In the actual teaching activities of teaching staff, it is possible to use lesson plans. The lesson plans are the basis for teaching activities and play an important role. How should lesson plans be written? The following is a teaching plan for music classes in large classes that I compiled. You are welcome to learn from it and refer to it. I hope it will be helpful to you. Teaching lesson plan for large class music class 1

Objectives:

1. Feel the music and make a preliminary attempt to create a story based on your own feelings.

2. Continue to try to express the phrases of the music through painting.

3. It can show the mighty and brave momentum of the "little navy" when dancing.

Preparation:

Tapes, charts, small pictures for children

Process:

1. Rhythm "Little Navy", requirements Create the mighty aura of the People's Liberation Army.

2. Initial experience of the music.

Teacher: Today, I asked the children to listen to the music by themselves, and then think about it and tell a nice story to the music.

Question: After listening to the music, what story do you think is in the music?

3. Appreciate the music by looking at the charts

(1) Children listen to music Listen to the teacher telling stories while reading the charts.

(2)Children appreciate music.

Teacher: Listen to which line in the music is about water plants? Which line is about small fish?

(3) Appreciation teacher again: This time, we are hearing When it's a small fish, we do the swimming movements of a small fish.

4. Children listen to music and practice pointing to small pictures. They are required to listen to the phrases well and change them when it is time.

(Children’s small pictures should be compared with the big pictures. Encourage children to add simple content to the small pictures to avoid delaying time.)

5. Children listen to music and draw small pictures ( The third paragraph is the difficult point. Teachers should lead children to practice in a targeted manner to solve the difficult point.)

Reflection on the activity:

In this activity, the children were very well prepared. , can also actively participate in creating actions. I try to create a relaxed and independent learning atmosphere for children, and actively guide children to create various actions in the little fish game. Use the guideline "Let the teacher learn from you" to let the children become the masters of the activity. When feeling the contrast between the speed and slowness of the music, I used two different actions of "aquatic plants growing" and "small fish swimming" to let the children feel it. From the children's enthusiasm for participating in the activities, we can see that they have different skills in the two "small fish and aquatic plants". I had fun playing all kinds of roles.

Disadvantages:

As a child in a large class, the desire for expression is strong. During the activity, the teacher always asked the children to use hand movements to express aquatic plants and small fish. I think Teachers can ask children to stand up and perform not only their hands but also their body movements. This will be more vivid and the children's participation will be higher. Teaching lesson plan for large class music class 2

Activity goals:

1. On the basis of feeling music and perceiving formation diagrams, use movements and formations to express musical images.

2. Create dance moves and choose appropriate moves to change formations.

3. Learn group cooperation and complete performance tasks together.

4. Ability to boldly express the content and emotion of the song.

5. Be willing to participate in music activities and experience the happiness in music activities.

Activity preparation:

1. Music, audio equipment

2. Formation diagram, magnetic base plate

Activity process:

p>

1. Understanding the formation diagram Master: Hello, children. Today the teacher brought a picture to the children. This is a schematic diagram of a dance formation. Do you know what the marks in the picture mean? What does black mean? What does white mean?

Teacher: Can you see what formation this represents? How are these "two horizontal rows" arranged?

Teacher’s summary: It turns out that when we line up, the horizontal rows must be aligned, the vertical rows must be aligned, and a certain distance should be left between each child, so that they look good when dancing.

Teacher: Is there any group of young actors who are willing to give it a try? , arranged in two horizontal rows like this?

Teacher: Is it arranged? What do the "audiences" think of their arrangement?

Teacher: Do you want to try the other two groups? This time I'm going to increase the difficulty! When I count to 10, I will stand as good as this group, okay?

Teacher: Just now, our "two horizontal rows" have been arranged very well. Will there be other formations? Look, what formation is this? Which young actors will try it out first? Pay attention to the spacing.

2. Create actions:

Teacher: Today, the teacher received a notice that there is a dance party in the forest. Please listen carefully. What small animals will participate? ——Listen to music!

Teacher: What kind of small animals are participating? What moves do they make when they dance? Now, let's listen to music and learn about various small animals! (Free imitation) Teacher: Children, do you want to attend such a fun dance? Then we also have to rehearse a show, how about we dance too? Regarding the music you just listened to, what is your favorite move?

Teacher: Now, let’s dance to the music!

3. Change formation:

Teacher: Now we have to stand in formation and dance. Look, what does this formation diagram mean? First it is "a horizontal row", and then it becomes a "circle". Which of the two actions just performed is more suitable for changing formations? Okay, let's give it a try. Which group of actors will take on the challenge first?

Teacher: Children, what other actions will you do? So when do we change our actions?

Provide a new formation transformation diagram and change formations while changing actions.

Teacher: Okay, let’s invite a group of young actors to come up. Remember, they have to change their movements and formations!

Teacher: What other movements do you want to change? (Invite another group) Teacher: The little actors are really amazing and their dancing is really good. Now let’s go to the forest to have a dance party together!

Reflection on the activity:

"Forest Rhapsody" is a piece of music composed of the sounds of the sounds and movements of various animals in the forest. The melody is quiet and lyrical, with gurgling water and brisk bird calls. , as if bringing people into a fresh and peaceful state of mind, feeling warm and natural, which can easily attract students' interest in learning.

In this class, I play videos and combine audio and video to enable students to experience the magic of the tropical rainforest from all aspects, experience the scenes depicted in the music, and feel the different emotions that music conveys to people, enriching students' Emotional experience and cultivate good aesthetic taste. Then let the students listen to the short snippets of the music and identify which instruments are played, so that the students can understand the flute, violin, and guitar. The students are very interested in this and actively participate in it; then they can understand the three theme melodies and follow the teacher's music gently. Hum and listen again to deepen students' impression of the theme melody, and then listen to the music in its entirety and arrange the melody in order.

I also designed a chart to let students listen to the song and find the small animals in it. Inviting the children to participate in the performance, the children's interest suddenly came. First, through the diagram, everyone could master the rhythm. With the teacher's demonstration, everyone gradually became able to shoot the rhythm of other small animals on their own, and then everyone mastered the rhythm. On the basis of this, plus the rendering of music, the children are brought into the concert situation. Then, on the premise that everyone is focused and familiar with the melody, the musical instruments are presented, making everyone more eager to participate in the performance. The sounds and playing methods of musical instruments are then compared with the sounds and movements of animals, allowing children to decide on their own musical instruments, which not only helps children remember but also reflects participation. In the final formal performance, the children were asked to imagine themselves standing on the stage, making the situation more real. The children performed very seriously and in a neat rhythm, which made the final performance very exciting. Everyone's applause also gave the children more confidence.

The whole teaching session was very smooth, the children were very interested, the activities were very lively, and the children still had more to say. In order to satisfy the desires of all the children, we organized an exchange of musical instruments in the final performance session so that the children could have fun. Opportunity to play three instruments. However, when exchanging instruments, I found that some children were not able to play three instruments. Some children even played one instrument all the time and lost the opportunity to play other instruments. I think this phenomenon is because I chose to let the children play when exchanging instruments. It is produced by children's free exchange. If the teacher can make clear requirements before the exchange, or the teacher can exchange them uniformly, then the children will have more equal opportunities to play, and at the same time they will be able to master the four different rhythms of the entire song. Teaching lesson plan for large class music class 3

Teaching purposes and requirements:

1. Preliminarily appreciate the song, feel the lively and cheerful rhythm of the song, which is full of fantasy and hope, and try to express it in language .

2. Understand the lyrics through pictures, and be able to develop bold imagination based on the lyrics.

3. Inspire children’s attention and love for life.

Teaching focus:

Preliminarily appreciate the song, feel the lively and cheerful rhythm of the song and the emotions full of fantasy and hope, and try to express it in language.

Teaching difficulties:

Understand the content of lyrics and be able to develop bold imagination based on the content of lyrics.

Activity preparation:

Teaching flip chart, courseware, white paper and colored pens.

Activity process:

1. Beginning part

1. Teacher talks to mobilize children's enthusiasm for learning.

Do you like the sun? Why? (Because places with the sun will become warm and bright). How many suns are there in the world? There is a child who thinks that one sun is not enough. He wants to plant suns. Why? Well, let's enjoy a song "Planting the Sun" together.

2. Basic parts

1. Play the courseware and guide the children to appreciate the songs.

Questions: (1) What is the child’s wish?

(2) Why does he want to sow the sun?

(3) He wants to give the sun away To whom? Why?

2. The teacher once again guides the children to appreciate the song, helping the children feel the lively and cheerful rhythm of the song, which is full of fantasy and hope.

Questions:

(1) How does this song sound?

(2) Please guess the sun in the fantasy of the children in the song. What was his mood like?

(3) What is the beat of this song?

3. Show the flipchart and teach the children to recite the lyrics until the children recite the lyrics.

4. The teacher guides the children to enjoy the song again and encourages the children to boldly sing along.

5. Teachers encourage children to imagine based on songs and express them boldly.

(1) If you were asked to plant a sun, what kind of sun would you want to plant? Ask the children to draw it with a pen?

(2) What kind of sun would you want to plant? Who should I give the sun to? Why?

6. The teacher changes some lyrics of the song based on the children’s imagination, guides the children to appreciate it, and encourages the children to sing with the teacher.

3. Ending

1. The teacher summarizes and provides gratitude education to the children.

2. Take a break after class. Teaching lesson plan for large class music class 4

Activity goals:

1. Understand the formal structure of familiar music through games.

2. Learn to use creative movements to freely express the scenes and plots of different sections of the music.

3. Learn the rules of establishing games and experience the fun of cooperative games with others.

Activity preparation:

1. Music chart score, in the form of multimedia courseware.

2. Music and tape recorder.

Activity process:

1. Introduction to the activity

Teacher: "Wow..." What did you hear?

"Yes , is a train, and it is a wonderful tourist train. During the journey, an interesting story happened. Now the teacher asks everyone to listen to the music and read the map, and think about what story happened? After listening, Tell me, okay?"

2. Appreciate the music by looking at the charts and help the children understand the structure and content of the music

1. Listen to the music quietly. The teacher will record the music on the computer according to the changes in the music. Manipulating graphic scores. (After appreciating it, exchange feelings with the children next to you)

2. Listen to the music again. The teacher indicates the progress of the music on the graphic spectrum, and the children sit in their seats and use small movements that do not hinder others to express the scenes in the music.

3. After asking questions, the teacher will give an overall description based on the child's story (or ask a child to do it)

3. Appreciate it in sections and play the game "It turns out our train" along with the music. There is such a wonderful journey, let's play this wonderful train journey today, shall we?"

(1) Introduction: Focus on figuring out when to pack up, when to say goodbye, and when to blow the whistle , when to send the team (stand up and nod) to start.

(2) Section 8: Focus on figuring out when to enter the cave, when to exit the cave, and when the tunnel is too long. And prompt the children's expression of involvement.

(3) Section Bb: Focus on instructing the children to imagine the scenery or animals and plants in the wonderful forest, and express them with their bodies, and encourage the children to cooperate with others to pose, and prompt the children's shapes. Leave "rail tracks" for trains to pass.

(4) Ending: The focus is on deflating air and decelerating and braking, and it is required to be able to do it in a precise rhythm.

4. Play the game completely

1. The teacher acts as the locomotive and leads the children to play the game completely. Divide the children into two groups. The girls will play the train first, and the boys will play the magical forest first.

2. When playing the game for the second time, boys and girls switch roles. Before playing, the teacher reminds the good and bad parts of the first game and encourages the children to make different shapes from others.

3. Let children play roles freely, and remind children to listen to the music accurately, play the game according to the changes of the music, and abide by the rules of the game.

4. The climax is over.

Activity reflection:

1. The amount of class time is too large. It is difficult for children to develop music games without being familiar with music and lyrics, which also leads to a series of problems. question. It would be better if lessons can be divided into lessons or charts and other forms can be used to help children become familiar with music.

2. During the demonstration performance, I did not ask other teachers to help me play different roles. It was very hard for me, and it also affected the children's memory of the second verse of the song.

3. The important and difficult points were not highlighted or solved in the teaching, and the activities were neglected in the design.

4. It will be better to design more vivid and specific situational teaching, which can attract children's interest and stimulate children's desire to perform. Large Class Music Teaching Lesson Plan 5

As a music teacher under the background of the new curriculum, I believe that we should continue to reflect and refine in teaching, so as to discover problems, learn to research, and constantly improve the teaching level. Become a new type of scientific research-based and reflective educator!

Lower grade primary school students are in a stage where image thinking is the main focus. They are lively and active, and are easy to accept lively, infectious and interesting things. The beautiful melody and distinctive rhythm of children's songs can best express their happy mood. Therefore, in music teaching, I strive to integrate basic music skill training into singing, playing, percussion, and movement, so that students can learn with interest in teaching activities that they enjoy. In this way, it not only improves students' learning enthusiasm, but also improves the teaching effect. Let's talk about my teaching experience:

1. Learn to "listen" to music

Various aspects of music learning All involve the role of hearing. The aesthetic subject's various auditory perceptions of music (sense of rhythm, pitch, melody, harmony, structure, image, etc.) are the basis of aesthetic ability. The foundation of musical notation should also be placed first on the cultivation of listening ability. 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 musical notation, it will be easier for students to grasp the concept of the musical notation.

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

The cultivation of creative abilities should run through all aspects and the entire process of music learning. All content and ability development in music reading teaching should be provided in the form of improvisational activities to give students the opportunity to creatively explore various changes and recombinations of basic music elements such as rhythm, sound, melody and so on. . In improvisational activities, students are cultivated to have keen hearing, quick response, expressive sense of rhythm, perception of music structure and form, understanding of music image and performance, high degree of concentration and tacit cooperation.

3. Performances stimulate students’ interest in learning

Primary school students are naturally active. Make use of their characteristics to integrate performances into teaching, increase the interest of the class, and virtually improve their musical quality to achieve the purpose of educating people. In the music activities, I divided the students into several groups and allowed them to freely design the content of the activities. For example, "Big Deer" is a children's song that is very popular among children. The lyrics are close to students' lives, and they have a special natural affection for small animals. During teaching, a child said: "Teacher, I want to change the content of the lyrics because I have a cute puppy, okay? I can also draw it for everyone to see." After hearing the child's sincere and childish words , I smiled happily: "Why not, everyone can draw and change it." Then, the atmosphere in the class became active, either in groups of three or five, and they all became little musicians. , painting, singing, playing, and acting, the students' emotions reached the extreme. With the encouragement of teachers, students dare to question and revise existing knowledge, thereby guiding the development of students' innovative thinking.

4. Audio-visual education penetrates intuitive expression and arouses students’ interest

According to the fact that primary school students are highly curious. They have a strong sensitivity to vivid and vivid materials, and do not pay attention to the dominant psychological characteristics when perceiving. Using the advantages of audio-visual education with excellent sound, light, pictures and colors to teach new things, sometimes unexpected results can be achieved. For example, when teaching the lesson "I am a little herdsman on the grassland", the students learned to sing after listening to the recorded model twice, but most of them sang expressionlessly. I used audio-visual education to inspire them: "Have you ever been to the prairie? Have you ever ridden a horse? Who can tell me about the mood when riding a horse?" The children suddenly became excited, and the classmates who had ridden the horse raised their hands to answer, and I added: "Teacher will take you on a trip to the prairie today!" So I played the role of a tour guide, and the children played tourists and cavalry. They raised their whips and rode the "big horses" in the classroom, playing and singing the songs they had just learned. He was full of emotions and extremely excited. The singing is full of emotion and full of beautiful colors.

Lectures are an art, especially music, which is an art class. The ups and downs of the tone, the passionate passion, and the graceful posture can give people the enjoyment of beauty, and students will be influenced by beauty in a subtle way. . What I did in this regard is still somewhat lacking.

5. Introducing percussion instruments into the classroom

I feel that using percussion instruments is very simple. In fact, it is not very simple for children to use them freely. They need to have a plan and Training is carried out step by step so that students can improve step by step.

In short, I have gained a lot this semester. I have seen both my achievements and my shortcomings. The reform of the new music curriculum standards puts forward better teaching concepts and implements the new curriculum standards, which requires us to be better at summarizing and reviewing frequently to better implement teaching tasks.

We will better carry out our music teaching under the guidance of the new curriculum standards and combine it with the actual situation, and contribute to the all-round development of students morally, intellectually, physically and aesthetically. Teaching lesson plan for large class music class 6

Activity goals:

1. Learn to sing songs, feel the beautiful artistic conception of the songs, and sing the rests in the songs accurately.

2. Cultivate children’s emotions of daring to sing and liking to sing.

Activity preparation:

1. Map that matches the song.

2. Several pictures.

Activity process:

1. Introduction to conversation activities

1. Teacher: What day is it now? What will happen in winter? Do you like winter?

2. Teacher: Today the teacher also brought the children a nice song about winter. Do you want to listen?

2. The teacher sang a cappella and the children felt the song. Beautiful artistic conception, with pictures for the map.

1. Teacher: What did you just hear? How many kinds of flowers are there in the song?

2. Teacher: Now I want to ask the children to read the lyrics you just heard. Post it on our map.

3. Children try to paste pictures on the map.

4. Teachers and children read the lyrics with piano accompaniment.

3. Children learn to sing songs and sing the rests in the songs accurately.

1. Children learn to sing songs by reading the chart for the first time.

2. Children sing along with the piano accompaniment.

3. Let the children express the rests in the diagram with their own actions.

4. Sing songs in groups.

4. Gradually withdraw from the map, allowing children to memorize and sing songs.

1. Teacher: Today the teacher is going to increase the difficulty of this song. Are you confident that you can sing it well?

2. Teacher: Now I have to remove a few pictures. , test the children.

3. Children try to sing songs by looking at diagrams that lack pictures.

4. Increase the difficulty, continue to gradually exit the pictures, and let the children sing.

5. Ending activity

Teacher: Today we learned a nice song. Can you teach your parents to sing it when we get home?

Reflection on the activity:

My activity in this section adopts the design idea of ??"play first, then learn to sing", allowing children to perceive the whole song with unconscious attention while playing, and after initially forming a relatively clear and stable cognition , using the general process of practicing singing alone.

In the activity, I chose the "spot the difference" game that the children are more interested in, and used the passing game as a carrier to let the children continue to become familiar with the songs. The passing game is relatively simple in terms of action difficulty and structure. In particular, it does not increase the memory burden on children, leaving memory space for repeated appreciation of the melody and lyrics of the song. In terms of action design, specific actions are used to express the extended notes and rests in the song. In this way, it is better to help children directly and effectively solve the singing difficulties in the songs.

When choosing pictures for different games, I also chose plum blossoms blooming on the tree, snowflakes blooming in the sky, and ice flowers blooming on the window based on the lyrics. I also designed 3 difficulties. Let the children be challenged according to their own needs. You can also repeatedly perceive the lyrics by observing the pictures. At the same time, these pictures also enhance children's aesthetic emotions.

During the discussion on singing activities in our kindergarten, we felt that the previous singing model was mainly based on demonstration and imitation. Most of them used pictures, movements and other carriers to help children from appreciating songs to practicing singing to solving difficult and difficult points. By the end, I completely learned to sing the song. We are now trying to use activities like this one to let children familiarize themselves with the game and then learn through unintentional attention. This is also in line with the spirit of the "Outline" and the characteristics of children's physical and mental development. It truly allows children to enjoy the joy of changing from games to singing. Teaching lesson plan for large class music class 7

1. Activity goals:

1. Try to play with various "instruments" and experience the fun of "drumming".

2. Play along with the music to express the cheerful mood of the music.

3. Experience the fun of playing percussion with parents.

2. Activity preparation:

Buckets, milk jugs, washbasins, chopsticks, etc., "Come on, Come on" map, and music of "Come on!"

3. Activity process:

1. Conversation: Children, our parents came to our kindergarten today. How do you feel? How do we welcome them? < /p>

2. Introduction: I have a suggestion that today we use drums to welcome our parents, do you agree? (The teacher introduces drums to children: buckets, washbasins, chopsticks...)

Are our "drums" the same as those used in percussion music before? Who can use these "drums" to make nice sounds?

3. Children can strike freely.

(1) The teacher demonstrates how to beat the drum and say the welcome words: Mom and Dad | Welcome from Form 1 Class

(2) The children beat the drums and say the welcome words.

(3) Teacher summary: Focus on the ways children play: such as hitting the drum head, drum sticks and drum rims.

4. Discuss the chart and try to hit the basic rhythm:

(1) The teacher shows the chart of "Come on", guide the children to observe, and the teacher sings the adapted lyrics: Welcome Hey, hey, welcome, hey, we all welcome you, welcome, welcome, welcome, hey!

(2) Children sing welcome to the music of "Come on" Words express inner joy. < /p>

(4) Children read the charts and play with "drums".

(5) Ask individual children to play cooperatively.

5. Children and their parents *** use the "drum" to play together to express their happiness.