Music reflective teaching refers to the use of relevant theories of education and teaching to scientifically analyze and think about the educational concepts, teaching design, teaching materials, teaching methods, etc. of classroom teaching. Below, I will Bringing you reflections on the work and teaching of primary school music teachers, everyone is welcome to learn from it!

Reflections on the work and teaching of primary school music teachers 1

Music is art, and music teaching is the key to art teaching. Art. Reflective music teaching refers to the use of relevant theories of education and teaching to scientifically analyze and think about the educational concepts, teaching design, teaching materials, teaching methods, etc. of classroom teaching, and to summarize the successes and failures, and provide guidance for the continuous optimization of subsequent teaching. Give important conditions. Because learning lessons can better promote the selection, combination, and adjustment of teaching materials; the design and achievement of teaching goals; the rationality and optimization of teaching strategies, only then can reflection after class truly play a role in reflecting, adjusting, and improving subsequent teaching. Effectively improve the effectiveness of classroom teaching and continuously improve students' musical sensitivity and musical aesthetic potential. Therefore, it is necessary to reflect on one's own teaching every semester. So, from what aspects should music teaching be reflected on, and how can we improve our teaching potential after reflection?

Reflection 1:

This semester, I am mainly engaged in middle and high school education. Grade level teaching. Be sure to grasp the first 15 minutes of class to improve the efficiency of the class. To this end, 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 introduction method must also arouse students' interest. Therefore, by grasping the psychological characteristics of students, the efficiency of the classroom can be increased by half.

Reflection 2:

All aspects of music learning involve the role of hearing. The aesthetic subject’s potential for various auditory feelings of music is the basis of aesthetic potential. Therefore, there is no contradiction in teaching purposes between singing first and then reading music and reading music first and then singing. The traditional teaching method is to read music first and then sing. Under normal circumstances, this teaching method can achieve good results for students who have a certain ability to read music. However, I found that many students did not actually understand simplified musical notation. If they learn by reading the musical notation first and then singing, not only will the students not be interested in the piece, but the precious time of the first 15 minutes of class will also be wasted. I have made the following improvements to this. Before teaching and singing new songs, I first let the students appreciate them to listen first. And let students make simple rhythms to the music, so that students can have an auditory impression of the music, which will pave the way for the next step of learning songs well. Then let students appreciate songs and feel music, thereby stimulating students' interest in learning music. By letting students sing, the difficulty in the music score is solved unknowingly, which reduces the difficulty of reading music and makes students feel that reading music is not too difficult, thereby enhancing their self-confidence and deepening their love for music.

Reflection on the work and teaching of primary school music teachers 2

Music teachers should first make it clear that the purpose of music education is to cultivate students’ perception of music, with aesthetic education as the core, throughout the entire music teaching In the process, students should be infected with the beauty of music, and students should be cultivated with the rich emotions in music, so that students can gradually develop healthy music aesthetic abilities. In order to achieve this goal and promote the new curriculum reform, I believe that in teaching, students must first have a strong interest in music, feel, experience and express the rich emotions in music. Only in this way will students gradually like music and have a deeper understanding of music. Students should be guided carefully so that students can not only benefit at this moment, but also benefit for life.

Therefore, in music teaching, I will educate and train students in the following two ways:

1. Based on the existing instruments in the music classroom, let students know and understand them through music appreciation. Various musical instruments, and allow students to participate in personal practice and explain the basic playing methods of various musical instruments. In this way, students not only have further contact with musical instruments, but also develop a strong interest in various types of music in my country. Thereby improving students' musical aesthetic concepts and aesthetic taste.

2. Through a variety of music teaching methods, students’ interest and hobbies in learning music can be stimulated, the atmosphere can be enlivened, and emotions can be adjusted after intense cultural classes, which is conducive to the study of other classes.

2. Use various methods to strive to improve students’ interest in music learning.

Based on the characteristics of this school and in conjunction with the new curriculum reform, digital pianos are used for music teaching while learning music textbooks to stimulate students' interest and improve classroom efficiency. Specifically:

1. In the music appreciation class, some music can use the school's existing musical instruments and combine it with the syllabus requirements to demonstrate the performance for students. This changes the previous teaching method of playing recordings for students to simply appreciate, so that students can broaden their horizons and improve while appreciating. Aesthetic potential.

2. In terms of teaching music theory knowledge, in order to avoid the boredom of simply learning theory, situational association teaching is used to allow students to gradually understand and master music knowledge. For example, in learning the real value of musical notes, different musical notes can be distinguished by imitating the length of animal sounds. In this way, it will be easier for students to master.

3. Use multimedia, TV, audio and other different teaching equipment to appreciate large-scale symphonies and national orchestral works, so that students can further understand and feel music.

4. In class, let students sing on stage to cultivate their participation and practical ability. Students' emotions will be high, making the music class more lively and active. Below I will share my thoughts on the lesson "The Little World of Truth, Goodness and Beauty".

Reflection on the work and teaching of primary school music teachers 3

Reading and singing music is one of the important materials in music classroom teaching, but what makes children happy in class is often singing and rhythm. , games, once they are asked to read music, they will suddenly feel uninterested, the classroom atmosphere will also become dull, and the influence of the emotional beauty of music will be impossible to talk about.

The new music curriculum standards point out that students are required to have a certain ability to read music, and stipulate different requirements for different learning stages. Therefore, music reading teaching must conform to the rules of music learning. It is a tool and means for learning music, rather than the goal of music education. So how to effectively use this "tool" in music teaching? Based on some of my own teaching practices, I reflect as follows:

1. Strengthen hearing by singing first and then reading music.

All aspects of music learning involve the role of hearing, and the foundation of music reading should first be placed on the cultivation of auditory potential. The more you listen to it, the more you will naturally have some sense of the pitch. Once you have a preconceived idea of ??the pitch and then sing the simplified notation, it will be easier for students to grasp the concept of pitch. Therefore, I proposed to sing first and then read music.

For example: In a singing class, when the students walked into the music classroom, the music I used was the song to be learned that day, and I asked the students to make simple rhythms to the music, so that the students could understand the music. Music has an auditory impression, which lays the foundation for learning songs well in the next step. Then let students appreciate songs and feel music, thereby stimulating students' interest in learning music. By letting students sing, the difficulty in the music score is solved unknowingly, which reduces the difficulty of reading music and makes students feel that reading music is not too difficult, thereby enhancing their self-confidence and deepening their love for music. Then, through sight-singing and understanding of the music score, it will react on the singing, making the singing more perfect. Singing first and then reading music is to let students put down their psychological burden first, let students sing first, and use their own voices to express music, thereby stimulating students' interest and making students feel that this class is simple, enjoyable and "achieving". And there is room for self-expression.

One student said: “In the past, the teacher always trained us in sight-singing and ear training. There were only a few students in the class who could sing musical instruments, but the others couldn’t. It was too difficult. I'm not interested in this at all, but now we sing first and then read music. After only two lessons, I can sing the music of "White Poplar and Little River". I am very happy."

2. Use the creation of melodies to improve music reading ability

The cultivation of creative potential should run through all aspects of music learning, and music reading teaching is no exception. Creatively explore various changes and recombinations of basic music elements such as rhythm, sound, melody, etc., and provide students with space and opportunities to use their creative imagination through improvisational activities.

For example: "The Party's Care and Dear Miles" from the first volume of the sixth grade. This song has distinct characteristics of folk songs, so before learning to sing the new song, I disrupted the order of the melodies in the music and arranged them in units of short motives. First, let the students listen to the pitch of each group of motives, and then according to their own The feelings are rearranged into smooth melodies and played and sung together. In this way, listening is the guide, creating and editing is the means, and then everyone is allowed to listen and sing. This not only improves students' ability to read music, but also greatly mobilizes students' learning enthusiasm and initiative.

In fact, there can be many forms of creating melody. The rich creative format allows students to learn simple musical notation with fun and a sense of self-achievement, and can receive unexpected results.

3. Bringing musical instruments into the classroom to increase interest in music reading

Bringing musical instruments into the classroom is the best practical activity for teaching music reading. The process of learning to play an instrument is also the process of reading music music. In this learning process, students can not only correctly play the duration and pitch of various notes, but also achieve listening training through repeated performances. The accurate concept of pitch is established subconsciously, which effectively enhances the ability and interest in reading music.

However, this method still has certain difficulties in the implementation process and needs further improvement in practice. It also requires cooperation and coordination from all aspects of the school and society.

In short, on this day of improving the overall quality, the requirements for music reading in primary school music education are: "based on the classroom and facing all." According to the students' cognitive rules, rational music reading starts from the perceptual basis. Come teach, incorporate music practice activities, vivid images, and explain profound things in simple terms. Use music reading, a good tool for learning music, to cultivate students' music perception, performance, appreciation and creative potential. Let every child truly get into music, search, explore and create.

Reflection on the work and teaching of primary school music teachers 4

Music teaching is an art in art teaching. Reflective music teaching refers to the use of relevant theories of education and teaching to scientifically analyze and think about the educational concepts, teaching materials, teaching design, teaching methods, etc. of classroom teaching, and to summarize the successes and failures, and provide guidance for the continuous optimization of subsequent teaching. Give important conditions. Practice and research have proven that the implementation of reflective teaching in primary school music is an effective way for teachers to consciously explore and solve relevant problems in music teaching and continuously improve the effectiveness of classroom teaching. It is also one of the important means to promote teachers' self-learning and improve their professional quality.

In the practice of music classroom teaching, I reflected on the case of teaching "The Tortoise and the Hare" and specifically analyzed and explored the reflection and exploration of teaching materials, teaching objectives, teaching strategies, mass collaboration, etc. Adjustment process and methods.

First, pay attention to the combination of music and students’ actual life, and conduct reflection on classroom teaching materials.

In classroom teaching, students’ dominant position must be fully respected and truly student-centered. Teaching materials should not only be musical and aesthetic, but should also be close to students' real life.

Classroom teaching materials can only be effective if they make full use of the materials in the existing textbooks that can arouse students' interest, adjust the teaching materials to suit the aesthetic needs of modern students, reorganize the teaching materials according to the students' academic level, and enrich the teaching with materials full of life interest. It can effectively stimulate students' aesthetic emotions and aesthetic pleasure, so that teaching materials can truly make students want to learn, love learning, and be happy to learn. When teaching "The Tortoise and the Hare", I arranged to listen to three different pieces of music: the first group is rabbits, chicks and kittens; the second group is tortoises, ducks and lambs; the third group is elephants, Little bear and old cow. The first step is to ask students to listen to the music and think: Which group of small animals does this melody represent? The second step is to ask why you think it is this group of small animals? At this time, the student will tell us based on his daily accumulated experience: The elephant's legs are very thick, and it walks very clumsily, so its music sounds very strong and heavy. As for the turtle, it crawls slowly, but its body is not as big as the elephant, so the music sounds very smooth. . The little rabbit jumps up and down, so the music sounds very simple and lively. The third step is for students to listen to music and simulate the walking of this group of animals. Only in this way can students be stimulated to internalize music and experience the beauty of music art.

2. Adhere to students as the main body and reflect on classroom goals.

Since students’ needs, interests, experiences and potentials are diverse, music classroom teaching goals must fully reflect the people-centered scientific concept of music education, and must take students as the main body and follow the students’ displayed development level. . Connect with students’ objective reality, and according to teachers’ grasp of curriculum standards and teaching materials, flexibly design the music aesthetics, emotional attitude and knowledge and skill goals of classroom teaching, improve the appropriateness of teaching goal setting, enhance the effectiveness of teaching goal realization, and truly play a role The guidance, regulation and evaluation of teaching objectives have become the guarantee for the success of classroom teaching. When designing the lesson "Turtle Race", three teaching objectives were set: 1. Through appreciation, let students initially experience different musical images represented by different rhythms, melodies, and speeds.

2. Stimulate students’ imagination and creativity by creating storylines. 3. Through the creation and performance of the second tortoise and hare race, students’ interest in learning and desire for expression will be stimulated, so that students will understand that classmates must help each other, and permeate the ideological education of unity and friendship. Through reflection, the teaching goals were re-established based on the characteristics of students' age characteristics and music perception: "Through the intuitive introduction of teaching aids and appreciation of relevant music, students can fully experience their rich expressive power, and at the same time, they can vividly feel and understand the works expressed. Musical images and emotions. "In class, reflection is carried out through various teaching strategies such as discussion appreciation, comparative appreciation, and selection appreciation.

Third, grasp students’ cognitive psychology, and the implementation of classroom teaching strategies must reflect students’ subjectivity.

Starting from the physical and mental characteristics of primary school students, integrate students equally and think about teaching from the perspective of children. At different teaching stages, classroom teaching strategies are reasonably arranged according to students' physical and mental development patterns and cognitive psychology, interests and emotional reactions to music, etc., so that students can actively and fully perceive and participate in music practice as much as possible. Activity.

4. Focusing on the main body, keeping close to the theme, and mass collaboration are necessary supplements for reflective teaching.

Several years of teaching practice have proven that reflective teaching of primary school music must insist on taking students as the main body, starting from students’ practical life and cognitive psychology, and through analyzing music classroom teaching materials, teaching objectives, and teaching methods. Scientific reflection is carried out from multiple angles and forms such as strategies and mass collaboration. From successful lesson examples, we should reflect on: "Why is it successful?" "What is the theoretical basis for success?" "What are the characteristics of the design and process of teaching?" "How to add creativity and icing on the cake?" etc., and summarize the rules from them, Refining experience and guiding practice.

From failed lessons, we should reflect: "What is the main reason for failure?" For example: is it a problem with educational ideas or educational concepts, is it the setting of goals or improper materials, is it the teaching design or the application of methods, etc. etc., and draw lessons from it, so as to better promote the selection, combination, and adjustment of teaching materials; the design and achievement of teaching objectives; the reasonableness and optimization of teaching strategies, so as to make the reflection after class "Teaching Essays truly play a role in reflection and adjustment" , improve the intentional effect of follow-up teaching, effectively improve the effectiveness of classroom teaching, and continuously improve students’ music sensitivity and music aesthetic potential

Reflections on the work and teaching of primary school music teachers 5

Learning music. Music education is an important part of the basic courses in primary schools. Its purpose is to improve the nation's musical cultural quality. Music education can not only cultivate students' sensitivity, appreciation, expression and creativity of music, but also cultivate students' excellent skills. Morality and sentiment can also develop their intelligence and improve their non-intellectual factors.

In my teaching, I have always believed that moral education, intellectual education, physical education, and aesthetic education are important. They are mutually infiltrated, combined with each other and promote each other. Therefore, all the courses offered at the primary school level only differ in the number of courses, and there is no distinction between main and secondary courses. As long as they are courses assigned by the school, they must be completed unconditionally. Task.

In short, music education not only has the function of assisting and strengthening moral and intellectual education, but also has a unique educational function that cannot be replaced by moral education and intellectual education. Plays an important role.

Music teaching at the primary school level includes classroom teaching and extracurricular activities. Combining the music teaching equipment of our school and the students’ musical foundation, in fact at this stage we mainly focus on singing classes. Mainly. My specific approach is:

1. Instruct students to read the lyrics

After singing the song, guide students to recite it in relatively standard and fluent Mandarin. In the lyrics, attention should be paid to the accuracy and clarity of pronunciation and pronunciation, and the words should be spoken in a clear and round tone. At the same time, students should be educated on patriotism, love for the party, and love for socialism.

2. Guide students to understand the mood of the song.

In the upper left corner of a song, words such as "affectionately", "joyfully", "affectionately", "warmly" and "solemnly" often appear. Waiting for the mood of the song can allow students to combine the meaning of the lyrics and strive to handle it appropriately when singing.

3. Music reading training

Give students standard sounds when reading music. That is, the key signature of the song. When students have certain difficulties in singing according to the standard pitch, scale training can be performed. Because the student's vocal range is narrow and it is really difficult to reach the standard pitch, students can be appropriately lowered and encouraged to practice scales frequently to broaden their vocal range. The purpose.

Fourth, teach singing lyrics.

This step is a comprehensive training of the first four steps. First of all, teachers should sing two to three times for students to listen and listen. For longer or more difficult phrases, they can first teach singing in small sections and then connect them to sing together, so as to successfully complete the entire teaching and singing. Students should not be allowed to practice singing before they have fully learned the song, because students have limited ability to read music on their own. Once individual phrases are sung incorrectly, it will be difficult to correct them.

In addition, according to the differences in methods mastered by different age groups, I use the following teaching methods, and the teaching effect is remarkable.

1. For first- and second-year students, they have poor self-control but a strong sense of movement, so I use the "rhythm teaching method", that is, the songs learned in each section are taught in the form of rhythm, so that It saves time and effort, and also improves students' motivation for learning.

2. For third- and fourth-grade students who have a certain amount of self-control but poor ability to read music, I use the "listening and singing teaching method", that is, during the learning process, they give full play to their ability to read music. Students' listening skills can be improved by completing teaching tasks through repeated viewing and listening, and the effect is good.

5. Use various methods to strive to improve students’ interest in music learning.

According to the characteristics of this school and in conjunction with the new curriculum reform, digital pianos are used for music teaching while learning music textbooks to stimulate students' interest and improve classroom efficiency. Specifically:

1. In the music appreciation class, some music can use the school's existing musical instruments and combine it with the requirements of the new curriculum standards to demonstrate the performance for students, changing the previous teaching method of playing recordings for students to simply appreciate, so that students can develop new ideas while enjoying. vision and the potential to improve aesthetics.

2. In terms of teaching music theory knowledge, in order to avoid the boredom of simply learning theory, situational association teaching is used to allow students to gradually understand and master music knowledge. For example, in learning the real value of musical notes, different musical notes can be distinguished by imitating the length of animal sounds. In this way, students will be able to master it more easily.

3. Use multimedia, TV, audio and other different teaching equipment to appreciate large-scale symphonies and national orchestral works, so that students can further understand and feel music.

4. In class, let students sing on stage to cultivate their participation and practical ability. Students' emotions will be high, making the music class more lively and active.

The above is my experience in the teaching process. I sincerely hope that more students will love and love music.

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