1． Prepare music teaching materials
When we get the teaching materials, the first thing is not to design the classroom teaching process in a hurry, but to conduct a rational analysis of the works of each unit and lesson. A song, a sight-singing piece, and a piece of music for appreciation have been selected into the teaching materials, and they must have been carefully selected by the writers. There must be a lot of "potential" in it. When preparing lessons, we must do our best to fully tap these "potentials" from all aspects, and have a comprehensive and correct understanding of ideological, artistic and expression methods. Music lessons must embody the spirit of music. Aesthetics as the core: Grasp the characteristics of music such as pitch, rhythm, speed, intensity, melody composition, emotional color, lyric content, thoughts and emotions, and organically combine the educational value of the work with the educational value of the music curriculum to achieve The purpose of music teaching.
When preparing lessons, we cannot be limited to textbooks, which will constrain our thinking. We should first have our own ideas and designs, and then look through past teaching reflections to see what needs to be done. Pay attention and emphasize in class, and then read reference books, check some information on the Internet, or learn from some adjacent and related subject knowledge to supplement your own teaching plans. This is not to expand the scope of teaching, but to allow yourself to Take an active and effective position in teaching. For example: What is the beat of this song? Can we start with the beat and add various rhythms to express the rhythmic characteristics and let students experience the emotion of the song? Can we introduce the latest music results that are close to students' lives into the classroom in a timely and flexible manner, and supplement students with excellent songs outside of the textbooks based on actual conditions, so that students can enjoy music classes? Can you make a fuss about the content of the lyrics and infiltrate some ideological and moral education? Music notation, just like metaphors, personification, exaggeration and other rhetorical techniques in language, will add color to the song. How to make students understand? How to master the second creation of a song? In addition to being suitable for learning to sing, can the tunes of some songs in the lower grades be used as teaching materials for sight-singing, music theory, rhythm, instrumental music, etc. in the upper grades? ...
In daily lesson preparation, we try hard to "flexibly adapt teaching materials" or "activate teaching materials" and learn to integrate resources. Preparing teaching materials can be summarized in one sentence: prepare our usual accumulation and research.
2. Preparing students
Teaching is a bilateral activity of teaching and learning. Students are the objects of teaching, and their status directly affects the classroom effect. As teachers, when preparing lessons, we try to contact their actual lives, enter their lives, use things or topics that interest them to attract their attention and mobilize their enthusiasm.
Understanding students includes their thoughts, emotions, knowledge and ability base, thinking characteristics and level, learning methods, hobbies and expectations for teaching, etc. On the basis of in-depth understanding of students, according to the requirements of curriculum standards and the principle of taking care of the majority, the starting point and difficulty of teaching are determined, and corresponding teaching measures are considered.
Music classes at the primary school level are mainly to cultivate students’ interest in music learning. Therefore, when preparing lessons, the music foundation of most students must be taken into consideration, as well as the differences among students. For example: When preparing lessons, design questions of different difficulty levels. For some students, the questions can be simpler, and for some students with music specialties, you can ask some difficult questions, so that every student can feel the teacher's care for him and his own contribution to learning. progress.
Students are the masters of the classroom and the subject of classroom learning. Teachers serve students. Therefore, when designing classroom teaching, we must "childlike" ourselves, treat ourselves as students, and use a "childlike innocence" to enter the spiritual world of students. As Mr. Tao Xingzhi said: "We must become children before we can be teachers of children." For example: What questions may students ask in class? How should we answer in a child's "voice" to make it childlike and interesting?
Teachers who teach parallel classes will have this feeling: the same content and the same design will have different effects in different classes of the same grade. Sometimes there may be differences in discipline between classes, which will affect classroom teaching; but when preparing lessons, we should always ask ourselves: Is it because we did not fully consider the differences between classes? What about classroom differences caused by differences in interests? This requires that our lesson preparation is not completed at once, but after problems are discovered during classroom implementation, we promptly adjust and improve teaching methods to solve the problems. The characteristic of our parallel class teaching is that although the same content is repeated, each section is new content for each class. You must be energetic and full of emotions in every class; although the same content is repeated But we dare not neglect it at all, because we accept that we are judged by one-third of the children in the school! The recognition of students may be the highest reward for our work; although the same content is repeated, we need to constantly revise our lesson plans during the class so that we can truly achieve "teaching in accordance with aptitude" that "varies from class to class" !
Preparing students can be summed up in one sentence: preparing students means preparing our attitude as a person.
3. Teaching preparation method
Whether a lesson can attract students depends on whether its design is flexible and whether its teaching method is novel.
Teachers should pay attention to innovation when preparing lessons. They can learn from some high-quality online courses or absorb the essence of some expert and scholar courses. However, we need to create through imitation and design courses with our own style and characteristics through continuous practice. .
The interests of primary school students are easy to shift. Teaching methods that only use singing as a model in class will make our students fear or even hate music classes. Therefore, the teaching methods of music classes must focus on being flexible, diverse, lively and interesting. Commonly used music teaching methods include: inspirational guidance, listening and singing, situational performance, story method, competition, comparison, narrative method, practice method, questioning method, information collection method, demonstration method, discussion method, group cooperation, and group-based teaching methods. A performance or talent show means singing the same song, but it can also be expressed in different forms. Such as: singing in unison, duet singing, singing while performing, group singing together, one leader leading the crowd, etc.
No matter what method, we must design and prepare how to organize students to learn effectively, so that the music class has the flavor of music class and the charm of music.
There is no fixed method for teaching, but the preparation method can be summarized in one sentence: The preparation method is actually the way we do things.
4. Preparing basic skills
The music subject is different from other subjects. In addition to the mental preparation mentioned above, some lesson preparation content must be added, that is, "verbal preparation" and "hand preparation".
"Preparation for speaking" requires not only preparation for singing, but also preparation for speaking. How can the teacher's language introduction in music classes be simple, clear, and engaging? How can excessive language connect the previous and the following? How can the conclusion play the role of summary, on-demand, and induction? Sometimes, the teaching language of music classes can also be designed into some rhythmic language or sight-singing language with musical characteristics...
"Hand-preparation" not only requires preparation of music (playing song accompaniment or improvisation), but also Be prepared to conduct, play the piano skillfully and freely, and keep your eyes on the classroom. Conducting can not only mobilize students' enthusiasm for singing, but also help students master the rhythm of music. The use of teachers' hands includes a lot of language, which we also need to master well.
5. Preparing teaching aids
Including accordions, electronic keyboards, tape recorders, tapes, wall charts, transparencies, self-made teaching aids, and courseware... In order to ensure the success rate in actual operations and smooth teaching, teachers should prepare all the teaching aids used before class. The means must be worked out beforehand.
Preparing lessons is like building a house. Although the frame structure is the same, the decoration style and decoration materials are different, so there will be "different classes in the same class" with different personalities. Whether it is a hardcover decoration or a simple decoration, we must pay attention to beauty, economy and practicality. The purpose of lesson preparation is to better improve the efficiency of classroom teaching, rather than just a formality. Therefore, when preparing lessons, you must learn to ask yourself - is my classroom design close to the students' lives? Will my classroom design allow students to take the initiative in learning? Is the interaction between teachers and students in my classroom design effective? Can my classroom design be inclusive to everyone? Are my classroom design students highly motivated to participate? ...Only in this way can we truly achieve the first and most critical step in effective teaching.