The song "Little Red Riding Hood" is a song teaching class in the second semester of the second grade of the music curriculum reform textbook. How to let students master the breath (rapid inhalation) method to better express the emotion of the song, and let students Actively participate in music creation activities to reflect the educational philosophy of the new curriculum reform. Next is a reflection on the teaching of Little Red Riding Hood for everyone. I hope you like it.

Reflection on Little Red Riding Hood Teaching Example 1

"Little Red Riding Hood" is a song in the fairy tale lesson, with a smooth and lively melody. It is a song that children prefer. This class is taught "situation-centered", with "emotion as the main line" in classroom teaching, creating a relaxed and pleasant classroom atmosphere, so that students can "learn through music", feel music in a vivid and vivid situation, and gain Emotional experience. During teaching, I made vivid courseware and used a series of situations to attract students' attention. Because lower-grade students are curious, active, and have strong imitation abilities, I used multimedia to display the fairy tale kingdom. A series of activities stimulate students' interest in learning, using animation, level-breaking, reading stories, imitating actions and other teaching links to attract students' attention, feel the music, and tell stories while listening to music while watching the story, that is, Knowing the outline of the story and listening to the music subtly paved the way for learning songs. In the process of learning songs, because I have listened to the melody many times before, I can learn the songs faster. After learning the songs, I designed a teaching session to perform dance performances for the songs. However, during the performance, I discovered a phenomenon: students with good music scores in the class always competed to be the "protagonists", while some students with average performance abilities But they sat motionless in their seats, but their little eyes clearly showed infinite yearning, so I asked the enthusiastic students to perform on stage first, and for the students who did not have the courage, I asked the whole class to do it together, so that the students were very happy. Participate in activities happily, feel the music with simple movements, and perform dance happily with your own movements.

When students answer questions, I will give positive and encouraging comments. When listening to music and individual classmates' performances, I can guide students to cooperate with clapping and other movements, and at the same time cultivate a sense of cooperation. Taking students as the main body, we design a wealth of practical activities so that students can learn through play, learn while having fun, and the classroom is filled with music. Through the comprehensive use of various means such as appreciation, singing, and performance, students' musical aesthetic literacy and aesthetic ability are cultivated. Teaching implicitly includes moral education for students, gradually cultivating students' ability to distinguish and self-protection awareness.

There are some things in this class that I think we should pay attention to: for example, we should pay attention to the reasonable time arrangement of each link in teaching. Use interesting methods (such as beating drums to pass red hats, etc.) to check the singing of songs, and let individual students sing it to see how they have mastered it! Reading music and singing music is not within the scope of the second grade. When teaching the entire music score, the students' singing performance was not ideal. If I only chose one or two sentences to teach, the students might be able to master it better.

Example 2 of Reflection on Teaching Little Red Riding Hood

The lesson of the song "Little Red Riding Hood" is a song teaching lesson for the second semester of the second grade of the music curriculum reform textbook. How to let students master the breath (suck in quickly) The method better expresses the emotion of the song and allows students to actively participate in music creation activities, reflecting the educational philosophy of the new curriculum reform. In the design of this course, I started from the teaching materials and the students' actual situation, and designed the teaching method to break through the key points and difficulties of teaching, so that students can learn music knowledge, skills and techniques in a relaxed and pleasant atmosphere, and encourage students to boldly carry out music practice activities.

During the vocal practice, the teacher used kind words to stimulate the students' interest in singing. Teacher: Spring is coming, listen! The lark is singing about the arrival of spring, and she is telling you the news. Report she. How beautiful her voice is! Let us sing the beautiful spring with her! The teacher sings "La La La..." using the "suck in" method. And guide the students to imitate the teacher's singing method, imitate the clear and sweet voice of the lark, and use a brisk voice to actively report the arrival of spring. Sing out the children’s mood of looking forward to the arrival of spring, let the students have an initial experience and imitate the singing method.

In the process of learning to sing songs, I first grasped the characteristic that students like to listen to stories, told the students the fairy tale "Little Red Riding Hood" emotionally, and raised questions for students to think about: What does the fairy tale tell us? The students listened carefully and answered the questions enthusiastically. During the process of students listening to the singing, let the students feel the emotion of the song and the content of the song. The method of letting students model singing is used to learn songs. During the process of modeling singing, the singing skills of the songs are selected through comparison and exploration methods. (Method of rapid inhalation) The teacher asked: Which singing method can better express the interest of the song? Let the students feel, experience and choose the correct singing technique to express the emotion of the song. While sight-singing the melody with the teacher, let the students carefully observe the characteristics of the phrases and compare the similarities and differences of the phrases with a contrast method. In the process of learning to sing lyrics, learn in various forms (group singing, rhythm performance, solo singing, etc.). The students' interest is very strong.

In order to stimulate students' creative passion and encourage students to participate in music practice activities, I combined the characteristics of songs to create opportunities for students to perform music, which was welcomed by the students. The teacher said: Today we learned "Little Red Riding Hood", a cheerful and lively foreign children's song. Next, we are going to create and edit this song. You can adapt the lyrics to the song, add plots to perform, and use your own percussion to accompany the song, etc. See who has the most active thinking, whose performance is the most exciting, and who has the richest imagination. Under the inspiration and guidance of teachers, students freely formed a story performance group, a lyrics creation group, an instrumental performance group, and a story continuation performance group. The students were very interested in their creations, and they were all presented in groups, and teachers and students gave comments. The students ended the music class in a happy mood.

Sample Essay 3 for Reflection on Teaching Little Red Riding Hood

When teaching the song "Little Red Riding Hood", I designed a teaching session that included situational performances of the song. But during the performance, I discovered this phenomenon: students with good music scores in the class always competed to be the "protagonist", while some students with average performance ability sat motionless in their seats, but it was clear in their little eyes that Revealing endless longing... This makes the activity lose balance and my original intention of wanting all students to participate in music activities. I had an idea and showed the two paintings and asked the children to compare which one was more vivid. The students all said that the first painting was better. I deliberately asked why. The students said: "The second painting only has Little Red Riding Hood, Grandma, and Big Gray." The wolf is relatively monotonous. In addition to these, the first painting also includes houses, flowers, grass, trees, birds, etc., which makes it look more beautiful." I said: "By the way, although these are just supporting roles, with them, the picture will be richer. If we add them, our performance will definitely be more vivid. Are there some children in our class who have not joined us? Game, are you willing to make our performance more vivid?" With this, the enthusiasm of the students was mobilized. With the flow of music, the children were immersed in their roles and received a very good response. Effect. Therefore, I think teachers’ creative thinking and flexible adaptability in the music teaching process are very important. It can enable us to successfully reverse the passive situation of teaching and make teaching activities proceed smoothly.

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