1. Intention of compiling teaching materials
On the basis of implementing and executing the basic concepts of the "Music Curriculum Standards", the People's Education Press version of the "New Teaching Materials" breaks through the traditional teaching material writing framework. There are innovations in presentation methods, teaching content, arrangement methods, etc., and distinctive features in the structure of unit themes, creative teaching content, music games, and evaluation methods.
The following is a brief introduction to the main features of the first and second volumes of the "New Textbook" for first grade.
(1) Close to children’s life, integrating humanistic education into vivid and lively unit theme content
1. Close to children's daily life
In a society of adults, children are weak and helpless. Their thoughts are influenced by adults, they are mentally dependent on adults, and they imitate adults in their behavior. What is left of their own lives is Not much. Children need to have their own life, their own will, and meet their needs to release and express personal emotions in the children's world. "New Textbook" Volume 1, Unit 3 "We are All Good Friends", Volume 1 Unit 5 "Animation City", Volume 2 Unit 5 "How Happy We Are", Unit 6 "Hide and Seek", from Various aspects of children's life are displayed from various angles, such as friendship, singing, dancing, games, etc., and children are guided to express their emotions through music. In the music activities of feeling and expressing different musical emotions, they can enrich their emotional life and cultivate students' optimism. Upward attitude towards life.
Music creation seems to be the exclusive preserve of composers. The first unit of the first volume of the "New Textbook" "Interesting Sound World" tells children that music exists every moment in our daily lives. This unit guides children to pay attention to the living environment around them, discover and listen to the most common sounds in nature and human life, and allows children to experience the close connection between music and human life. Every child can create music and have the joy of creating music.
2. Harmonious coexistence between man and nature
The harmonious coexistence between man, nature and animals is a theme related to the survival and development of human society. Children are the future of the earth, and they should develop the concept of loving animals and nature from an early age. The second unit of the second volume, "Spring is Coming," brings together musical works that describe spring, showing spring clouds, rain, melting ice and snow, animal awakening, spring outings, spring plowing, etc., inspiring children to observe spring, develop a love for nature, and praise the great things. Natural emotions. Unit 4 of Volume 1 and Unit 3 of Volume 2 "Animals in Music" use children's instinct to love animals to stimulate their beautiful inner emotions and encourage students to associate with different animal images depicted in different music. Anthropomorphic expressions of animals, feeling the mutual respect and love between humans and animals.
3. Vivid and vivid moral and ideological education
The motherland is an abstract concept in the minds of children. In the second unit of the first volume of the textbook "I Love My Hometown, I Love the Motherland", we use music to listen to the "National Anthem of the People's Republic of China" and learn to sing the songs "The National Flag is So Beautiful" and "I Love My Hometown". "Motherland" and other means to outline a specific image of the motherland in children's minds. The first unit of the second volume, "Stop on red light and go on green light," uses traffic rules and games that children are familiar with to attract children to learn and sing songs related to public order and moral norms, and to train children to abide by public morals and behave well. The consciousness of a small citizen who is civilized and polite.
4. Diverse Musical Culture
The sixth unit of Volume 1 is "Welcoming the New Year", and the fourth unit of Volume 2 is "Fifty-six Flowers". The teaching materials focus on the rich and colorful music culture of the Chinese nation, showing the various ethnic groups of the motherland. Each has its own unique music style, as well as related cultural differences such as clothing, dance, and regional customs.
(2) Focus on cultivating and developing children's creative ability through rich and diverse teaching forms
According to the requirements of the "Music Curriculum Standards", cultivating children's creative ability should start from an early age and continue throughout The entire process of music education. The "New Textbook" better embodies this ideological concept. Starting from the first unit of the first volume, it takes cultivating children's improvisational creative ability as the starting point, stimulating children's interest in feeling music and expressing music, and gradually cultivating children's love for music. emotion.
1． Creation of Sound Stories
The first unit of Volume 1, "Interesting Sound World", embodies the author's intention to inspire children with sounds and develop children's ability to feel, imitate and create sounds.
In particular, "Stories Woven with Sound" changes the traditional concept that music creation is composition, breaks through the limitations of children's music creation ability being restricted by music knowledge and skills, and organically integrates sound, imagination, creation, and performance, giving children Children have a broad space for creation. After that, the second volume in the second unit "Spring is coming" and "Spring is coming quietly" encourages students to use language, movement, pictures, singing, reciting, etc. to express the scene of spring, continuing the music creation method of the first volume.
2. Created lyrics
The sixth unit of the first volume is "Welcoming the New Year" and "Happy New Year", the fifth unit of the second volume is "How Happy We Are" and "Happy Clapping Song", the sixth unit is "Hide and Seek" and "Number of Numbers" "Toad", the textbook only provides one lyrics, and students are asked to create several other lyrics. Example of "Animals in Music", Unit 3 of Volume 2. "Animals Sing" asks students to imitate the sounds of their favorite animals as their own newly composed lyrics.
3. Create movements
The fourth unit of Volume 1, "Lions and Elephants", imitates the walking of lions and elephants; the third unit of Volume 2, "Animals in Music", follows "A Happy Little Panda" Music improvisation; Unit 3 "Spring is Coming" and "Clouds" improvise movements along with the singing.
Small creative links are throughout the teaching materials. Unit 4 of Volume 2 "Fifty-six" "Flowers" and "There is a River in Front of My House" try to perform in other ways and use other children's songs; the third unit of the second volume "Animals in Music" "Little Donkey Climbs the Hillside" chooses percussion instruments to accompany the songs, etc. , all reflect the intention of developing children's creative abilities.
(3) Integrating necessary music knowledge and skills into various music practice activities
The first-grade teaching focuses on stimulating and cultivating. The teaching content of children's music interests, music knowledge and skills mainly adopts a comprehensive and intuitive teaching method that combines singing, dancing, pictures and games to develop children's music perception and expression ability.
1. Rhythm.
First-grade children move freely to the music, dance impromptu, and read children's songs impromptu to the rhythm, etc., which are all integrated with the training of children's stable rhythm. In addition, first-grade children are required to feel and experience specific notes. The time values ??of these notes, such as quarter notes, eighth notes, half notes, dotted half notes, quarter rests, etc., are introduced to children through vivid and interesting animal sounds, combined with specific activities. Such as the feeling of rest, first sing silently from the heart as a preparation, and then use the mouth shape without making a sound, and finally achieve the purpose of accurate rest, such as adding dotted half notes and imitating the short call of a duck. A quarter note, and then introduce dotted half notes by imitating the long braying of a cow, and finally draw the short bark of a dog. Ask students to continue to associate and think about what other animals have long barks that can be represented by dotted half notes?
2. Musical performance
Guide students to pay attention to and feel the various expression methods of joy, accumulate and improve musical performance abilities, such as dynamic marks, and understand the two types of strength and weakness in the first grade. With different dynamics, you can listen to music with different dynamics, and use different dynamics to express corresponding musical emotions. The third unit of Volume 2, "Small Animals Singing", can sing animal sounds with different dynamics, such as phrases and passages. Feel and compare, in the second unit of Volume 2 "Spring is Coming" and "Light Rain Rustling", listen and identify the same phrases and color the same melody; in the fourth unit "Protect the Lamb" listen and identify the different falling notes of the phrases , "Happy Rosseau", listen to the same and different passages, etc.
3. Sing and play
Be able to listen to the timbres of various classroom percussion instruments and use your own. Perform and compose with voice or percussion instruments. It is required to be able to imitate the singing score "Xiao Yu Sha Sha Sha" and "Nai Yo Nai", and recite "Happy New Year", "Cloud", "Yang Goose", etc., and be able to distinguish between lead singing and chorus singing, such as "Little Fatty". "Fat".
4. Feelings of music emotions
Initially feel that music can express different emotions. The second volume, such as "Happy Red Panda", sorts the pictures according to the music expression content. . Children must not only listen to the music, imagine different scenes according to the development of the music, but also judge the illustrations provided in the teaching materials based on their imagination and make correct choices. The sixth unit of the second volume is "March of the Toy Soldiers" and "Dance of the Candy Fairy". Use two pieces of music with different emotions, the majestic and the beautiful, to compare and appreciate, and ask the children to choose the appropriate music soundtrack for the fairy tale "Alice in Wonderland" and recite it. There is also a song "Butterfly Flower" that requires a more lively and relaxed musical mood.
(4) Lively layout
The layout design is lively, rich in illustrations, and the cartoon-like characters are full of childishness. Anthropomorphic animal images, such as ants riding bicycles and singing cats, give children a strong visual impact, meet their aesthetic requirements, and make children love watching and learning.
(5) Material selection and design full of the flavor of the times
On the basis of retaining some classic works, the first grade has added new works that have the flavor of the times and reflect the spiritual outlook of primary school students in the 21st century. New songs, about 17. Among them, "Ode to the Goose" was composed based on the poems of Tang Dynasty poet Luo Binwang. The melody is based on the tones of poetry recitation. It is elegant and lyrical, and is full of the charm of ancient poetry. The appreciation song "Spring is Coming Quietly" is also used in the teaching materials for the first time. The music image of the melting ice and snow and the cold spring is very vivid.
"My Music Page" is a concrete reflection of computer technology in music evaluation. This section with the characteristics of the times can be used during the unit learning process, or at the end of the unit learning or the end of the semester; it can be used in the classroom by teachers to evaluate children's learning, or outside of class, through children Understand children's learning through mutual cooperation, parent supervision, or children's self-evaluation. Evaluation means can be either static, such as writing, audio tapes, etc., or dynamic, such as concerts, performances, music games, etc.; they can also be virtual "music web pages" loaded with learning evaluation content and encouraging Qualified students can create a real "music network" on the computer, experience the characteristics of the times given to music by modern technology, and enhance their sense of learning achievement.
(6) Teaching Tips
There are teaching tips at the end of each unit and lesson. Some are teaching methods such as "sing loudly and sing silently in your heart", some are teaching focus "This song has a lead singer and a chorus, can you please lead the singer?", and some are teaching requirements such as "sing this song by heart", the teaching material writing team The original intention is that teachers can carry out teaching with teaching materials without any teaching reference materials, or provide students with strong musical ability with the convenience of self-study.
2. How to use teaching materials
In addition to a song, traditional teaching materials also include knowledge points and related exercises. Regardless of the students’ feelings, teachers always have something to do, such as teaching songs and Knowledge or teaching reading. The "New Textbook" is based on the requirements of the "Music Curriculum Standards". The first and second graders focus on experiencing music. The tips given by the textbook are also very limited, making it difficult for teachers to implement teaching. How to use teaching materials and how to implement teaching, the following provides some suggestions for teachers.
(1) Teachers must be familiar with and understand the teaching materials, and deeply understand the intention of the teaching materials.
Teachers must study the teaching materials, understand the intention of writing the teaching materials, and explore the knowledge points hidden in the teaching materials. Music expression methods, related social culture and other content must be connected with music as the main thread to meet the requirements of the "Music Curriculum Standards" and "New Textbooks".
Each unit of the "New Textbook" basically consists of four aspects of teaching content: feeling and appreciation, and music performance. Music creation and related music culture. Some content is explicit, and some content is implicit.
For example, in the first unit of Volume 2, "Stop on red light, go on green light," the textbook shows that there are three levels of teaching content: first, learning to sing songs; second, singing loudly and silently in the heart, notes and rests; The third is moral code of conduct. There are three songs and one nursery rhyme in this unit. The teaching focus is different, but they all comprehensively cover the three aspects of music experience, music performance and social behavior norms. The hidden content is to feel the music and cultivate students' inner sense of stable rhythm, creatively handle the parts of singing loudly and singing silently in the heart, and freely choose percussion instruments to accompany nursery rhymes.
Another example is that the fourth unit "Fifty-Six Flowers" requires hearing the difference in the ending sounds of the first and last two phrases of the song "Protect the Lamb". This is explicit teaching content. The intention behind the textbook is that the same is true for the previously learned songs "Little Animals Sing" and "Little Donkey Climb the Hillside". When teachers teach "Little Animals Sing" and "Little Donkey Climbs the Hillside", teachers can compare the previous and later phrases in advance. It can also be extended from the comparison of the ending sounds to the comparison of the preceding and following phrases. For example, in "Little Rain Sand Rustling" and "Red Eyes Green Eyes", the first half of the two sentences are the same but the second half is different, and even the rhythm and pitch are compared, such as "Little Ant" has different rhythms, different tones, etc.
For another example, in the sixth unit "Hide and Cat" and "March of Toy Soldiers", the explicit teaching content is which piece of music is suitable for walking? Please take a walk with the music. This does not mean that only "March of the Toy Soldiers" is suitable for walking. There are many songs in the entire textbook, such as "Little Ants", "Happy Rosseau", "Little Donkey Climbing the Hillside", "Happy Clapping Song", "Singing Small Animals", etc. Walk, do some groove.
In the fourth unit "Fifty-six Flowers" "Nai Yo Nai", students are asked to clap their hands or perform other actions at the color-marked bars. The subtext is to point out that the melody of the song is sol, mi, and do. The tone composed of individual tones is the core tone of the song.
(2) Repeatedly feel and experience, integrate the teaching material content into the inner experience, and find the exciting points of personal emotional experience as the entry point for teaching design
After the teacher is fully familiar with the teaching material, The next step is to find the entry point for instructional design. What can be used as entry points? It can be teaching content such as singing, instrumental music, appreciation, creation, etc. It can also be music genre, different expression forms of the same musical work, etc., which can be the entry point for teaching design. But if teachers fail to grasp the key points, students will miss the point and the teaching objectives will be difficult to achieve. You must think over the teaching materials again and again, find a point that interests you, or a key point that you think is important, or a problem that you urgently need to solve. Starting from one point, you can diversify, collect, and organize various materials related to this, and expand Think about and use this as the main line to select and organize teaching work. Such as:
1. Musical works are where teachers have the most profound emotional experience. Like literary works, musical works also have elements similar to the meaning of "eye", such as the main melody with profound meaning that can convey the musical image, or the theme melody that leaves endless aftertaste, or the recurring rhythm pattern, etc., which can It is said to be the "eye" of the musical work. The "eye" is the most spiritual part of a musical work. Different teachers have different emotional experiences and different understandings of the "eye". After careful consideration, we found that the "eye" in musical works, the understanding of musical works, and the processing of musical expressions are all of great significance to music teaching. (Fujian Chen Tuo talks about "Music Education in Primary and Secondary Schools" 2001, 12)
For example, the quarter rest in the first unit "Red Eyes Green Eyes" can be said to be the "eye" of the song. When singing, accurate pauses will give students the experience of "stopping at a red light", a prohibitive experience, which contrasts with the unobstructed and smooth music of a green light. It can be used to train students to listen to the similarities and differences of melody and rhythm, it can also be used to train students' rhythm, and it can also be used to make traffic light courseware, etc. Another example is the three-note group of sol, mi, and do in the fourth unit "Fifty-six Flowers" and "Nai Yo Nai". It can be said that the three-note group of sol, mi, and do is the most distinctive feature of the song. Using this as an entry point, you can design a singing that will lead the crowd. In the form, you can use bowls, saucers, and cups to play song melodies, and you can use three notes to continue to create and develop song melodies, etc.
2. A certain natural or social theme. For example, the first unit of the first volume, "Stories Woven with Sound," adopts themes such as "Early Morning", "Ten Minutes between Classes" and "Park" to organically integrate teaching content such as sound imitation, singing, playing, rhythm, performance, and creation into Together. The same is true for the creation activities of the second unit of the second volume, "Spring is Coming Quietly".
3. Difficulties in teaching. For example, when learning to sing songs in the first grade of primary school, it is difficult to learn and memorize the lyrics. To solve this problem, comprehensive methods such as recitation, storytelling, rhythm, performance, multimedia presentation, group competition, and games can be used to create a relaxed and pleasant atmosphere. , allowing students to master the vocabulary unconsciously. For example, in the teaching practice of learning to sing the song "Little Ant", the teacher designed the students to play the role of little ants carrying lyrics, splicing lyrics, reading the lyrics to the beat, reciting the lyrics to the music, singing the lyrics, etc., which reflected the teacher's teaching of lyrics. A clever idea in one step.
Another example is the song "Little Animals Sing" in the second volume. It is a song that starts from the weak section. Children enter on the last beat of the four-four beat, which is a difficulty in learning to sing this song. Usually to solve such a problem, the teacher first counts three beats and the students start singing, or the teacher shouts: "Get ready" and starts singing directly. If this difficulty is used as a breakthrough, teachers can do a lot of things: design a prelude with three sounds of animals, three beats of rhythmic movements of animals appearing, etc., which not only solves the difficulty of weak starting, but also improves the learning and singing of songs. of fun.
For example, primary school students can develop their vocal habits by playing games such as blowing candles and blowing bubbles, imitating the sounds of "beep beeps" from whistles and "whoosh" from the wind, and singing songs, etc. Comprehensive various activities to practice vocal cord closure and even breathing.
(3) Use and process teaching materials flexibly, expand and delete appropriately, and adjust teaching content; use teaching materials creatively and try various ideas to reorganize teaching materials
1. Adjust the teaching sequence of textbooks and adjust teaching content.
Teaching ideas and concepts are ideal. Teachers should ensure that each semester or each school year or even the entire On the basis of being able to complete music teaching tasks at the primary school level, the teaching sequence of teaching materials will be adjusted. For example, in "There is a River in Front of My House", there are 50 grids in the textbook, which require counting numbers from 1 to 50, and at the same time reading children's songs in rhythm, doing action performances, etc. If students have difficulty in counting, the teaching content can be reduced , either completed by teachers and students*** together, or left for later.
Highlight the characteristics of music teaching and process and enrich teaching materials. "Spring Comes Quietly" by Norwegian composer Sindin cannot be understood quickly by students, so other appreciation songs related to spring can be added; in the game "Red Light Stops, Green Light Goes", crossroads, runways, etc. can be added to help students meditate. Practice singing and singing loudly. "We Are Not Afraid of the Big Bad Wolf" adds a link to watch the "Three Little Pigs" cartoon to help students deepen their understanding of music. In the lesson "Stop on Red Light, Go on Green Light", although the yellow light exists in real life, it has little to do with song learning and music games, so it does not need to appear in the classroom and does not need to be completely consistent with real life.
2. Use teaching materials creatively and try various ideas to reorganize teaching materials.
Any entry point can develop and design multiple styles. When teachers reorganize teaching materials, many ideas come to mind. Trying out various ideas can help teachers clarify their ideas and choose the best solution.
In the second volume, "Stop on Red Light and Go on Green Light," the teaching material shows that there are three levels of teaching content: first, learning to sing songs, second, singing loudly and singing silently in the heart, and third, social behavioral norms. In addition to these three contents on the surface of the textbook, implicit in the teaching process, there are also the memorization of lyrics, learning to sing songs, walking according to the rhythm of the songs, a stable inner rhythm, games related to traffic rules, and understanding of primary school students. Social behavioral norms and so on. The first plan is to focus on song learning, taking the reading of lyrics, the creation of lyrics, the singing and imitation of melody, the analysis of upper and lower sentences, and the singing of songs as the main line, interspersed with games, walking and related activities. Social behavior norms and other content; the second plan is to focus on cultivating students' inner sense of rhythm. Then listening to music and walking, the progress and rest of music, the game of stopping at red lights and walking at green lights, singing loudly and singing silently in the heart are the key to teaching. The focus is interspersed with listening to and singing songs, understanding relevant social behavioral norms, etc.; the third plan focuses on cultivating students' creativity, then they can listen to the melody and create lyrics, fill in the lyrics according to the melody, design movements and steps according to the song, How to deal with music progression and rest is the key point. It should be said that these understandings and treatments of the teaching materials are in line with the requirements of the teaching materials. Which one to choose depends on the teacher's understanding of himself and his choice of teaching focus. Those who focus more on singing may choose option one; those who focus more on dancing may choose option two; those who focus more on creation may choose option three. The establishment of teaching priorities, the selection of teaching content, and the arrangement of teaching sequences reflect the teacher's personal preference and emphasis on the connotation and performance of music, and also reflect the process of reorganizing and recreating teaching materials.
3. According to local music culture and customs, appropriate angles and materials are selected to conduct distinctive teaching.
The same teaching material, in addition to reflecting the teacher’s personal emotional experience and teaching processing characteristics, should also have local local characteristics. Some teachers who participated in the experiment have already made attempts in this regard. For example, Hainan is a gathering place for the Li minority. The Li people dance the bamboo pole dance on March 3rd. Music teachers use the bamboo pole dance bow team class to make rhythms or create rhythms, or bring students to festival parties to let them Students receive a lively music class immersively; "Lion Dance" is a spectacular scene that can be seen during festivals and various festive occasions in the South. In the first volume "Celebrating the New Year", innocent and lively primary school students dress up as The lively little lion performs the role of rolling, crawling, kicking and hitting the ground, which is very cute.
In the "New Year" in the north, you can "twist Yangko", listen to the rhythm of Yangko, and learn the dance of Yangko, and students enjoy it. With "The National Flag Is So Beautiful" in Beijing, you can go to Tiananmen Square to watch the flag raising, listen to the national anthem being sung, and immerse yourself in the majestic and majestic atmosphere when the national anthem is played, etc.
(4) Select teaching methods according to various situations of students
Implement the educational concept with aesthetics as the core and students as the main body. Music teaching should select and create various atmospheres for emotional teaching based on students' age characteristics, musical abilities, personality hobbies, and difficulty of teaching content.
1. Be familiar with children's personalities, understand their physical and psychological needs, especially look for children's excitement points, respond to students' ways of acquiring knowledge and perceptual experience, integrate teachers and students with each other, and create a free and open learning situation.
Primary school students in the lower grades are lively, active, and unrestrained. Reading, singing, appreciation, creation, etc. can all be done in harmony with the rhythm. This period is also a good time to train children to feel the rhythm, memorize the melody, and imitate the pitch and movements. Children will have specific reactions to specific music, which is more worthy of observation and research by teachers, because children's excitement is precisely a good time for teachers and students to reach a consensus.
For example, the first volume "We Are Not Afraid of the Big Bad Wolf" is the theme song of the cartoon "The Three Little Pigs". When children appreciate and watch the cartoon, the most thrilling thing is not the Three Little Pigs. The leisure and joy of building a house is not the hasty escape of the big bad wolf, but the conflict between the big bad wolf blowing down the house, chasing the little pig and the little pig escaping from danger, which is what interests students the most. Music teaching designed around this link will definitely arouse extensive participation of students, and teachers can fully develop and highlight the teaching of this link.
2. The links that students find difficult are opportunities for teachers to fully demonstrate their personal talents and imagination. Teachers should focus on guidance and provide a variety of methods to inspire and help students learn. They should pay attention to students' personal ability to adapt to society, encourage them to develop their ability to think and make decisions, and truly realize students' unlimited learning potential. As mentioned above, in order to help students memorize the lyrics of "Little Ant", the teacher carefully designed many links.
3. In addition to the unique physical and psychological characteristics of children during this period, we should also pay attention to the personality characteristics of children in certain aspects. In teaching, we arrange a space where students mainly operate, and encourage each student to develop their own personality and creativity. Pay attention to the individual learning process, that is, the expression of creative talents, the authenticity of personal inner experiences and emotions, fully respect and express them freely, and then stimulate the true display of students' personal multiple intelligences. ("Changes in the Role of Teachers" - Lifelong Learning and Modern Teachers P.114)
For example, how to build a house in "The Three Little Pigs" and how to create the effect of wind and sand blowing can be designed by students themselves. For example, in the song "Stop on red light, go on green light", the loud singing and mental silent singing can be left to the "traffic police" played by students; in the song "Little Animals Sing", students can freely place strong and weak marks and design the music singing. Strong or weak.
4． The teacher uses the teaching method of discussing with the students as a learner, and gives the autonomy of teaching to the students. The teacher can learn many lost childhoods and faded focus from the children themselves, and can also learn from the children's faces. Interpreting the joy of growing up in another life, you can also get a lot of inspiration from children, and learn from each other through teaching.
For example, listen to the songs brought by students, talk about their attitudes and opinions on different songs, discuss the reasons why pop stars rise to fame and disappear, etc., and talk about which students have music expertise and which students have Organizational skills, how to carry out class concerts, etc. can all be discussed with students and made decisions together.
(5) Reflection on personal education and teaching behavior
The development of reflective ability is the most basic condition for ensuring that teachers continue to learn again. In the process of personal reflection or collective reflection, teachers can discover the strengths and weaknesses of others, thus broadening their professional horizons. Inspire the motivation of continuous pursuit and transcendence.
The important significance of reflection is to transform personal professional experience and educational theory, constantly revise and adjust, promote the spiral upward of practice and theory, and achieve high-level integration of theory and practice. Construct and continuously develop personal professional practice theory, effectively transform personal professional experience into professional knowledge, and use it as the basis for further reflection and improvement. For example, what issues should be paid attention to when designing comprehensive course teaching? Every teacher deserves a theoretical summary after practice.
3. Evaluation Criteria for Music Classes
A good class serves as a demonstration, provides teachers with a basis for lesson preparation, teaching, and evaluation, and drives the improvement of the overall quality of the entire teaching team. What kind of music class makes a good music class? What criteria are used to evaluate a music lesson? This is an issue that many teachers are concerned about, and it is also an issue that directly affects the experiment of new textbooks.
In the past, class evaluation mainly focused on evaluating teachers and the level of their teaching, followed by evaluating students’ mastery of knowledge, focusing on the evaluation of teacher teaching and student learning results. To implement the educational idea of ??taking aesthetics as the core and students as the main body, I personally think that when evaluating a music class, at least the following four aspects must be considered.
1. First of all, attention should be paid to the true recording of the teaching process. What did students and teachers say? What did you do? How many times has the teacher done this? How long do teachers spend in different teaching sessions? What should teachers and students do? Collect facts about classroom teaching to provide a basis for objective evaluation.
2. Focus on student participation status, student interaction status, student thinking status, and learning achievement status in the classroom to evaluate the quality of classroom teaching. For example, student participation status: How are students emotionally in class and whether they can actively experience and imitate in music class. Student interaction status: Whether the student responds positively to the teacher's questions and requests, and whether the student cooperates with classmates in a friendly manner. Students' thinking status: Do they have independent opinions on music phenomena? Can they freely and improvise on the basis of existing music, learn and solve problems independently? Learning achievement status: whether you can consciously and confidently learn and master classroom teaching content, music knowledge and skills, etc.; whether you can connect the relevant music knowledge and content learned with personal emotional expression according to the teacher's requirements, and sing and play with expressions wait.
3. Focus on teachers transforming their professional knowledge, cultural knowledge, and moral character into a form acceptable to students, and using music's own efforts to infect and influence students. This is very important. Teachers are different from scholars. They can not only sing well and learn well by themselves, but they must also influence and infect students with their own behaviors and abilities, and become a role model for students to imitate and learn from.
4． Whether it has the developmental characteristics of extending in-class learning to extra-curricular learning. Good lessons can benefit students for life, directly affect students' emotions and sentiments, affect their feelings and thinking about the world, that is, their way of expression, and eventually accumulate into the deepest and most basic things in their spiritual world, that is, values ????and life View. Classroom teaching under quality education requires a complete human education, which not only allows students to acquire a kind of knowledge, but also allows students to have a spirit, a stance, an attitude, and a spirit of unremitting pursuit.
A good music class should be an interactive process between teachers and students. Students make progress under the guidance of teachers, and teachers feel the childishness, experience success and enjoy music in the happiness of students. Teachers and students work together to create a harmonious and beautiful classroom atmosphere, blending situations, and enjoy classroom teaching and music together.
Conclusion
How to implement the "Music Curriculum Standards" in teaching practice requires long-term and unremitting exploration and research in music teaching theory and practice. In the early stages of experimenting with new textbooks, especially in the past two years, teachers faced difficulties in various aspects, such as the updating of educational concepts, the adaptation of teaching materials, the relative lag in school management and teaching equipment, and other objective conditions, especially the understanding of the "Music Curriculum Standards" , there are controversies and differences in grasping the new textbooks, which makes teachers feel even more confused. Confused. This situation is inevitable and is also required for textbook experiments. Organizations and members at all levels of education management are re-learning and updating their concepts. It takes time and practice to test people's understanding. Moreover, the emergence of disagreements and disputes can prompt us to think deeply. The more clear it is, the more academic exploration will only bring benefits to the development of education. In addition, the "Music Curriculum Standards" and new teaching materials are also undergoing a process of gradually adapting to real life and teaching practice. We hope that teachers will provide us with timely feedback on the problems, difficulties and personal experience summaries that exist in teaching for everyone’s reference, discussion, and exchange, so as to promote the improvement of new teaching materials and accelerate the process of music education reform. effort.