Reflections on the teaching of music appreciation in senior high school

As an excellent people's teacher, we should grow rapidly in teaching. Writing about teaching reflection can sum up many teaching skills in the teaching process. What are the characteristics of excellent teaching reflection? The following is my reflection on the teaching of high school music appreciation, which I have compiled for you. I welcome your reference and hope it will help you.

Reflection on the teaching of music appreciation in senior high school 1

It has been several years since the music curriculum reform in senior high school, and the teaching experiment has gone through a complete cycle. We have gained a lot of successful experience in the teaching process, but we have also encountered a lot of puzzles and some problems. The new curriculum requires teachers to become reflective practitioners. Only through reflection can we constantly update the concept of music teaching, improve the behavior of music teaching, and then improve the level of music teaching. The curriculum requires teachers to become reflective practitioners. Only through reflection can we constantly update the concept of music teaching, improve music teaching behavior, and then enhance music teaching behavior. Therefore, it is necessary to carry out all-round reflection.

1. The essence of music appreciation course is appreciation, which is a subject to improve students' musical feeling and appreciation ability through purposeful selection and arrangement. However, with the change and development of social context and the psychological changes of senior high school students, students' preferences have become more extensive and diverse. Therefore, it is difficult to meet their spiritual needs only by relying on the contents of existing textbooks. The teaching concept of "students as the main body" and "paying attention to students' personality" should run through the whole teaching process. Teaching based on teaching materials, to a great extent, reflects the general psychological laws and acceptance ability of teenagers, and also reflects a purpose of education and teaching and the continuity of content arrangement, which to a great extent reflects the unity of appreciation and teaching. However, after all, different regions, age groups and students' personal growth environment are different, and each period has specific needs and different hobbies. The formulation and promulgation of teaching materials is based on cultivating students' music appreciation ability. Therefore, it is necessary to fully consider the diverse needs of students and supplement the contents outside the teaching materials within limited class hours. Under such circumstances, it is necessary to further investigate students' hobbies and strengthen the pertinence of lesson preparation after class, and the supplementary content must be selected on the basis of investigation. At the same time, in class, you can compress the content in the textbook and take out some of the content that can be completed by students after class, so that students can study by themselves after class; On the other hand, in the class, we focus on explaining and guiding some difficult problems in the teaching materials and supplementary parts, so as to achieve the effectiveness of classroom teaching, meet the individual needs of students and realize the original intention of student-centered teaching. In this process, teachers' leading factors are brought into full play, the vividness and agility of classroom teaching are realized, and the enthusiasm of teachers and students is fully stimulated. Appreciation is an internal and external activity that gives full play to one's inner passion and imagination. We can fully meet students' psychological needs to realize the mobilization of students' personal emotions, and then make students' appreciation activities further reflect the teaching requirements and teaching objectives of textbooks and teachers.

2. Giving priority to aesthetic feelings

Music appreciation, supplemented by explanation and education, is a multifunctional activity, which has many practical functions, including education, but the most fundamental one is its own aesthetic function. Therefore, in the whole teaching process, teachers should pay most attention to students' aesthetic feelings, followed by cognition and education. Music appreciation class can never be a lecture class, and the essence of music appreciation is feeling. In this process, teachers can only give appropriate instructions, and the most important thing is the students' personal inner feelings. Any explanation from teachers can't replace the students' personal experience. Therefore, a successful music appreciation class is by no means an explanatory "lecture". What teachers should teach is mostly peripheral knowledge or information other than music, and in the process of explanation, teachers' personal experience and understanding of music should not be mixed, so as not to affect students' experience. Any teacher's guiding remarks will make students' imagination and feelings tend to be "fixed" or "oriented", which is the taboo of appreciation. A thousand people enjoy the same musical work under different psychological backgrounds, life experiences, historical experiences and knowledge reserves, and there will be a thousand "Hamlets" in their hearts. Faced with such complicated and diverse internal imagination and aesthetic feelings, the best way for teachers is to "leave it alone", otherwise it will limit many different feelings and imaginations to similar or the same framework and become the worst appreciation class. In addition to aesthetic feeling, music appreciation naturally undertakes other practical and incidental functions, which will be reflected in different degrees in different times and under different specific circumstances, and the most important function in the teaching process is cognition and enlightenment. In today's music appreciation teaching in senior high schools, it is common to try to teach music appreciation class as a complex or "hodgepodge" of multi-door and multi-kinds of knowledge, and to arouse students' memory of cultural knowledge in history, geography, science and other aspects through music. Teachers want to talk about everything, and students don't learn anything deeply, which also hinders the feeling and appreciation of the music subject itself.

Third, give priority to students' appreciation

Teachers' instruction is supplemented. In music appreciation class, teachers' task is to guide students, and they are a dominant tutor. Instructing students and reminding them appropriately are the main means or teaching methods. In this process, it is also a very good way to give students the initiative and let them appreciate and experience actively. Students' appreciation is not passive and non-selective, but a kind of participation, flexibility and multi-selectivity. This kind of appreciation constitutes the enthusiasm and initiative of students' participation in the classroom, and also makes music appreciation a flexible second-time creative appreciation, which is an objective and subjective interactive activity, rather than a "one-way activity" in which teachers put music in class and students listen with their heads down below. Music goes on with students' inner activities at the same time, which affects students' inner changes, and students' inner changes also participate in the music, thus embodying the unity of "eternal existence" and "constant change" of music. The role of teachers is not unimportant. Allowing students to appreciate completely freely will lead to the deviation of appreciation activities. Students' subjectivity does not hinder the teachers' leading play, but also teachers' leading participation, otherwise it will be laissez-faire, and the final teaching results will deviate from the teaching objectives. In this process, teachers should only pay attention to the specific means, methods and the control of their own role. If there are too many explanations, it will certainly lead to the situation that teachers are the main body. However, if there are not enough instructions, reminders or related knowledge and information, it will also lead to the problem that students don't know how to appreciate it specifically. Therefore, students are the main body and teachers play a leading role is a very important way. It is also to realize that students can enjoy music smoothly under the guidance and inspiration of teachers, and find ways and means to appreciate music in the long-term process to strengthen their own musical accomplishment, so as to further inspire wisdom and thinking. In a word, the relationship between the above three aspects is very important in the high school music appreciation class under the new curriculum standard, which is related to whether it can really cultivate students' music appreciation ability, broaden students' horizons and inspire students' thinking and wisdom. Only by properly handling these three relationships can the roles of students and teachers be brought into full play, otherwise, it will be greatly discounted in some aspects, thus hindering the realization of teaching objectives and the development of students' physical and mental quality.

under the concept of new curriculum reform, teaching reflection has an immeasurable positive effect. As a music teacher under the background of the new curriculum, I think it is more important to constantly reflect and refine in teaching, so as to find problems, learn to study, constantly improve teaching level and become a new type of scientific research and reflective educator. Reflections on the teaching of music appreciation in senior high school 2

This semester, I served as the teacher of music appreciation in twenty classes of Grade Two in senior high school. The experience and feelings in the teaching work are summarized as follows, so as to carry out the work better in the future, make up for the shortcomings and strive for perfection.

1. Classroom teaching:

1. Adhere to aesthetic education as the core and pay attention to cultivating students' interests, hobbies and emotions in music. Strive to cultivate sentiment, enlighten wisdom and stimulate students' love and pursuit of beauty through music education. Pay attention to students as the main body, so that students can actively discover, explore, feel, understand and express music in happy music practice activities (listening, watching, singing, discussing, associating, imagining and rhythmic), and create music on a certain basis. The music appreciation class in senior high school has also added a practical activity to let students introduce music and express their artistic opinions, which has also exercised students' ability. Appreciating and teaching to sing a large number of excellent songs in China is an important way to implement aesthetic education. Through the feeling and understanding of the structure, form, mood and humanistic connotation of music works, students' ability of appreciation and evaluation can be cultivated, and a healthy and upward aesthetic view can be formed, so that students can be cultivated in the world of true, good and beautiful music art and cultivate their beautiful sentiments and sound character.

2. Enrich emotional experience, cultivate creative ability and attach importance to music practice.

based on the teaching principle of "universal participation and personality development", we should attach importance to the practical process of music, give full play to students' artistic creativity, and stimulate students' enthusiasm and creativity in music teaching activities, so as to obtain the basic method of combining aesthetic experience with learning music knowledge and skills. Through the participation of all teachers and students, we can develop personalized characteristics, enhance students' self-confidence in music performance, cultivate good team consciousness and cooperative spirit, and let students be familiar with and sing some excellent songs before and after the founding of New China, thus benefiting them for life.

The shortcoming is that it focuses on the cultivation of emotion and interest, and slightly ignores the teaching of music theory knowledge to senior one students. After all, the three are interactive and mutually reinforcing. Only by mastering the knowledge of music theory can we feel and understand music at a deeper level.

second, classroom management:

in order to make students have a good music class easily and happily, I encourage students to show good quality. Try to catch students' attention with good design. We also criticized and corrected the behavior that destroyed the classroom order in good faith.

deficiency: there is not enough criticism on some behaviors of students that disturb the classroom. I always think that students are not malicious and have immature knowledge, so the environment for them is more relaxed, so they can't really realize their mistakes. Therefore, we should pay special attention to clear rewards and punishments and grasp the scale in the future. Especially for middle school students who have a sense of superiority, the use of humor is not enough.

thirdly, I have some experiences on how to improve the classroom efficiency of music teaching.

First, strengthen the supplement of basic knowledge of music theory. According to the popularization of music education in middle schools in China, most students lack or do not have music literacy and know little about music theory. In my second year of senior high school, some students can't sing the notation, and some students don't know the staff. Even if they design simple knowledge about modes and tonal forms, they don't know what they are talking about. How can such a thin foundation of music theory make students appreciate music?

Secondly, high school music appreciation class needs fresh blood. Recently, I got news from the Internet that Jay Chou's song Snail was included in patriotic songs, and Jin Yong's novel Tian Long Ba Bu was selected as a high school Chinese textbook. In the face of these vivid examples, our high school music appreciation class seems a little rigid. The main function of music education lies in entertaining, and the key is that what students have learned in class can be combined with practice and applied to practice. In the long history, the origin and formation of music is earlier than language and literature.

Finally, we should ensure the integrity of music teaching resources and audio materials. At present, our music teachers only have a teacher's book and a set of CDs, which is not proportional to the coverage of teaching content. Music is the art of hearing, but listening and singing alone in music class can't arouse students' interest. We can improve the network resources and download movies and MTV songs for students to enjoy.

fourth, actively apply the integration function of music courses.

1. The integration of music courses gives full play to the advantages of one-on-one teaching, abandons the shortcomings, takes into account the individual differences and internal potential of students to the maximum extent, and better handles the contradiction between cultural courses and professional courses, fully embodies the principle of teaching students in accordance with their aptitude, and greatly improves the teaching quality.

2. Music curriculum integration has greatly played the guiding role of teachers, strengthened the combination inside and outside the class, shortened the teaching time, and enhanced the opportunities and ways for students to study and practice. Teachers' praise, students' encouragement and parents' appreciation have enabled students to fully realize the joy of success, and students' learning enthusiasm is high and full of energy.

3. Music class integration pays attention to the feedback of students' participation in teaching information, and teachers and students choose to introduce a fair competition teaching mechanism in both directions, so that students are in a positive learning enthusiasm.

4. The integration of music courses not only ensures the teaching progress of cultural courses, but also maximizes the professional level of students.

5. Others:

I often use my leisure time to collect all kinds of music and cultural materials at my own expense, so that students can listen more, watch more and get in touch with excellent works, thus increasing their knowledge and gaining more beautiful feelings. If conditions permit, students can also be exposed to computer music appropriately. Besides, I should pay attention to my own study. Keep practicing professional skills and reading books on music, education and literature. ;