The "Compulsory Education Music Curriculum Standards" clearly states: "Modern educational technology represented by information technology has greatly expanded the capacity of music teaching, enriched teaching methods and teaching resources, and has played a significant role in music education. With broad application prospects, teachers should strive to master modern information technology and use its advantages of audio-visual integration, audio-visual integration, strong image, large amount of information, and wide resources to serve teaching. "So, under the new curriculum standards, primary school music classroom How to correctly use multimedia technology to fully serve classroom teaching. 1. Appropriate use of multimedia to stimulate students’ interest.
The use of multimedia teaching in music classes is the best choice to achieve image-based teaching and entertaining. It can clearly, vividly and vividly display the characteristics of music, thereby changing the monotony of students' learning, allowing students to gain knowledge in a joyful and joyful form and atmosphere, and also vividly express situations that are difficult to describe in words. For example, when teaching the lesson "Two Little Birds", I conducted the lesson like this. First, I used multimedia to play the crisp calls of birds, and at the same time, two birds standing on the branches appeared on the screen. I then took the opportunity to ask: "What are these two little birds doing, children, do you want to know?" The students answered in unison: "Yes!" In this way, the students naturally listened to a song in the next step. integrated into the song. Another example is when introducing
new lessons, using flowing pictures to reflect teaching intentions, creating a colorful and emotional environment, giving students beauty and enjoyment, thereby stimulating students' interest in learning and improving their teaching ability. Teaching quality and effectiveness. For example, when I taught a new lesson on "Willow Tree Girl", I introduced it like this (shown with courseware): The cold winter has passed, and the spring girl has come. The elegant long skirt is spreading the rain and dew that nourishes all things, and the withered yellow little The grass sprouted buds, the flowers showed their long-lost smiles, the ice in the pond melted, and the dry willow trees pulled out their twigs, like a spring girl's hair, fluttering in the spring breeze? At the same time, a cheerful sound was played The chirping of birds integrates the sound with the picture, creating the artistic conception depicted in this children's song, making students feel immersed in the scene. Children use their brains, hands, and constantly imagine and create to show a picture. The vivid pictures, while integrating animation and music, also integrate the beauty of spring into the hearts of children, thus stimulating students' strong interest in learning to sing this song.
2. Use multimedia appropriately to solve teaching difficulties.
The current pursuit of primary school music teaching is to cultivate students' sensitivity, aesthetic ability, expression and creativity to music. With its unique functions, computer multimedia teaching can visualize abstract music theory, making the illusory music image intuitive and concrete, and better highlighting the focus of teaching. For example: when learning singing music, just
click the mouse, and students can hum softly along with the computer recording, making learning fast and accurate. For some difficult rhythms, click the mouse to enlarge the difficult interface and focus on training. The "rest symbols" and "breathing symbols" are marked in eye-catching colors in advance to attract students' attention. These teaching difficulties, which are usually regarded as thorny, are reproduced in a targeted manner through computer multimedia teaching, from far to near, from far to near, from the complex to the simple, from the deep to the shallow, becoming intuitive and easy to understand, saving a lot of teaching time. . 3. Make appropriate use of multimedia and appreciate the beauty of music.
Music is a subject that integrates ideology and artistry. It is an important task of music teaching to provide students with ideological and moral education and aesthetic education. Therefore, while teachers impart music knowledge to students and cultivate students' music performance and music creation abilities, they must organically integrate ideological and moral education and aesthetic education. For example, in singing teaching, through the combination and integration of multimedia materials, the beautiful natural scenery and colorful activity scenes depicted in the songs are vividly and intuitively expressed, allowing students to have a beautiful experience while watching and listening. For example: if the "China Young Pioneers Team Song" is taught and sung by teachers, no matter how good the singing is, it will only be a solo, and no chorus effect will be achieved no matter how well the singing is performed. I played the "China Young Pioneers Song" sung by the children's choir for everyone to enjoy. The majestic and powerful singing, the five-star red flag fluttering in the wind, and the Young Pioneers saluting the team allowed the students to fully appreciate the sanctity of the national flag, the solemnity of the team ceremony, and the pride of the Young Pioneers, making the song full of emotion. Rich emotions allow students to have direct perception and easily recognize and understand music. Through appreciation and then singing this song, the students' emotions, pronunciation, rhythm control, etc. are all satisfactory. It saves a lot of embarrassment that students may not understand even if the teacher talks about it, and it has the effect of getting twice the result with half the effort in teaching songs. Improving students' aesthetic ability is also an indispensable part of implementing quality education and cultivating students' innovative spirit and practical ability. For example, in the lesson "Little Rain Rustling", a recording of the rustling rain is played first, and the students draw pictures by listening to the sound. Then the melody of the song is played. In the happy music, the teacher uses animation to show the seeds. Germinate, take root, and grow green leaves. In this way, the artistic conception of the new song is fully displayed in front of the students. By listening to the music - looking at the picture, and then looking at the picture - listening to the music, the students deeply understand and master the meaning of the words. At the same time, they also Developed visual and auditory sensibilities. After learning to sing this song, students will be guided to express the germination, rooting and leaf growth of seeds through their body movements.
This teaching design not only cultivates students' sensitivity, appreciation and expression of music themes, melody, and rhythm, and realizes the integration of music and other subjects, but more importantly, cultivates students' ability to innovate in art. 4. Appropriate use of multimedia to improve students’ enthusiasm
Teachers create specific situations so that students can fully express their emotions after learning the songs. For example, in the last part of learning "Please Come and See Our Beautiful Village", Use multimedia courseware to show some pictures of the farm to create an environmental atmosphere consistent with the music, and then ask students to play a role they like according to their own hobbies. Some students acted like cute chickens, some acted as ducks swimming in the water, and some acted as calves grazing while jumping and barking. They danced freely while singing, and fully integrated into the mood of the music. This not only stimulates students' interest in learning music, but also plays a role in cultivating students' creativity. In traditional teaching, teachers teach students one move after another, and the students' enthusiasm is not necessarily high. When audio-visual teaching methods are used, the situation is completely different. Students are shown a piece of dance video material that is related to or the same as the teaching content. , allowing students to watch and imitate freely, and then use the learned movements to create their own movements based on the songs. Integrate teaching into multi-dimensional interactive learning activities, and use students' sparkling thoughts to question and guide students during the teaching process, which not only promotes teachers' teaching, but also mobilizes students' enthusiasm for learning.
5. Use multimedia appropriately to improve classroom efficiency.
Music teaching, like the teaching of other subjects, also has a blackboard design and an appropriate amount of exercises. If these contents are produced in the courseware, the time spent writing on the blackboard in class can be reduced, the teaching capacity can be increased, and more teaching tasks can be completed. Multimedia music teaching can make up for the shortcomings of traditional teaching. Teachers can use multimedia to create scores before or after class. During class, a large projection screen can be used to clearly and novelly display and analyze score examples and sounds step by step or simultaneously. Some courses can also use multimedia means to combine demonstrations. teach. And select the best effect through sound experience. It can be seen that the use of multimedia technology not only breaks through the time, space and geographical limitations of traditional music teaching, is conducive to the creation of musical aesthetic situations, provides conditions and environment for teachers and students' musical emotional experience, and has a strong human-computer interaction Interaction ability is therefore conducive to changing the traditional teacher-centered music teaching model in the past and fully mobilizing the initiative of teachers and students. Especially for students, multimedia technology provides convenient tools to achieve new music learning goals, opens the door for students to understand the rich and colorful music world, helps students organize, construct and complete multiple music learning tasks, and can effectively develop Students’ musical thinking skills. Its application enables students to develop their learning methods from a single classroom learning method to multiple methods and channels. Students not only acquire music knowledge through multimedia-assisted teaching in the classroom, but can also use multimedia courseware or information, network in the computer room or at home and other places for individualized learning.
In short, in practice we have deeply realized that the organic integration of multimedia technology and music teaching can achieve good teaching results. It can create musical situations and mobilize students' enthusiasm; promote the divergence of thinking and cultivate students' imaginative beauty; guide artistic innovation and develop students' creative beauty. With the popularization of education modernization, information technology will be more widely used in music teaching, and its technological advancement, superiority, and intelligence will be fully reflected.