, which can not only enhance students' sense of honor and pride, but also Enliven the classroom atmosphere and stimulate interest in learning.
After teaching a new song in daily teaching, teachers can use group competitions to familiarize themselves with and consolidate the songs. Group competitions are conducive to mobilizing students' interest in learning songs and cultivating students' collective sense of honor. Before the competition, the teacher asked the students to listen carefully to the singing of other groups and provided scoring standards for the students to serve as judges to evaluate each other. They were then guided to evaluate the song from aspects such as emotion, pitch, speed, intensity, etc., and finally the best commentator was selected. In this way, in a joyful and intense atmosphere, students not only improve their musical expression and language expression skills, but also know their own strengths and weaknesses and clarify the direction of their future efforts.
The most important thing in evaluation is the assessment of students' music scores. Most teachers use one song or piece of music to evaluate students' music scores, which will inevitably dampen the enthusiasm of some students. . Music is a comprehensive subject, and students with different talents can express themselves in different forms. Teachers can allow students to freely combine and perform according to the teaching materials by singing, playing, dancing and other methods. Students themselves select representatives to form judges, compete in groups, and perform individual talent performances after group competitions. Practice has proven that this method can reduce students' fear of music exams and allow students to actively participate in music activities. During the assessment process, the students were very involved, and the class was lively and orderly. Through this evaluation method, students' interest in learning was fully cultivated and improved, and the results were achieved with twice the result with half the effort.
To sum up, as a music teacher, only by paying attention to cultivating students' interest in music can we successfully and well complete the music teaching task and truly enable students to feel and embody beauty. Invite and gallop freely in the space of art.