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The ability to create teaching situations is an important part of teachers' ability to implement the new curriculum. In music teaching, teachers use various means to create situations, which can not only stimulate students' interest in learning, but also improve the effectiveness of teaching and lay a solid foundation for efficient classroom.
1. Creating a situation by using multimedia
Multimedia has the advantages of integrating text, graphics, animation, video images, sound and other media, with large information capacity and flexible and diverse forms of expression. Using multimedia to create teaching situations can stimulate students' interest in learning, make them enter the state of autonomous learning, and lay a solid foundation for students to better understand the connotation of songs and feel the rich expressive force of music. For example, when teaching and singing the song "Lovely Home", first of all, the author takes the story of "small animals going home" and shows the "way home" and "warm and lovely home" with slides, thus deepening the students' understanding of the song content. Then, guide students to learn melody and stimulate their love for "home". Finally, it shows the scene that small animals finally return to "home" after "many difficulties". Students can't help but sigh that home is their safest shelter. Throughout the class, I always use multimedia to create situations, fully arouse students' interest in learning, and let students feel that "the situation is in front of them" and "I am in the situation". By doing so, students not only grasp the artistic conception of songs and understand the connotation of songs, but also receive good teaching results.
second, create a situation by borrowing pictures
Pictures are very intuitive. In junior music teaching, teachers use pictures to create situations and make students associate, which can not only make students understand the content of songs deeply, but also greatly stimulate students' enthusiasm in observing things, thinking about problems and recognizing truth. For example, in the teaching of "Crab Song", the author guides students to participate in activities, so that they can describe the image of crabs with stick figures while singing, and imitate small crabs to walk with music. The students were in high spirits and rushed to show their paintings. This effectively mobilized students' learning initiative and changed "I want to learn" into "I want to learn". For another example, in the teaching of "Little Shrimp Becomes a Small Luoguo", I drew a straight small fish and a small shrimp that became a small Luoguo in the form of a stick figure, so that students can understand the meaning of "Small Luoguo" more intuitively, and they can understand what to do correctly without much talk. It can be seen that teachers can create situations by borrowing pictures, which can make teaching more vivid and intuitive, and students can quickly grasp the theme of songs, thus achieving twice the result with half the effort.
3. Creating situations with the help of language
Language is one of the indispensable means to create teaching situations. Teachers use vivid language and introduce new lessons naturally through interesting stories, which can concentrate students' attention and deepen their understanding of music themes. For example, when I was studying "flying tigers", I introduced the background of song creation and the heroic story of flying tigers: "flying tigers is an anti-Japanese team led by the * * * production party. They risked their lives to carry out guerrilla warfare on the railway line and fought bloody battles with the Japanese aggressors. They cut off military lines, fought foreign companies, grilled trains and bombed bridges, which made the Japanese puppet troops lose their souls and made the anti-Japanese base areas in southern Shandong continuously consolidated and expanded. In October 1945, more than 1, Japanese troops in Zaozhuang and Lincheng surrendered to this team of less than 1 people. This is a very rare scene in the history of war surrender. " With my introduction, the students have a strong interest in learning songs, and finally they express their admiration for the revolutionary ancestors through passionate singing.
Fourth, creating situations through performances
In music teaching, creating situations through performances, allowing students to express the content and feelings of songs with actions and expressions, can deepen students' understanding of the connotation of songs, cultivate their performance ability and develop their personality. For example, when teaching The Lost Little Duck, I first asked the students to choose different roles and perform according to the story. After the performance, let the actor of "Mom" describe the mood when waiting for "Little Duck" to come back, and guide the students to understand the anxiety after losing their family. Let "Little Duck" talk about the feeling of not finding "home", so that students can feel the pain of not finding home after getting lost; Finally, let "children" talk about the feeling of sending "Little Duck" home, and let them experience the feeling of helping others.
The four methods mentioned above can be used by teachers alone or comprehensively according to the actual situation. In any case, only by making full use of the curious and active physical and mental characteristics of primary school students, closely combining with the needs of music teaching, and using various means to create novel and interesting teaching situations, can teachers make students actively learn in a lively, lively, cheerful and harmonious atmosphere, and produce * * * sounds with songs, so as to obtain the best teaching effect.
Editor: Meng Gang