Situation analysis: There are 35 children in my class, including 19 boys and 16 girls. Due to the young age of the children in our small class, there are great difficulties in physical, psychological and skill mastery. In the teaching process, according to the age characteristics and psychological characteristics of children, students are taught in accordance with their aptitude and the teaching method is mainly group teaching to guide children's interest in learning music.

Music is an auditory art. Children do not understand abstract concepts such as the strength, speed, and height of sounds. Only by integrating music into children’s lives and game activities can children learn easily and happily. Music is a performing art. It is difficult for children to experience various performance methods and the content expressed by hearing alone. It must allow children to directly embody it in practice and perceive the intensity, speed, rhythm and timbre of music.

Early childhood is a critical period for art education for young children. For children in our small classes, it is particularly important to arouse children's interest in music. Therefore, during this semester, I focused on how to arouse children's interest in music. Interested in music, we strive to create a good educational environment for children, so that children can happily and actively participate in music teaching activities in a comfortable and beautiful environment, and provide early artistic influence and training to children. How to stimulate children's interest in music Regarding interest, I start from the following aspects:

1. Stimulate children’s interest in music appreciation

It can make people happy and soothe people’s souls. How to arouse children's interest in music, first of all, we must choose good music and let the children listen. During the listening process, they can feel the beauty of the music. Therefore, at the beginning, we can always hear some obvious rhythms and melodies in our classroom. Beautiful tunes allow children to carry out their day's activities with the accompaniment of music. When they play games

I will play some brisk music to make children feel particularly happy during the activities. During their lunch At this time, I will play some more comfortable music to let the children eat happily. Accompanied by beautiful and quiet lullabies, they will naturally enter sweet dreams. These allow children to feel the beauty of music unconsciously. Secondly, let children understand the factors of music beauty. For example: while enjoying "The Clock Shop", this is a shortened piece of music. While enjoying the music, the children will follow the music with the teacher and use various pendulum movements to imitate the action performances, so that they can understand what is happening in the music. The rhythm in the music in section A is even and very pleasant, with the stretching, gentle movements of various watch shop workers perceiving and understanding the beautiful, soothing nature of the music. In fact, during the listening process, children have already become involved in the music and are attracted and infected by the music. And have a general understanding of this music, which is also an indispensable link in arousing children's interest in music.

2. Arouse children’s interest in music teaching

In small class music teaching, some abstract music knowledge seems to children to be listening to some stories, but they only know the meaning behind it. I don’t know how to make some boring music knowledge concrete and vivid, so that children can understand and remember it easily. I often guide them with some short stories. For example: when practicing scales, I will first let the children listen to a story. There is a beautiful house far away. There is a row of steps in front of the house. There is a little tabby cat who often plays there. It is wonderful to walk on the steps. *** There are seven steps, and each step will make a nice sound, which is 1234567. When it reaches the top, the little cat feels very interesting, and then walks down from the top, 7654321. The little cat can sing with these sounds, so the little cat is special Like, from low to high and then back down from the top. After telling the story, I asked the children to pretend to be little tabby cats going up and down the stairs, from low to high, and from high to low, so that they could gradually master different music through interesting exercises. According to this idea, Whenever I encounter new and difficult music theory knowledge, I will make up some stories with appropriate metaphors to make it easy for children to accept, and they will also feel very interested in learning music in this way. They can not only imitate the little cat going up and down the stairs, but also New knowledge can be learned.

3. In music games, arouse children’s interest in music

In the music teaching of small classes, because the children in small classes are younger, they are more suitable to play in music games. Studying music, during this semester, we have been exposed to music games. For example: When we were learning the music game "Managing a Household", I first asked the children to go home to see how their parents run the house, focusing on how their parents cooked and cooked. After having these cooking and stir-frying experiences, we learned the song "Pretending to be a Family", and then based on the lyrics, we played the music game of "Pretending to be a Family", letting them wear aprons and hold dolls to be mothers, and they looked very proud. They are fathers holding a shovel and cooking to the rhythm of the music. They really look like capable parents. After cooking the side dishes, they will shout "it's time to eat" and then feed the baby. These are very helpful for children to learn this song. It is very helpful for young children to memorize the lyrics of the songs, and their interest is also very high.

In this semester of training, most children will happily learn to sing with the teacher, listen to the music and do movements, and sometimes sit there quietly and listen to the music, etc., all of which are It can be shown that children have already developed an initial interest in music, but this is only the beginning. There is still a long way to go before children can be intoxicated with music and understand music. I can only work harder on this basis to enable children to develop in music. Thrive on the road of art.

Part 2: Summary of music teaching in small classes in kindergarten

Summary of music teaching in small classes in kindergarten

Unconsciously, I have been a full-time music teacher for one semester. Therefore, I will summarize the teaching work of this semester as follows to reflect on myself, discover deficiencies, and strive for progress.

1. Understanding of music education

Music is an emotional art. The charm of music is that you give people a space to imagine. A good piece of music may contain With a beautiful meaning, or to express a warm artistic conception, the beauty of this conception and artistic conception has a profound appeal to people and will leave a mark of beauty on the soul. How to sow the beautiful seed of music in the hearts of children and let it sprout and grow is my biggest wish. I think music teaching requires emotional investment. Therefore, it is necessary to create a relaxed and pleasant atmosphere, and I am good at creating a relaxed and pleasant atmosphere for students. I think the environment in which one grows up is even more important than one's knowledge, because teachers and students feel each other's hearts with their hearts and win their feelings with their feelings.

An educationist once said, "Music education is not the education of musicians, but first and foremost the education of people." Therefore, the fundamental purpose of music education is for the all-round development of people and to educate people. , cultivate people, but it is by no means to train every child to become a musician, but to consider the many children who will not be musicians in the future, encourage them to become active music lovers with certain musical abilities, so that they can learn from music. Enjoy joy and fun in music, get enlightenment from music, develop their intelligence, cultivate their creativity, and lay a good foundation for their future growth and development.

2. Reasonable selection of materials, careful design, and arousing interest

The content of music classes is rich and colorful, and its biggest feature is to arouse people's interest and impress people through artistic activities. Emotions make people happily educated. In music teaching, teachers should understand children's development levels and needs and select content that is suitable for children. In my teaching practice, I found that the actual needs of children are childish and childish. They start from the standpoint of instinctive needs and pursue natural, instinctive, spontaneous, game-like, and interesting things. Therefore, , in music activities, choose music with simple melodies, vivid images, or game-like music, or select appropriate content from the scope of children's lives. For example, the game "Looking in the Mirror" selects content from children's lives as material, and adds music to allow children to re-create their own experience of looking in the mirror based on the music. This makes it easy for young children to understand and make them like it. Be motivated to learn and be able to use music, rhythm and other means to express it.

In other words, only the processing of teaching materials and the design of teaching are full of interest, so that children can be attracted to learn. I started by selecting the most basic structural elements of music, and compiled a stepped and progressive activity goal and content, from shallow to deep, from easy to difficult, from simple to complex, from near to far, from concrete to abstract music Games and music activities, children are very interested in music activities designed and arranged in this way, which makes them feel like playing games.

3. Encourage children to use their hands and brains and actively create

In music teaching, teachers should first consider teaching for children’s learning, adopt positive methods, and strive to achieve success through teaching. To achieve the goal of not requiring teaching, knowledge is no longer mastered through simple repetition, but by solving various interesting and meaningful topics. For example: guide children to freely choose various musical instruments with different timbres, and compile corresponding rhythms to express "changing weather", "let's go for an outing", etc. The music knowledge that children will acquire can be used in new situations. Although many of the methods used are review and repetition, they are also based on thinking experience. It focuses on children's understanding of objects (instruments, props, etc.) ), to truly understand knowledge through personal perceptual activities. Nowadays, children in

music activities can play various musical instruments, and children in middle and upper classes and even small classes can use musical instruments to express musical content. For example: In the music class "The Little Rabbit and the Wolf" in the small class, the lyrics mention "the little rabbit is jumping around", "the wind is blowing", "the leaves are rustling", etc. I will inspire the children to use what musical instruments to express it. For these things, children will think of using wooden fish to represent little rabbits, using maracas to represent wind and leaves, etc. These are all based on children's understanding of the timbres and characteristics of various musical instruments and their existing life experiences. on, recombine and create through your own understanding. Therefore, only when teachers teach creatively and children learn creatively can children's interests be stimulated and their potential fully developed, such as composing lyrics, music, songs, dances, etc. Children are eager to fully express what they can express, and they naturally explore ,create. In the current music activities, I try not to show my examples or guiding opinions before children's music operations. Instead, I try my best to encourage children to express their understanding and emotions, such as the "Little Bear Transports Watermelon" game activity. No matter how the bear transports the watermelon, Or in the music, watermelon rolling, etc., I did not demonstrate, but through the children trying game activities many times and boldly understanding, exploring and creating, their sense of music gradually formed, and the children's learning was also cultivated. interest.

In addition, I do not require children to create perfect music immediately.

Children are exploring, and the things in the creative process must be childish and childish. It is the child's own thing. At this time, the teacher's role is to observe and listen to the child's words and deeds, and then provide guidance so that the child can continuously improve in the process. For example, in the process of children freely imagining movements with music, I do not focus on the beauty of children's movements, but focus on observing their shapes, listening to their imaginations, and then providing guidance and improvement. Another example: In the musical instrument creation activity "My Day", the children's final voices for their stories using musical instruments were very simple and the form was relatively simple. However, after all, this was the work that the children had just created by themselves, and it was everyone's first work. ** Collaborated with me, although the work is not very mature, I gave the children high praise and it also gave the children a sense of success. I think teachers should not be anxious: "What kind of music does this look like?" They should wait patiently, and the things they construct at the beginning must be very simple and not decent. If they can realize this, they will protect children's interest in learning and Enthusiasm, so that children can gain a sense of security, and gradually allow children to move from being decent to being presentable, from immaturity to maturity, and in the process of growth, they are constantly being transformed and improved, truly reflecting the process of children's learning from quantitative changes to qualitative changes.

4. The application of situational teaching

Situational teaching refers to the use of language, objects, music, pictures and other means in teaching activities to create an emotion and cognition A combined, vivid and real teaching environment stimulates students' positive emotions, allows students to effectively acquire knowledge in a relaxed and pleasant teaching atmosphere, cultivates students' individuality and personality, and trains students to feel, appreciate and create beauty. A teaching model for the ability of beauty.

Through the experiment of situational teaching, I summarized several steps of situational teaching:

Set the situation - feel the situation - express the situation - expand the situation - transform Situation

(1) Set the situation.

1. Creation of a special learning environment

This semester, the kindergarten has a special music classroom. When the children come to this environment, they know that they are here to carry out music activities. In this special environment, teachers lead children to comprehensively use their hearing, vision, touch, and kinesthetic senses, and observe and operate these environments and materials through various games. Through interaction with this environment, children will consciously absorb the various factors of music contained in this external environment, and ultimately form their inner musical experience and musical concepts.

2. Organize teaching and set up teaching situations that match the classroom teaching objectives.

Organizing teaching mainly includes the following basic steps: calming students' emotions, allowing students to enter the classroom listening to the rhythm of music, feeling the music atmosphere, and asking questions between teachers and students. For example: in the game "Go Treasure Hunting" (pitch practice game), the teacher first arranges the classroom into a simulated treasure hunting adventure area, and introduces it through the teacher's language: "Today we are going to hunt for treasure in the big forest, let's go quickly!" Introducing children into the natural environment of the forest arouses their expectations for a series of stories that will happen in the forest. At the same time, they can quickly enter the role and actively participate in teaching activities.

(2) Feel the situation:

In this link, the main purpose is to let students "warm up" and stimulate students to learn through some basic training matching the teaching content. emotions, and at the same time preliminarily solve some key points and difficulties in teaching to pave the way for teaching. Still taking "Treasure Hunting" as an example, after the children sat down, I designed a basic exercise of listening to and identifying the melody, introducing it through the teacher's vivid language: "When we go on an adventure, we have to pass through three special doors. The key to opening this door is The mantra is a piece of music, and you can pass it only if you sing the melody of each door correctly. Let's practice our ears first, shall we?" Then, I did some model singing exercises, and the whole class began to enter a kind of mood. The state of full devotion of teachers and students lays a solid foundation for good teaching results. ,

(3) Performance situation:

This link is the basic content of the entire classroom teaching. Children learn actively and happily in the situation created by the teacher, and try creative ways Use your own voice, body language, learned skills and other methods to express the musical situation. In "Treasure Hunting", the children played in a simulated situation and listened carefully to the melody given by the teacher when they arrived at each door. However, the children did not feel that they were practicing model singing, but instead they were trying to figure out a way to do it. You must (this article comes from: www.CdFdS.Com Chitechnet: Summary of small class music teaching) break through every obstacle through your own efforts. The key in this link is to gamify and contextualize the learning content, and give full play to the initiative and enthusiasm of each student, so that they can participate in the activities and complete the tasks they undertake excellently.

(4) Expanding situations:

This link is the core of the entire teaching model and the climax of classroom teaching. It is mainly the expression of students' creativity and initiative, and it is the deepening and extension of classroom teaching. For example: the creation and arrangement of songs, the reproduction of music, etc. In "Treasure Hunting", children can set the musical spell for each door themselves, and other children can imitate the singing. This is another opportunity for children to actively create and learn from each other.

All creative activities in the context-expanding phase are expressions of children's creativity, or are completed collaboratively by group members. Therefore, everyone will devote themselves wholeheartedly, and later feel gratified and satisfied with the success of their creations. pride.

(5) Transform the situation:

In this link, the teacher’s inspiration and summary are mainly used to enable the children to obtain scientific knowledge from the situation and understand the emotional tone of the content and theme they have learned. To achieve the unity of emotion and reason, the teacher should guide everyone to make a summary, so that everyone can confidently and boldly express their opinions. In this link, the children's emotions should be eased and they should be given a sense of expectation. Leaving the classroom also echoes the organizational teaching at the beginning.

In short, in the situational teaching model, there is not much narration in each class. Teachers mainly create a situation for children that matches the teaching objectives and content.

Guidance What should the children do? The next step is improvisation. Everyone seems to feel that every class is "playing". In the process of "playing", they can perceive the connotation of music and create emotional communication and connection. Enhance the awareness of cooperation and coordination ability in the group through "playing". Let children truly participate in practical activities, and turn what teachers say into what students do.

5. Positive evaluation and appropriate encouragement

During evaluation, teachers often use a predetermined standard to evaluate children, hoping that all children can complete the same tasks and form the same Skill. Teachers spend a lot of time evaluating whether children follow the rules, punishing or belittling children who have done wrong things, leaving many children to sit quietly and wait for teachers to resolve disputes. In music activities, I try to abandon some traditional teaching practices and pay attention to overall evaluation.

First of all, pay attention to the emotional factors of children engaging in music activities, focus on commenting on the pleasant emotional experience children feel during the activities, help children build self-confidence, gain a sense of success, discover and affirm children’s shining points. For example, in a series of game activities in which children recite, sing, and play multi-part children's songs, in the practice activities again and again, the children truly feel that they are a member of the group. If I make a mistake, the sound will not sound good. , I try my best to use the following comments to encourage children to develop self-control abilities. When the game is not successful, I ask questions or make suggestions, let the children think, practice, and encourage the children to finally achieve success through hard work and cooperation. Therefore, in this arousing activity, those naughty and inattentive children can enhance their self-control ability and promote the development of children's interests.

Secondly, the evaluation attaches great importance to children's exploration and creation. I allow children to have different answers, encourage them to learn from independent problem solving and practice, and create an atmosphere of mutual discussion. Because children continue to learn on their own during the activities they participate in, their musical qualities (and qualities in all aspects) will naturally take root, sprout, bloom and bear fruit in the appropriate environment created by teachers. Teachers must understand the physical and mental well-being of children. Evaluate the characteristics of development so that each child's "flower" gradually blooms. For example, once I let the children appreciate a piece of music and guided them to imagine and draw. During the evaluation, I asked the children to communicate, discuss, and express their own opinions. In the evaluation, I pay more attention to mobilizing and promoting the interaction between children and materials, and between adults and peers. The effect of evaluation is to encourage each child to move and think. As for how well the children "make up", it is not overly important. During the evaluation, attention should be paid to discovering children's unique insights and cultivating children's courage to discuss with teachers. Therefore, teachers should accept all children's music creation methods, accept all children's music creation works, and encourage children to boldly innovate to increase children's active participation in activities. . This kind of teaching focuses on young children's future. In teaching, you may feel that the start is slow, but the bits of knowledge acquired by the children in this process are not "instilled" by the teacher, but discovered by themselves. And that's exactly what matters.

6. Shortcomings

When children’s behavior is affirmed, encouraged and appreciated by teachers, they will have a pleasant and proactive emotional experience, and they will become full and happy. With enthusiasm and a hundredfold confidence, devote yourself to learning.

In music teaching, it is necessary for all children to actively participate and give full play to their subjective initiative and innovative thinking. Teachers need to use love to encourage them to boldly explore and innovate, and children must be allowed to have independent creation and practice according to teaching tasks. , let each child's thinking be unrestricted, and fully encourage every shining point of the child's thinking.

In activities, I will create an equal, democratic, and pleasant environment that can ignite the flame of knowledge among students in the classroom. But sometimes he couldn't control the chaos in the music class, so Jin tried his best to "control" them. For example, once, I divided the students into several groups and asked them to freely design the content of the activities. Since the children were very interested in musical instruments, the classroom atmosphere became active, but at this time it was also chaotic. They were either in groups of three or five. We formed a group and started discussing. When the time came, I couldn't get it back. I think it must be that I didn't use the praise on the idea, and it lost its power too frequently. Or I didn't prepare enough lessons, didn't "prepare" the children well, or didn't attract the children enough. I hope I can improve in my future teaching.

In short, teachers must be good at entering the emotional world of children, treating themselves as children's friends, getting along with children on an equal footing, feeling their joys and sorrows, and letting beautiful music touch their heartstrings and make them happy. Children can achieve the goal of kindergarten music teaching in interesting music activities. This is the direction of our efforts. We must bring every child

into the beautiful realm of music, and be pure in the process of feeling and expressing beauty. Their minds, cultivate their temperament, and promote the harmonious development of their body and mind.

Part 3: Summary of small class music subject

Summary of small class music subject in the second half of the 2012 school year. This semester, I teach small children according to their age, in terms of physiology, psychology, and skill mastery. There are major difficulties. In the teaching process, according to the age characteristics and psychological characteristics of children, students are taught in accordance with their aptitude and the teaching method is mainly group teaching to guide children's interest in learning music. For children in small classes, it is particularly important to arouse children's interest in music, so during this semester, I focused on how to arouse children's interest in music, and worked hard to create a good educational environment for children, so that children can be comfortable, Pleasantly and actively participate in music teaching activities in a beautiful environment, and provide early artistic edification and training to children. How to stimulate children's interest in music, I started from the following aspects:

1 , in music appreciation, stimulate children's interest, it can make people happy and soothe people's soul.

How to arouse children's interest in music, first of all, we must choose good music and let the children listen. During the listening process, they can feel the beauty of the music, so in the beginning we can always listen to it in the classroom Play some songs with obvious rhythm and beautiful melody, so that children can carry out the activities of the day with the accompaniment of music. When they are playing games, I will play some brisk music to make children feel particularly happy during the activities. 2. Music games arouse children's interest in music

In the music teaching of small classes, because the children in small classes are younger, they are more suitable to learn music in music games. In this semester, we will Got exposed to music games. For example: When we were learning the music game "Pretending to be a Family", I first asked the children to go home to see how their parents run the house, focusing on how their parents cooked and cooked. After the children understood After having these cooking and stir-frying experiences, we learned the song "Pretending to be a Family", and then based on the lyrics, we played the music game of "Pretending to be a Family", letting them wear aprons and hold dolls to be mothers, and they looked very proud. They are fathers holding shovels and cooking to the rhythm of the music. They really look like capable parents. After cooking the side dishes, they will shout "it's time to eat" and then feed the babies. These It is very helpful for young children to learn this song and help them remember the lyrics of the song, and the children's interest is also very high.

In this semester of training, most children will happily follow the teacher to learn to sing, listen to the music and do actions, and sometimes sit there quietly to listen to the music, etc. These can show that the children have developed an interest in music. I have gained the initial interest, but this is only the beginning. There is still a long way to go before children can be intoxicated with music and understand music. I can only work harder on this basis to enable children to thrive on the artistic path of music.