the first part-analysis of the current situation of music teaching
1. Lack of mastery of students
Primary school students are unfamiliar with music because of their young age, lack of knowledge and understanding. This strangeness is the psychological distance between students and music works. The greater the psychological distance, the less interested they are. It is no wonder that some students are dismissive and "indifferent" to the music that is recognized as wonderful by the world.
Second, the teaching mode is single.
There is a single "question-and-answer" and "listening-and-speaking" mode. The teacher is the master of the classroom, and the classroom becomes the teacher's "centralized". Students dare not cross the line, only raise their hands first and then speak, and only with the consent of the teacher can they speak. Classes generally seem to be very orderly. Students are "a stagnant pool" in the classroom.
Third, the teaching method is single
Some teachers take themselves as the mainstay, and teach instead of learning. I once listened to a teacher's music class. A song had to be sung ten times and dozens of times. The students listened to it, but he didn't stop. He took pains to teach singing again and again. The teacher was exhausted and the students lost interest in this music class.
Fourth, teachers lack sensibility and ignore students' feelings
From the concept of sensibility, there are still feelings and feelings. Feeling is passive and heartless acceptance, while feeling is active and emotional input. When learning music, whether students are interested or not, teachers will turn on the tape recorder to let students listen to music in order to complete the teaching task, so that students are often in a reluctant passive stage, that is, the feeling stage. It can be seen that the teacher subjectively ignores the initiative and emotional input of the educated, leaving the educated in a passive state and staying in the sensory stage.
from the above situation, we can see that the disharmony between teachers' teaching and students' learning, the bias of teachers' subjective understanding and the blindness in actual operation have formed the obstacles between students and learning music, which is the fundamental reason why students are not interested in music. This requires us to try our best to find the link of "something different from what they are familiar with, but something that has certain connection with them"-interest, skillfully bring students closer to learning music, connect them together, remove obstacles, and make students get a good musical feeling and gradually like music.
Part II-Strategies for Cultivating Students' Music Interest
1. Understanding and Significance of Music Interest
1. Interest and the Meaning of Music Interest. Interest refers to an individual's positive emotional attitude towards something or activity. Interest in music refers to an individual's positive and affirmative response to music or some aspect of music, which is related to the individual's emotion to music. Generally speaking, this kind of persistent interest helps to push people to study deeply and study hard in order to achieve success in their careers. Without this quality, it is easy to change their minds and make progress. Therefore, cultivating students' interest in music is a great driving force to promote students to learn music.
2. the meaning of interest. Pupils' interest in music has a psychological tendency of being easy to stimulate, but not durable and stable. Therefore, for primary school students, it may be a period of establishing musical interest or transferring musical interest. Because music interest is the intrinsic motivation of primary school students' music aesthetic activities, it is very important for teachers to activate and cultivate students' music interests and hobbies in the process of music aesthetic education.
3. Understand the students to pave the way for stimulating students' interest in learning
Teachers must make a comprehensive understanding and analysis of students' ideological status, knowledge level, skill base, ability to feel and express music according to their age characteristics. For example, for freshmen, teachers can learn about students' hobbies, sensibility, expressiveness and individual expertise in music by talking, observing and singing. Make your own teaching according to these actual situations, and pave the way for stimulating students' interest in music learning. Pupils are easy to accept lively, infectious and interesting things. In view of this feature, some visual teaching AIDS should be fully prepared before teaching, and flexible teaching methods should be adopted in teaching to make students love and enjoy learning.
second, cultivate students' interest in music
(1) Feel the music and stimulate students' interest in music
"Music is a cry from the bottom of people's hearts". Let students feel the music to understand the different feelings of sadness, joy, anger, respect and love, so as to stimulate their interest in music.
1. Create scenes to make students feel music
Emotion refers to people's psychological activities such as emotions and sorrows, and it is a reflection of people's attitude towards objective things. In teaching, I try to let students use their imagination to explore the understanding of the word "emotion". Students are enthusiastic about each other. Stimulate students' interest in music by asking questions from easy to difficult, and emphasize the connection between music and emotion.
Suhomlins said: "The world enters people's consciousness through images. Children are young and have limited experience. The more obvious and concrete the images in life are, the stronger their influence on their thoughts." Using situational teaching, I try to use "perception-understanding-deepening" three stages.
the first stage: perception creates the picture, introduces the scene and forms the representation.
the second stage: understanding-going deep into the scene, grasping the similarities of shadow songs when singing and understanding feelings, guiding lessons from pictures and shadows, and integrating songs with pictures and shadows.
the third stage: deepening-reappearing scenes, enriching imagination and deepening feelings.
Through this series of process teaching, students will soon feel a happy feeling when listening to the erhu solo Horse Racing. Students said "nervous" when listening to Zheng solo "Typhoon War"; Listen to erhu