#courseware# The introductory courseware must be teachable. The purpose of producing multimedia courseware is to optimize the classroom teaching structure and improve the efficiency of classroom teaching. It must be beneficial to both teachers' teaching and students' learning. Therefore, the produced courseware must be closely related to the classroom content and have positive teaching significance. The following is a compilation and sharing of music courseware for the first volume of the third grade of primary school: Songs My Mother Taught Me. Welcome to read and learn from it.

Article 1

Teaching objectives

1. Emotional attitude and value objectives: Through the appreciation, creation and singing of songs, in the process of expressing emotions, gratitude will be produced The emotion of motherly love resonates;

2. Knowledge and skill goals: Be familiar with and be able to sing the musical theme of "Songs My Mother Taught Me";

3. Process and methods Objective: Through the comparative appreciation of different versions of "Songs My Mother Taught Me", understand the role of speed, timbre and other musical elements in the emotional expression of songs.

Teaching Focus

Appreciate different versions through comparison version of "Songs My Mother Taught Me" to understand the role of speed, timbre and other musical elements in the emotional expression of songs;

The teaching difficulty is to adapt the speed and lyrics of the song, create your own works and sing them.

Teaching methods: comparison and inquiry

Teaching aids: CD, multimedia

Teaching process:

1. Introduction

Student:...

The teacher made it clear: his gratitude to his mother !

3. Teacher: "Yes, "Really Love You" is a song written by Huang Jiaju to his mother before his death, expressing his gratitude to his mother. I want to write a song for myself Mother is an expression of gratitude to her mother. Although Huang Jiaju has died young, it is gratifying that his song can still accompany his mother.

2. Teaching new lessons

(1) Learning the song "Songs My Mother Taught Me"

1. Introduction to the background of the song

In 1880, the Czech composer Dvo?ák also created A song written for his mother. Dvo?ák said that when he was a child, his mother often sang some very nice Bohemian songs to him. But now that Dvo?ák has a child of his own, he doesn’t know what to sing. What kind of songs did she want to give them, so Dvo?ák naturally thought of the songs her mother taught her, and these songs became the material for Dvo?ák's song creation. Please turn to the second section of the first unit "Emotions"

2. Learn to sing the song "Songs My Mother Taught Me"

"Let's first enjoy the Italian and bel canto versions of this song;"

1) The teacher teaches the first verse of the song theme (piano playing and singing);

2) Learns to sing the first verse of the song theme with the teacher Piano and Fan Sing;

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3). The teacher plays the Chinese version of "Songs My Mother Taught Me" and the students sing along with the first verse of the song theme.

(2) Compare and appreciate different versions of "The Songs My Mother Taught Me" Song"

1. Enjoy the violin version of "Songs My Mother Taught Me"

Teacher: "This moving melody has been performed by musicians in different ways. Next We appreciate the theme part of the violin version of "Songs My Mother Taught Me" adapted by Viennese violinist and composer Kreisler. Think: What is the speed of the song? What instrument is used to play the song? What are the characteristics of the timbre of the instrument? Use this instrument What role does it play in the emotional expression of the song?"

Student:...

The teacher made it clear: "At medium (andante) speed, the violin's timbre is close to the human voice in the singing version, The sound is soft, singing and lyrical, creating an emotional tone of the song that is subtle, affectionate, warm and melancholic, expressing the author's longing for his mother and his childhood life."

2. Enjoy the audio of the rock version of "Songs My Mother Taught Me" created by the teacher

1). Teacher: "The teacher also tried to adapt this melody and added modern rock elements. Students Do you want to listen? While listening, please think about how the music has changed?"

Student:...

The teacher made it clear: "The tempo has become faster, and the main player has changed. The musical instrument has changed from the soft and lyrical violin tone to the rough and wild electric guitar tone, and the emotions expressed have become cheerful, passionate, warm, and unrestrained!"

2). Teacher: "Please give me this version. Rename it."

Students: ""Mother took me to the amusement park", "Mother took me to Chimelong"..."

3. Teacher summary

1) After listening to the violin version again, the teacher’s summary: “Music emotions usually expressed at fast speeds—joyful, warm, and exciting…Music emotions usually expressed at slower speeds—affectionate, warm, melancholy, or sad… Among the two pieces of music I just listened to, there are two pieces, fast and slow, with different timbres. Among them, the violin timbre is soft and lyrical, implicit and elegant, delicate and concentrated, melancholy and mysterious, close to the characteristics of the human voice. Therefore, this speed and timbre are most suitable It expresses the implicit, affectionate, warm and melancholy longing that the original author hopes to express.

Chapter 2

Teaching content:

1. Performance of "Mom" "Heart" and "Lullaby for Mom".

2. Listen to "Mom", "Mama's Baby" and "Songs My Mother Taught Me".

3. Musical knowledge: Recognize the quarter rest and recognize the tempo marks.

4. Creation and activities: music games - skipping grids, rhythm and time value combination exercises.

Unit objectives:

1. Emotional goal: To be able to express gratitude to my mother through singing. Be able to sing "Mother's Heart" with a beautiful, smooth and friendly voice;

2. Cognitive goals: Understand the female voice, Singing form of male voice and children's voice. During the practical activity of performing "Mother's Heart", I learned the quarter rest and understood the expressive role of the quarter rest in the song.

3. Skill goal: be able to sing "Lullaby for Mom" ??in a slow, affectionate and soft voice, and be able to perform the song expressively according to the lyrics; be able to choose the appropriate speed to sing the song. Understand the expressive role of music tempo changes in songs.

Teaching focus:

Feel the content of music, cultivate students’ gratitude to their mothers and their deep love for their motherland.

Teaching aid preparation: Piano , tape recorders, teaching tapes, multimedia and teaching CDs, teaching cards.

Lesson schedule: ***4 lessons

1. Perform "Mother's Heart", recognize the quarter rest and understand its function.

2. Listen to "Mom" and "Songs My Mother Taught Me", and engage in music games, creations and activities.

3. Perform "Lullaby for Mom" ??and create a situational performance.

4. Listen to "Mama, Baby"

Teaching design:

First lesson

Lesson objectives:

1. Reflect the deep love children of different eras and ethnic groups have for their mothers through singing and performing songs.

2. Through swinging, tapping and other means, students can accurately master the singing skills in the second half of the beat.

Teaching process

1. Organize teaching.

2. Basic vocal exercises

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In the vocal practice, students are required to have a soft and flexible voice, and master the essentials of singing in the second half of the beat through vocal practice.

3. Performance of "Mother's Heart"

1. The title of the topic directly leads to this lesson.

2. Teacher model singing.

Make a request: What is the content of this song? What speed is this song sung at?

3． Teachers and students communicate and discuss the above questions.

4． Listen to the recording and sing it twice.

Requirements: Look at the music scores in the textbook and hum along to the recording gently in your mind (without making any sound).

5． Question: Have you noticed the "0" symbol on the music score?

6. Explanation: Rest. There are rests in the notes to indicate pauses, which are expressed as "0" in simplified musical notation. Quarter rests and quarter notes have the same duration, one beat.

7． Listen to the recording again.

Requirement: Stop when you see a "0" rest on the score.

8． Teacher-student discussion: Ask: What role does the rest "0" in this song play, and what kind of psychological state does it express.

9. Summary: The four-point rest here expresses the children’s sweet love for their mother.

10. With the accompaniment of the teacher, learn to sing the tune "Mother's Heart". It can be divided into two sections to learn and sing. After singing one section, sing the second section.

11. Question: Can you understand the relationship between "children", "mother" and "motherland" in the song? Can you sing out your love for your mother and your motherland? ——Fill in the lyrics.

12. Practice percussion accompaniment

(1) Operate with bare hands, paying attention to the downbeat rest of the double horn in the first part.

(2) Two parts of percussion ensemble.

(3) The teacher plays the melody and the students play percussion for cooperative rehearsal.

(4) Overall performance: singing, playing and dancing to perform "Mother's Heart".

IV. Class Summary:

V. Blackboard Design:

Mother’s Heart

Second Lesson

Lesson objectives:

1. The same emotions expressed by two songs of different regional styles;

2. Understand two forms of music performance;

3. Train students’ quick thinking in music games.

Teaching process:

1. Organizing teaching

2. Reviewing the song "Mother's Heart"

3. Listening to "Mother"

1. Listen to the song for the first time and feel the basic emotions of the song.

2. Briefly introduce the creative background of the song and the general meaning of the lyrics, feel the artistic charm of this solo song, and understand the author's praise of great maternal love.

3. Listen again and tell us what the speed of the song is? What is the singing format like?

4. Listen again and start a discussion under the guidance of the teacher: There are calls for mother many times in this song. Think about the feelings expressed. (The song starts from calling "Mom", the music is bright and unrestrained, using techniques such as tonal conversion, increasing the amplitude of the melody, and raising the vocal range to advance the song to a climax layer by layer, expressing love for the mother. Deeper emotions.)

4. Listen to "Songs My Mother Taught Me"

1. Listen to the song for the first time and feel the basic emotions of the song. Question: How does this song make you feel? How does it feel different from "Mama"? ("Mom" feels bright and unrestrained, while this song is slightly sad.) Students can listen to it several times based on their understanding of the music, and then discuss it based on full feelings.

2. Briefly introduce the creative background of the song and the main meaning of the lyrics, and use the big screen to display the Chinese lyrics.

3. Listen to the version with Chinese lyrics again. What is the speed of the song? (slowly), what is the singing form? (Female solo)

4. When listening again, let the students hum along with the recording. While looking at the music examples on the big screen and drawing the melody line with their hands, talk about the characteristics of the melody progression of the song, from expansion and changes. In the melody of the song, you can feel the sadness and longing of the song.

5. Listen again and join the music activities: follow the song phrases, follow the music speed and the melody of the phrases, make slow waving movements of the gauze, and raise the gauze up where the melody jumps. Fang threw it out hard, and then caught it when the gauze came down slowly.

5. Musical games: Rhythmic exercises with quarter rests

1. Activity preparation: Prepare six chairs

2. Press four chairs Arrange them with the same spacing, and ask one student from each group to sit on the chair. Other students shoot the rhythm:

"XXXX", then ask one student to sit on any other chair to form a pattern such as "X0XXX" or "XX0XXX", and then ask other students to shoot it.

3. The teacher writes the number on the blackboard: 12345678……..

Ask the students to read at a certain speed and clap their hands. After the students read in order, the teacher randomly erases To remove one or several of the numbers, ask the students to read at the same speed while clapping their hands. When encountering the erased numbers, they will not make a sound. On the basis of such practice, the teacher can increase the difficulty, leaving only two or three numbers, and then require students to read the numbers in their minds at a certain speed in other places without making a sound. When they see the numbers, they remain on the blackboard. Only after reading the numbers together and clapping.

VI. Blackboard writing design

Third lesson

Lesson objectives

1. Learn to sing the song "Lullaby for Mom" ??and feel the atmosphere of the music.

2. Work in groups to create scene performances for the songs.

Teaching process

1. Organize teaching

2. Review the song "Mother's Heart"

3. Perform "Lullaby for Mom" ??

1. First time listening to the song. No song titles are shown.

Question: Listen carefully, who is singing this lullaby to whom? How do you feel after listening to this song?

2. Teachers and students discuss and elicit the name of the song.

3. Listen to the teacher singing songs

Question: After listening to the teacher’s singing, can you tell a short story based on the content of the song?

4. Teachers and students work together to tell short stories, elicit the lyrics of the songs, and guide students to understand the connotation of the songs from the lyrics.

5. Use teacher-student dialogue to complete the lyrics learning.

6. Listen to the song model again, feel the singer's emotions, and guide the students to perform the song again with a gentle and quiet voice.

7. Divide students into three groups and create scene performances based on the content of the songs.

Key points of performance guidance

①When singing, you must have a picture of the story in your mind.

②When singing, you must play the role of the first protagonist. Perform affectionately, as if your mother is sleeping on the table and you are singing a lullaby.

③Speed ??plays an important role in this song, so the tempo must be set accurately and the performance will be more humane.

④The softness of the voice is an important feature of the timbre when performing this song. Only a soft voice can express the peaceful atmosphere and scene.

8. Present in groups and evaluate each other.

4. Class summary: A mother’s love for her child is the most selfless love in the world, and a child’s love for her mother is the purest love.

5. Blackboard writing design

The fourth lesson

Lesson objectives:

1. Listen to "Mama, Baby" and feel the melody of the song style and the different emotions it expresses.

2. Learn to sing this song emotionally and express your love for your mother sincerely.

Teaching process

1. Organizing teaching

2. Reviewing the song "Lullaby for Mom" ??

3. Listening to "Mother" Baby》

1. When you first listen to the song, look at the lyrics displayed on the big screen, listen to the recording and learn to sing, what is the content of this song?

2. Students recite the lyrics emotionally to further understand the content of the song;

3. Listen to the song again and ask: What is the speed and emotion of the song? What feelings are expressed? How many singing styles did you hear in the song? Is it a male voice? Female singing? Children singing?

4. Discussion and communication: The speed of the song is medium, the mood is lively and cute, the song expresses the child's deep love for the mother, and the song uses two singing forms: female voice and child voice.

5. Listen again and have students hum the song softly along with the lyrics to experience the deep affection between mother and child.

6. Sing the song with the teacher's piano accompaniment, and the teacher will correct the students' mistakes in singing, so that the students can learn to sing and express their love for their mother with sincere feelings.

7. Combined with the reality of life, let’s talk about how mothers care and love themselves in daily life, talk about their experiences, and focus on how we should treat mothers in the future, and what should we do now? What should we do in the future?

IV. Classroom summary: Infiltrate moral education.

5. Blackboard design: