Primary School Music Education Narrative Sample 1

Music classes are generally very popular among students, because they feel that music classes are easier and they only need to sing, unlike language classes. Mathematics also involves complex knowledge, requiring reading, reading, and writing, and the class requirements are very strict. Therefore, for primary school students, music class is like a relaxing class, a class where they can play, and classroom discipline is relatively loose. But are music lessons really that simple? Of course not.

The music course objectives require that through teaching and various vivid music practice activities, students should cultivate their interest in music, develop their music perception and appreciation abilities, expressive abilities and creative abilities, improve their musical cultural literacy, and enrich their Emotional experience, cultivating noble sentiments. From this point of view, taking a good music class is not an easy task.

Therefore, I focus on the physical and mental characteristics of lower-grade students who mainly think in images, are curious, active, and strong in imitation. I am good at using children's natural voices and dexterous bodies, using songs, dances, pictures, A comprehensive approach that combines games for intuitive teaching.

Music notation is a symbol for recording music and a basic tool for learning music. Students are required to have a certain ability to read music scores, which is conducive to teaching activities such as music performance and creation. Therefore, it is also essential to read music scores based on musical auditory perception and use music scores in music performance activities. Below I will only share with you my experience in learning scales with children.

1. Discovering the problem

In the first class of school, I took the students to learn about scales. However, primary school students basically have no concept of pitch, so singing scales is enough. It feels like reading scales, and it feels boring. The students' enthusiasm for learning is obviously not high, and the classroom atmosphere seems very dull. Some students start to make small movements and whisper to each other. The order of the class is a bit chaotic. As an inexperienced person, I can only use the method of yelling. way to maintain order in the classroom, which ultimately resulted in a messy class.

2. Analyze the problem

When I went back, I first asked the old teachers for advice. I found that this characteristic is common in music classes. Students are lazy in class and don’t pay enough attention to music classes. Sometimes teachers I want to teach some music theory knowledge, but I can't arouse students' interest, resulting in a chaotic classroom order, so I just play music, listen to songs and sing, listen and sing again, so that students can't stop talking, and the classroom order will be better, but this will It is impossible to stimulate and cultivate children's interest in music, let alone develop music perception, imagination, creativity, and experience the beauty of music. So I put myself in my shoes and reflected on my teaching methods from the student's perspective. I found that if I were to sit there and sing those very abstract and monotonous notes, I wouldn't want to sing them, so what should I do?

3. Solve the problem

So I went online to search for some teaching about scales, and found a video of "Scale Song", which is a group of children talking using words and movements. Sing the scales so that the pitch of each scale appears in various parts of the body, for example: touch your little feet, do

Do do do, touch your knees, re re re re

?The vivid singing performance made me unable to help but sing and do it, not to mention a group of lively and active children.

I brought this video to the classroom in the next class. When the children saw the video, they couldn’t wait to imitate it, and their little mouths also murmured. Every time they finished it, they happily said “Let’s do it again, class.” Every child in the video had a great time following the video, and I couldn’t help but dance along and sing along. Seeing their happy smiles made me feel happy, and every student's enthusiasm was aroused. However, after watching the video and looking at the scales on the blackboard, they still seemed monotonous and abstract. Some children's eyes began to wander again

, and some were still immersed in the joy of the "Scale Song" just now, and their concentration was completely Not on the scale on the blackboard. I began to feel helpless and helpless again, what should I do? How can I make the scales vivid on the blackboard and attract students' attention?

I suddenly remembered that a music teacher used to Musical scales are likened to "stairs", so I immediately drew layers of stairs on the blackboard. The children raised their heads curiously and asked me what this was? I looked at the children's curious eyes and thought that they had finally caught their attention. Attention, not to mention how happy I am. I took advantage of the situation and said: This is the ladder of music. Do you want to climb it with me? The children couldn't wait to say: Yes! Then let us sing the names on each ladder together and go slowly and gently. Climb it. When singing in this way, the children became more interested, and they all "climbed" seriously, and the pitches they sang were closer. So the children sang a lot of scales in my metaphor of "going up the stairs" and "going down the stairs". all over. During this process, I also asked the children to stretch out their little hands and let them follow our voices to climb the stairs and go down the stairs. Every child happily stretched out his little hands and sang the scales while rowing.

IV. Another problem

But the problem came again. I thought that after singing the scales in this way, the children would be able to master the roll call of each scale. I didn’t expect that the children would be able to sing smoothly. I sang along, but I randomly picked a note to ask questions about the roll call, and few students in the class could answer it. It seems that students have only formed a fixed mindset and do not really know the roll call of each scale. So how can they distinguish the roll call of each note?

5. Solve the problem

Me I thought that the children might not be proficient enough, so they needed to sing the roll call of the scales in order, so I thought of a step-by-step method, using the mini game of "jumping stairs" to sing intervals, and sing in intervals of second and third degrees respectively. Scales, that is, jumping every other one to see who can jump correctly. This small game has aroused the interest of the children. Every child is afraid of accidentally "falling" and is concentrating on "jumping" for fear of making the wrong jump. . During this process, the children could almost accurately sing the roll call of each scale. In order to consolidate the roll call of the scales, I also used the mini game of "driving a train and rapping names" to ask each student to say what the teacher randomly pointed out in order of seating. In the end, which group of students gets the most correct notes will be awarded a small stamp as a collective reward. This game not only improves children's enthusiasm, but also enables all students to participate in music activities and feel the joy of group activities.

6. Another problem

Now the whole class can basically sing the roll calls of the scales at will. I feel a little proud and want to make it more difficult for the children. Since the roll calls are all Once they were familiar with it, I randomly showed them the simplified score of a simple song and asked them to sing it themselves. Unexpectedly, the greater the expectations, the greater the disappointment. Some children can only sing the first few notes and cannot react to the rest. Some children simply don't even raise their heads when they look at the numbers. Seeing this situation, a sense of frustration arises spontaneously. What should I do? What to do? My mind went blank!

7. Analysis of the problem

I thought carefully about which link had the problem, why the solo roll call would be sung, and how to put it into the simplified music score I don’t know him anymore. I recall that when I first learned music, I knew all the roll call of the scales, but when I put it into the simplified musical notation, I couldn't react at the moment because I had to think of the roll call and pay attention to the pitch, rhythm, etc., which made me feel like I was in a hurry. It's also a mess, and I gradually learned it after a period of practice. This is true for adults, let alone lower grade primary school students! So what kind of method can be adopted to enable students to become proficient in simplified notation and pitch as soon as possible?

8. Solve problems

Think ahead After thinking about it, I plan to start with the scale and draw a "staircase" scale, from asking roll calls according to intervals, to randomly selecting questions to roll call, and then to asking questions in the order of the notes of a song's simplified notation. In this way, a song can be sung "simplely". With simple music scores like "Two Tigers" and "Little Star", students will know which song it is as soon as it is finished. . Whenever a simple children's song is sung by children at will, they feel very happy and have a sense of accomplishment. But if a song with a slightly more complex rhythm is sung like this, the sense of melody will not be strong. So I pointed out the roll call rhythmically and asked the students to sing according to my rhythm. The students were interested and the melody had a sense of rhythm. In this way, the children basically mastered the scores of several simple children's songs. The most important thing is It is to give students the confidence to read music, so that they feel that reading music is no longer a boring and difficult task. They can find fun, confidence and sense of accomplishment in reading music.

In short, music education must stimulate students’ learning interest throughout teaching. Only by paying attention to the cultivation of music interest can we successfully and well complete the music teaching task and truly "cultivate people" The goal is that teachers should use various methods and means to allow students to receive music education in a pleasant atmosphere, truly turn music classes into active learning classes for students, and make music classes truly "interesting". Primary school music education narrative essay 2

I have been teaching music in primary schools for a long time. Looking back on my teaching experience, there are many places worth reflecting on and summarizing.

When I first came here, I was thinking about how I should teach my students, how to meet the requirements of the new teaching goals and how to make full use of and practice the new curriculum reform. How can I apply the theories I learned in school? How to apply knowledge into teaching practice? Sure enough, my worries were not unnecessary. Teaching at the beginning was not as simple as I thought. I always applied what I learned in the normal school to teaching, but I ignored one thing. Key point: Rural children are different from urban children, such as receptive ability, practical ability, self-confidence of primary school students, etc. At this point, I did not pay special attention to the teaching design, so the initial teaching goals were basically not achieved. After two weeks of class, I realized why my designs were always out of tune with the students. The teaching tasks could not be completed, and the goals were also difficult. Therefore, I have improved my teaching design based on the psychological characteristics of the students, and selected and explored a teaching model that is more suitable for rural children.

Mainly in the following aspects:

1. Correcting students’ attitude towards music learning

When I started taking music classes, I noticed something was wrong. Everyone felt that music classes were It's the so-called "bean sprout class". It doesn't matter whether you get good grades or not. I feel that music class is just as simple as singing a song, not to mention the desire for music knowledge. What's even more outrageous is that when I take my music class, many of my classmates take out their homework to do it. They don't care what class I'm taking. The students who are listening are still talking about it, and the students who are not listening are completely absent. in this class. I became worried at this thought, what should I do about this? The objectives of primary school music teaching clearly stipulate that one must master certain music knowledge and basic skills, cultivate interest in music, and establish a desire for lifelong learning. Students don't even have the idea of ??learning this. How can I get them to learn? Finally, I think I should use interest to motivate everyone to learn. Interest is the basic motivation for learning music and the prerequisite for students to maintain close contact with music, enjoy music, and use music to beautify their lives. Teachers should use rich and colorful teaching content and lively teaching forms to stimulate and cultivate students' interest in learning at different teaching stages based on students' physical and mental development patterns and aesthetic psychological characteristics.

(1) Increase students’ interest in the teacher’s class and desire for the teacher to come to class. This requires not only the teacher’s high professional level, humorous oral expression, strong motivation and other external qualities, but also the teacher’s In the heart, one must move one's heart with love, subdue one's people, and move one's actions with wisdom. Love and responsibility are essential things for teachers, so when the teacher is in class and the students don't listen to you, remember not to get angry. Love him and care for him. Just give him a gentle reminder. At this time, he himself will feel Sorry, so the attention naturally goes to you. Then make some teaching slides suitable for music teaching to capture students' curiosity. Among them, teachers should focus on students in class, conduct more teacher-student interactions, and put students' feelings about music and participation in music activities in an important position. If they are happy, they will naturally learn.

(2) Increase students’ interest in music itself. Einstein once said, "I think that for everything, only love is the best teacher. It far exceeds responsibility." If a child is interested in music, the teacher does not need to spend too much time reminding her. , but he himself wanted to study psychological phenomena. Curiosity is a psychological phenomenon that is worth taking advantage of, such as teaching children some musical instruments and an introduction to music knowledge.

2. Management of classroom discipline

As a teacher, you should grasp the psychological characteristics of students, so as to effectively regulate classroom discipline. In the lower grade music class, the students' cooperation was quite good in the first few dozen minutes, but soon the class became uncontrollably "busy". This semester, I am mainly engaged in teaching lower grades. I remember that in the first music class, because I did not have a good understanding of the psychological characteristics of children aged 6-8, I did not enter the topic 15 minutes before class, which made the class noisy. At that time, I would only lose my temper. Therefore, in the end, students and teachers also experienced a relatively stiff situation. As a result, the students' good impression of the teacher also disappears, which also affects the quality of my teaching. Later, I checked relevant books and learned about the psychological characteristics of children aged 6-8. They all have relatively short concentration time, so they must grasp the first 15 minutes of class to improve class efficiency. For this reason, I have made relevant adjustments to my teaching arrangements. I usually limit the time for greeting teachers and students, practicing voice and reviewing the previous song to the first 5 minutes. Through a brief introduction and then going straight to the topic, students can better grasp the key points and difficult knowledge of this lesson. The import method must also arouse students' interest. For lower grade students, they are very interested in animation video import, story import or chat import. Therefore, by grasping the psychological characteristics of students well, the efficiency of the classroom can be increased by half.

3. Change the teaching design to enable students to better master music knowledge

At first, I always followed my own teaching thinking and did not think too much about the children. I only followed the teaching tasks and teaching suggestions in the teaching reference book to fix my thinking, but the result was that I didn't have enough time. Since rural children rarely have access to professional music education, their ability to accept music is limited. Basically, it takes a class to learn a song, and there is too much design content in the teaching materials. There is music to enjoy. The time of a class cannot be grasped well. The time for students to learn to sing songs is too short and there are also games and activities. Therefore, I taught song learning and appreciation separately, interspersed games appropriately, and reviewed them before taking new classes. Such changes allowed me to make progress in learning songs. I also try to use the electronic keyboard in teaching during class, which can not only correct and master the children's intonation, but also improve students' enthusiasm for learning. We also use the model singing teaching method and the singing along method in music to learn songs. Before learning the songs, we first teach the lyrics to the students in rhythm, so that they can have a good grasp of the rhythm of the songs.

4. Bring musical instruments, dance, and games into the classroom to show students’ confidence

These children were very timid when class started, and it was awkward for them to stand up and introduce themselves. Coy, very scared, and very unsure of myself.

In order to mobilize students' self-confidence, I used musical instruments, dance, music performances and other activities in teaching and got good benefits.

The appropriate use of musical instruments, dance, and games in the classroom can make the classroom atmosphere the most active. Moreover, you can train students' sense of rhythm very well with musical instruments, dance, and music performances. For students who have just come into contact with music, they will find it difficult to learn rhythm. If they are simply asked to clap along with the teacher, it will be difficult to motivate students through boring learning. Therefore, in some songs with strong rhythm, I will try to use more musical instruments to teach. First, let the students follow me and play the rhythm with their mouth and hands at the same time, and emphasize that the mouth and hands must be consistent. Then I will give a musical instrument demonstration, and finally select a few students from each group to perform. Through their performances and my guidance, the students below could clearly see which students on the stage played correctly and which ones played incorrectly. After practicing it several times, students will quickly match the rhythm with the instrument. Moreover, this learning rhythm will make them feel more interesting and make learning easier. When learning some ethnic songs, I will briefly introduce the dance hand shapes or foot positions of the ethnic group, and also follow the musical instruments, so that students can easily dance along with the songs.

In terms of music games, I often ask them to play music solitaire and reproduce the music scene. For example, most of the lower grades of elementary schools have plots. In this case, I let the students perform the songs they are about to learn on stage. Most of the following singing-alongs and outdoor games are designed so that if they are caught, they will step forward to perform.

In fact, there are still many shortcomings in the classroom. I hope that I will do better and better in the future. If I want to learn something, I think it is more important to learn more like those experienced teachers. Practical knowledge, so that you can do better and better in practice. Primary school music education narrative essay 3

I am a primary school music teacher. Looking back on my teaching experience, I deeply realize that it is not difficult to give a good class, but it is difficult to teach it well. In each class, many problems cannot be solved by just one or two classes. It depends on your daily subtle influence on the children, slowly instilling your understanding of music in the details, and grasping the correct way for them to learn music. direction, and being able to become one of them, making children really like you and cultivating students' interest in learning is the most difficult thing. In teaching, I often encounter small things that give me insights. Although the things are small, they gradually improve my understanding of music education. There are many places worth reflecting on and summarizing.

At the beginning, I was thinking about how I should teach my students, how to meet the requirements of the syllabus, and how to put the theoretical knowledge I learned in school into teaching practice? In After two weeks of class, I realized why my designs were always out of tune with the students. The teaching tasks could not be completed, and the goals were also difficult. With the continuous deepening of the reform of new curriculum and the reform of quality education, new curriculum standards have become the direction of teaching. The original methods can no longer adapt to the new requirements, so I have improved my teaching design according to the psychological characteristics of students. Choose and explore teaching models that are more suitable for rural children. The main aspects are as follows:

1. Correcting students’ attitude towards music learning

When I started taking music classes, I noticed something was wrong. Everyone felt that music classes were It's the so-called "bean sprout class". It doesn't matter whether you get good grades or not. I feel that music class is just as simple as singing a song, not to mention the desire for music knowledge. What's even more outrageous is that I was taking my music class on it, and many of my classmates took out their homework to do it. They didn't care what class I was taking. The students who were listening were still talking, and the students who weren't listening were not paying attention at all. in this class. I became worried at this thought, what should I do? The objectives of primary school music teaching clearly stipulate that one must master certain music knowledge and basic skills, cultivate interest in music, and establish a desire for lifelong learning. Students don’t even have the idea of ??learning this. How can I get them to learn? Finally, I think I should use interest to motivate everyone to learn. Interest is the basic motivation for learning music and the prerequisite for students to maintain close contact with music, enjoy music, and use music to beautify their lives. Teachers should use rich and colorful teaching content and lively teaching forms to stimulate and cultivate students' interest in learning at different teaching stages based on students' physical and mental development patterns and aesthetic psychological characteristics.

(1) Increase students’ interest in the teacher’s class and desire for the teacher to come to class. This requires not only the teacher’s external qualities such as high professional level, humorous oral expression, and strong motivation, but also the teacher’s inner qualities. It must be to move their hearts with love, to subdue their people, and to move their actions with wisdom. Love and sense of responsibility are essential things for teachers, so when the teacher teaches and the students don’t listen to you, remember not to get angry, love him and care for him, just give him a gentle reminder, and then he himself will I feel embarrassed, so my attention naturally goes to you. Then make some teaching slides suitable for music teaching to capture students' curiosity. Among them, teachers should take students as the main body in class, conduct more teacher-student interactions, and put students' feelings about music and participation in music activities in an important position. If they are happy, they will naturally learn.

(2) Increase students’ interest in music itself. Einstein once said: "I believe that the best teacher of everything is love, which far exceeds responsibility.

"If a child is interested in music, the teacher does not need to spend too much time reminding her, but he has a psychological phenomenon of wanting to learn. Curiosity is a psychological phenomenon that is worth utilizing, such as teaching children some musical instruments. , introduction to music knowledge, etc.

2. Change the teaching design to enable students to better master music knowledge

At first, I always followed my own teaching thinking. I didn’t think too much about my children. I only followed the teaching tasks and teaching suggestions in the teaching reference book to fix my thinking. The result was that there was not enough time because rural children rarely had access to professional music education, so they were learning music. At that time, the receptive ability was limited, and it basically took one class to learn a song, and there were too many design contents in the teaching materials, and it was difficult to grasp the time of one class for students to learn to sing songs. The time is too short and there are games and activities. Therefore, I teach song learning and appreciation separately, intersperse games appropriately, and review them before taking new classes. This change allows me to make progress in learning songs. I have made progress. I also try to use the electronic keyboard in class, which can not only correct and master the children's intonation, but also improve students' learning enthusiasm. I also use the model singing teaching method and sing-along method in music to learn songs. Before learning songs, students are taught the lyrics in rhythm, so that they can have a good grasp of the rhythm of the songs.

3. Bring musical instruments, dance, and games into the classroom to show students' confidence< /p>

These children were very timid at the beginning of class. When asked to introduce themselves, they were very scared and lacked confidence. In order to mobilize students' self-confidence, I added musical instruments, dance, The application of music performances and other activities in teaching has achieved good results.

The appropriate use of musical instruments, dance, and games in the classroom can make the classroom atmosphere the most active. You can train students' sense of rhythm very well. For students who are new to music, they will find it difficult to learn rhythm. If you just ask them to clap along with the teacher, such boring learning will be difficult. Mobilize students' enthusiasm. Therefore, in some songs with strong rhythm, I will try to use more musical instruments to teach. First, let the students follow my mouth and hands to beat the rhythm at the same time, and emphasize that the mouth and hands must be consistent, and then I will do it. Instrumental demonstration, and finally a few students from each group were selected to perform. Through their performances and my guidance, the students below could clearly see which students on the stage played correctly and which ones practiced more incorrectly. After a few times, students will quickly match the rhythm with the musical instrument, and learning the rhythm in this way will make them more interesting and easier to learn. In the learning of certain ethnic songs, I will briefly introduce it. The dance hand shapes or foot positions of this ethnic group are also performed according to the musical instruments, so that students can easily dance to the songs.

In terms of music games, I often ask them to perform music solitaire and reproduce the music scene. . For example, most of the lower grades of elementary schools have plots. In this case, I let the students perform the songs they are about to learn on stage. Most of the following singing-alongs and outdoor games are designed so that if they are caught, they will step forward to perform.

In fact, there are still many shortcomings in the classroom. I hope that I will do better and better in the future. If I want to learn something, I think it is more important to learn more like those experienced teachers. Practical knowledge, so that you can do better and better in practice.

This is a short story in my music teaching. Primary school music education narrative essay 4

The bell rang for the new semester. The students stood in line as usual and listened. Music enters the music classroom, and then teachers and students greet each other politely. After the students sat down and their emotions stabilized, I didn't rush to class as before. Instead, I had a heart-to-heart talk with my classmates.

During the heart-to-heart talk, I first asked them to let go of their mental baggage. I said: Please rest assured, students, in my eyes, there is not a single bad student in our class, nor is there a stupid student. The so-called students who are worse are just because they study improperly. I hope that these students will make progress, even a little bit, in the new semester through the help of teachers and their own efforts. I don't want to criticize any of my classmates this semester, and I also want to make friends with them. If I have any shortcomings or mistakes, please tell me after class and I will correct them. If you have any difficulties and need my help, I will definitely help you. This semester I want you to study happily and walk out of the classroom happily. When I talked about this, every student had a smile on their face. For a while, the relationship between teachers and students was so close and harmonious.

The next step is to learn the song "What a Wonderful Night". When I asked who would talk about the beautiful scenery "at night", many students raised their hands, even a student who usually doesn't like to talk raised his hand. I first asked the student to describe it. Although what he said was not perfect, I still praised him and applauded him together with his classmates. The following is to learn the melody of the song. After a while, the students learned the melody. Next comes the melody played on the recorder.

The bell rang, and the students walked out of the classroom happily listening to the music.

Just when I closed the door and wanted to go back to the office, two weaker students came to me and called out affectionately: "Teacher, I..." At this time, I gently stroked their heads and asked: "What's the matter?" Is something wrong? Please tell me?" They lowered their heads and said a little embarrassedly: "I will definitely perform well in the next class." At that time, I felt indescribably happy.

I really didn’t expect emotions to be so important in students’ learning. Through this emotional exchange with students, I realized that as a music teacher, if you only know how to sing with emotion and ignore the emotional exchange with students, then over time students will lose interest in music classes. Therefore, emotional communication with students cannot be ignored in music teaching, and students must be kept in mind at all times. Only in this way will students be willing to accept your education.