Music is an art that gathers inspiration, stimulates emotions, and activates imagination. As an important part of quality education and the main way to implement aesthetic education, music can cultivate sentiment and improve literacy. Every child is born to be a musician, and every child loves to play music.
Interest is the basis of learning. Based on practice, I established an open music teaching model that is characterized by subjectivity and innovation to cultivate students' innovative spirit and ability, so that the teaching objectives, teaching process, teaching evaluation and other aspects of the classroom are open. Let students appreciate, feel, express and create beauty in the process of music practice to meet their needs for self-understanding, self-expression and self-development. Build a revolving stage and dream theater for students to perform independently, so that students' psychological quality, coordination ability and innovative thinking can be well developed, allowing students to become the masters of music learning, making music classes truly come alive and truly glowing Produce the vitality of life.
1. Open music teaching goals
Cultivating students' "musical ears" in today's music classroom is the core of primary school music teaching activities. Open music teaching goals refer to the diversity of music teaching goals, which can focus on knowledge and skill goals on the premise of focusing on emotion, attitude and value goals, rather than just focusing on one aspect of them.
As a music worker, I think what we should do is: if music is a clear spring, let it flow more happily; if music is a melting pot, let it burn more vigorously. Let music become the greatest happiness in students' lives, improve their continuous contact and participation in music, and let them deepen into the palace of music art.
The musical foundation of students is uneven. There are many ordinary students with average musical sense, and some are tone-deaf. For the teaching of this type of students, the teaching of music knowledge and music skills is essential. However, over-emphasis on training in this area may exhaust their interest and enthusiasm for music and make them feel bored with music. At this time, we must strive to enable students of different levels to develop innovatively on their own basis. For example, in music appreciation, the same music can often make different students have different associations. Music appreciation can stimulate students' inner activities and is highly subjective. Who can say that tone-deaf students do not have a rich inner emotional world? The inner world of students is as colorful as the clouds in the sky. Music has this huge compatibility effect on students' personality differences.
2. Open music teaching process
The process of the teacher’s leading role and the generation and development of students’ subjective abilities is a dynamic, changing, and developing process. It is an extremely important process. Very open. Opening up the music teaching process should expand music learning space for students and create a broad independent and innovative music learning environment. To this end, I have carried out active and bold explorations in teaching practice.
Music is originally created from life. In the process of music teaching, according to the teaching needs, we realize the multi-faceted horizontal connection between teachers, students, teaching materials, teaching aids, teaching environment and life, as well as the interaction and influence between them. Let music return to life and nature. For example, in the lesson "Everyone Extends a Hand", I grasped the characteristics of children who are willing to help others, and at the same time carried out love education, I cleverly combined song teaching and creation and performance in the activity, allowing students to experience it personally , actively participate and achieve good teaching results.
Music allows each student to imagine, interpret, and vent their emotions in their own unique way. It can best reflect human personality. Themed activities can provide exactly this kind of freedom. Games, performances, etc. are the favorite activities of primary school students. In the process of music teaching, we attach great importance to stimulating students' innovative potential through the unfolding of music activities, giving them space to explore problems and knowledge, and allowing them to imagine boldly and create freely.
In open music teaching, I create a democratic, free, relaxed and pleasant atmosphere, and create a good teacher-student relationship. Most of the time I walked among the students to shorten the distance between me and them. Teachers are directors, leading children into the palace of music in an orderly manner, constantly giving children new content, and allowing them to have new development. Teachers are also actors, singing and jumping with the children. In class, I often encourage those students who are more introverted to speak boldly, think boldly, sing boldly, and act boldly. This kind of encouraging and supportive attitude, expectation, and affirmative language can build students' confidence in progress and allow students to feel and experience beauty in a relaxed and friendly learning atmosphere.
3. Open music teaching evaluation
Open music teaching evaluation methods mainly include daily accumulation evaluation method, cooperative performance evaluation method, and specialty display evaluation method. Daily accumulation evaluation method: It records students' usual interest and attitude in learning music in the classroom as important achievements. Collaborative performance evaluation method: Teams are used as a unit to select a song or a dance for collaborative performance. Specialty display evaluation method: Students' personalized specialties such as playing, playing, singing, etc. can be displayed in the "little concert" as one of the assessment contents. Finally, these three parts are combined for a comprehensive evaluation.
Interest is the foundation and source of innovation. The joy and fun in success will greatly arouse students' enthusiasm for innovation. The purpose of open evaluation is to allow students to continue to enjoy the successful joy of learning music and obtaining innovation.