The implementation of the work plan requires perseverance. No matter how good your work plan is, it doesn't make sense if you don't implement it. The following is the "Work Plan for Music Teaching in Primary Schools (5 General Articles)" compiled by me for your reference only. Welcome to read this article. Part I: Work Plan of Music Teaching in Primary Schools

First, open music teaching makes music an emotional bridge for communication between teachers and students. In open music teaching, teachers should create a democratic, free, relaxed and happy atmosphere and a good teacher-student relationship. Many times, teachers can walk among children and shorten the interval between them. The teacher is the director, leading the children into the music hall in an orderly way, constantly giving them new content and making them have new development.

first, open music teaching essentials

open music teaching essentials refers to designing different teaching essentials according to children's development needs and teaching contents, rather than adopting the same teaching essentials by machines. Kodaly, a music educator, said: "Music teaching should first arouse people's musical nature through the rhythmic movement of music and body, and cultivate children's musical sensibility and quick response ability."

Learn all the songs in the textbook, so that children can love the motherland, people, labor, study, superstition, nature and life more and more.

Second, learn the following reading knowledge: weak bars, standard marks and syncopation of horizontal bars

Seriously complete comprehensive training after class, and gradually improve children's ability to create and fill melodies through practice, and gradually learn to distinguish whether the harmony of triads can be achieved.

Have a good appreciation class, expand children's horizons through appreciation, and edify and inspire children with the artistic image of music. While having a good appreciation class, we should carefully introduce the "wind instrument" and "percussion instrument" of national musical instruments, improve children's national conceit and arrogance, introduce the historical sites of world musicians Mozart and Xian Xinghai, and learn their tenacious fighting spirit.

third, the analysis of teaching emphasis and difficulty

teaching emphasis: pay attention to aesthetic experience, improve children's aesthetic ability and develop.

Teaching difficulties: the cultivation of aesthetic taste, practical ability and children's ability to invent and help each other.

IV. Analysis of academic conditions

The songs of Grade One, Grade Two and Grade Three are all single-voiced, so it is difficult to sing songs with two voices. It is good to sing songs with two voices separately, but it is difficult to coordinate and unify them. Therefore, we should strengthen practice.

Third, in terms of appreciation, most children are proud of the spring breeze, but they are not familiar with or know little about the main theme of music. If children don't know where the beauty of music lies, it is difficult to stimulate their feelings of enjoying music, and they can't achieve the expected goal. Therefore, it is necessary for children to be familiar with the melody before enjoying it.

Secondly, most students have a certain foundation in singing, solfeggio and listening practice, but there are still four or five students who are behind in music in each class who are tone-deaf. We should give these students more care and love, let them enjoy music as soon as possible, cheer them up, and throw away the label of "music blindness" as soon as possible. Part II: Work Plan of Music Teaching in Primary Schools < P > I. Analysis of Students < P > In the sixth grade I taught, the students' singing quality has taken shape initially, but the multi-voice singing needs to be further improved. Playing clarinet is not as good as singing, which may be related to the time of study and practice. I will strengthen it this semester. The level of listening and appreciation needs to start with quality and quantity.

Second, teaching material analysis

The six units of this textbook are: the first lesson "Youth Songs"; Lesson 2 "Asian String Songs"; Lesson 3 "DOREMI"; Lesson 4 "The Bank of the Yellow River"; Lesson 5 "Train Impression"; Lesson 6 "Wonderful Music".

III. Teaching objectives

Feeling and appreciation in the field

(1) Elements of musical expression

1. I am curious and interesting about all kinds of acoustics in nature and life, and can imitate them with my own voice or musical instrument. Can hum to familiar songs or music, or react in posture.

2. Can distinguish different types of female voices and male voices. Listen to the timbre of common western and national musical instruments.

3. In the process of perceiving the rhythm and melody of music, we can initially distinguish the difference of the beat, and can listen to the level, strength and speed of the melody.

(2) Music Emotion and Emotion

1. Listen to music with different emotions and make a simple description in language.

2. Be able to experience and briefly describe the changes of musical mood.

(3) genre and form of music

1. Listen to children's songs, carols, lyric songs, narrative songs, art songs, popular songs and other genres and categories of songs, and be able to hum or silently sing along with the songs.

2. Listen to different genres and categories of instrumental music, and be able to respond to the music through rhythm or percussion.

3. Being able to distinguish chorus and chorus, ensemble and ensemble

4. Being able to preliminarily distinguish small music genres and forms, and being able to listen to music themes and name 1-2 songs.

(4) Music style and genre

1. Listen to China folk music, know some folk songs, songs and dances, folk instrumental music and other music of representative regions and nationalities, and understand their different styles.

2. Listen to folk music from all over the world and feel the different styles of music.

field performance

1. I am willing to participate in various singing activities.

2. Knowing the correct posture and breathing method of singing can be mastered and used step by step in practice. Be able to respond appropriately to command movements and preludes. Chapter 3: Work Plan for Music Teaching in Primary Schools

The basic value of music lessons lies in that through aesthetic activities focusing on listening to music, expressing music and creating music, students can fully experience the beauty and rich emotions contained in the form of music sound, be attracted and intoxicated by the dream realm of truth, goodness and beauty expressed by music, and have strong feelings with it. The function of music art in purifying the soul, cultivating sentiment, enlightening wisdom and complementing emotion and intelligence can be effectively brought into play, so as to help students develop a healthy and noble aesthetic taste and an enterprising and optimistic attitude towards life, and lay a good foundation for their lifelong love of music, art and life.

First, student situation analysis:

Grade five students can basically sing without shouting, they can sing in the right way and basically realize the role of breath, and most students can sing with emotion when singing. The students in each class have similar scenes, and a small number of students have a good knowledge of music theory, and their singing state and timbre are also very beautiful. These students are very interested in music, but because of their own conditions or other reasons, their singing skills need to be further improved. Some students lack interest in music because of their weak foundation, so the situation is not very good. Among them, some students have poor singing intonation, and they can't even know music knowledge, music skills and music score. Although these students like music lessons, they always disobey discipline, so they can't learn well. Teachers should teach students in accordance with their aptitude according to specific situations, fully stimulate these students' interest in learning and loving music, encourage them to show more, find their bright spots and cultivate their feelings.

Second, teaching material analysis:

The textbook emphasizes students' learning and is student-oriented, allowing students to learn music in their own unique way, and allowing students to have personalized independent opinions. The idea of compiling teaching materials is to take aesthetics as the center, music culture as the main line, music discipline as the basic point, strengthen practice and creation, strengthen integration and infiltration, and stimulate students' interest in learning music throughout. Analysis of knowledge structure system and skills training requirements of textbooks this semester. The teaching materials in this volume are: divided into twelve lessons, including singing, listening, playing, listening and singing activities.

Third, teaching objectives:

1. After music teaching, students can basically master the knowledge of music theory stipulated in the textbook, and their ability of sight-reading and solfeggio has been greatly improved.

2. After learning, you can correctly and perfectly express the songs, and understand and appreciate the main materials of the tracks.

3. Through appreciation, we can understand several common forms of performance, cultivate students' perception ability of music speed, strength, rhythm, beat, timbre and sound zone, cultivate their musical imagination and association ability, and thus cultivate students' healthy aesthetic sentiment.

4. After music teaching, highlight the characteristics of its subjects, stimulate students' sincere feelings of loving the motherland, and cultivate students' cooperative consciousness and optimistic attitude towards life.

4. Emphasis and difficulty in teaching:

Teaching emphasis: singing songs, performing songs and listening.

Teaching difficulties: feeling the characteristics of various beats, appreciating skills and cultivating aesthetic sentiment.

5. Measures to improve teaching quality:

1. Take activities as the main form of classroom teaching, and design colorful teaching activities for students to use in music learning and learning, so as to ensure the sustainable development of students' music learning.

2. Cultivate students' music creation ability and ensure the quality of students' autonomous learning.

VI. Teaching schedule:

Textbook learning materials

Lesson 1 "Good Spring" Sing "Birds, Birds" Sing "Spring Breeze and Cuckoo". Listen to Spring in Xinjiang

Lesson 2 Singing Between You and Me in School Activity Listening to and Singing with Jaaksi in Our School We Want to Be a Good Boy of Lei Feng Style

Lesson 3 Listening to and Reading Hubei Minor Listening to and Reading Fengyang Huagu Singing and Singing Flower Basket Activity. Sing Beautiful Dusk

Lesson 5 Peter and the Wolf Symphony Fairy Tale Peter and the Wolf

Lesson 6 Everyone is strong in partnership; Singing a bamboo pole is easy to bend; Archiving downloaded music; Listening and singing; Unity is strength

Lesson 7 Childhood is singing Red Dragonfly. The rotten sunshine sings the song of seven colors of light, sings the sun comes out, listens to the activities of Mount Emei Jinding Sunrise, La Ge Diao

Lesson 9 Listening to the Tianshan customs and activities, listening to Maiyila, listening to Raise your veil, singing a glass of wine, reading music and playing Yilala, and praising the motherland. Activity "Imitation and Creation" Musician's Story "Come in the Snowstorm, Go in the Snowstorm"

Lesson 11 "Summer Feelings" Singing "Summer Camp" Listening to "Happy Saliha" Listening to and Singing with the Breeze "Playing" March "

Lesson 12" Music Tangram "Comprehensive Activity" Music Tangram "Chapter 4: Primary School Teachers can walk among children most of the time to shorten the interval between them. Teachers are directors, leading children into the hall of music in an orderly manner, constantly giving children new content and making them have new development. Teachers are actors, singing and dancing with children.

Teaching psychology believes that if teachers and children can form a friendly and trusting relationship, then children may be more willing to get along with teachers and accept their teachings. At the same time, in this equal, harmonious and warm atmosphere, children can be better motivated to learn and invent. I often encourage those extroverted students to speak, think, sing and act boldly in class. This kind of encouraging and supportive attitude, hopeful and definite language can establish children's determination to move forward and let them feel and experience beauty in a relaxed and friendly learning atmosphere.

Second, the open music teaching essentials

The open music teaching essentials refer to the design and adoption of different teaching essentials according to children's development needs and teaching contents, rather than the machine adopting the same teaching essentials. Kodaly, a music educator, said: "Music education should first arouse people's musical nature through the rhythmic movement of music and figure, and cultivate children's musical sense and agile response ability."

First, learn all the songs in the textbook. By singing the songs, children will love their motherland, people, work, study, superstition, nature and life more and more.

The second is to learn the following reading knowledge: weak bar, rate mark and syncopation across bars.

Third, finish the comprehensive training after class seriously, and gradually improve children's ability to create melodies and fill in melodies through practice, and gradually learn to distinguish the harmony of triads.

The fourth is to have a good appreciation class, through which children's horizons can be expanded, and the artistic image of music can powerlessly edify and inspire children. While having a good appreciation class, we should carefully introduce the "wind instrument" and "percussion instrument" of national musical instruments to improve children's national conceit and arrogance, and also introduce the historical sites of world musicians Mozart and Xian Xinghai, and learn their indomitable spirit of struggle. Primary school music teaching plan

III. Analysis of teaching emphases and difficulties

Teaching emphasis: focusing on aesthetic experience, improving children's aesthetic ability and developing creative thinking.

Teaching difficulties: the cultivation of aesthetic sentiment, practical ability and children's ability to invent and help each other.

fourth, the analysis of learning situation

it is difficult to sing a two-part song, and the results of singing the two parts separately are good, but it is difficult to coordinate and unify together. Therefore, we should strengthen our practice.

In terms of appreciation, most children are busy, but they are not familiar with or know very little about the main theme of the song. If children don't know where the beauty of music lies, it will be difficult to arouse children's mood of enjoying music and fail to achieve the expected goal. Therefore, it is necessary for children to familiarize themselves with the melody before appreciating it.

In singing, solfeggio and listening practice, most students have a certain foundation, but there are still four or five backward students in each class who are tone-deaf. We should give these students more care and love to make them like music as soon as possible, make them happy and get rid of the label of "music blindness" as soon as possible. Chapter 5: Work Plan of Music Teaching in Primary Schools < P > I. Guiding Ideology < P > Music is an emotional art. In the process of music teaching, aesthetics should be the core and hobbies should be the driving force, so that students can keep close contact with music, enjoy music and beautify their lives with music. According to the law of students' physical and mental development and aesthetic psychological characteristics, students' interest in learning is stimulated and cultivated with rich and colorful teaching contents and lively teaching forms. The teaching content should attach importance to the combination with students' life experience and strengthen the connection between music lessons and social life. Music teaching should face all students, pay attention to personality development, and attach importance to students' music practice and the cultivation of music creative ability.

second, analysis of academic situation

this semester, I served as 17 classes in grades one to five.