Emotional attitudes and values ??

By singing songs, you can feel the beautiful scenery of the valley and arouse your love for nature.

Process and methods

Through teaching methods such as experience, inquiry, and group cooperation, students can feel the quiet feeling in music and improve students' music perception ability.

Knowledge and skills

By appreciating musical works, you can learn to sing songs with different intensity and accurately sing rests.

2. Important and difficult points in teaching

Key points

Being able to use the correct voice to sing songs with emotion and feel the beautiful artistic conception.

Difficulty

Master the dynamics and rests in songs.

3. Teaching tools

Multimedia, piano

4. Teaching process

(1) Introduction of excitement

< p>　1. The teacher plays pictures showing the scenery of the valley and guides students to appreciate: What kind of scenery do you see? How does it make you feel?

(Student: There is fog, flowers and little white rabbits in the valley. , there are uncles from the geological team, etc., it feels quiet)

2. Take advantage of the situation to introduce this lesson. (Then let’s go to the quiet valley to feel it together.)

(2) Initial perception

1. Play music and guide students to feel the emotions of the music. This song gives How do you feel? (Pleasurable, beautiful feeling)

2. The teacher asked a question: How many parts can the song be divided into? (Two parts: Section A + Interlude + Section B)

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3. Combined with the content of the lyrics, what content does each part express? (The first part describes the scenery of the valley, and the second part depicts the scene where the uncle of the geological team is working.)

< p> (3) Inquiry learning

1. The teacher plays the piano, and the students sing the song with a beautiful voice, and understand and feel the intensity signs such as crescendo and diminution (Teacher: In this song What does the melody of Is there any phenomenon that also has these changes in intensity? Use the scene of a train passing by, use "WU" to hum to imitate the strength, and do vocal exercises (bell sound-clap) at the same time

　(2) Express it with the piano 12345671 crescendo

2. The teacher asked a question: Do you think those places embody the tranquility of the valley? Use questions to guide students to pay attention to the singing of rests.

3. There is a pause mark in the last line of the song "ding dong ding dong".

(1) The teacher guides the students to imitate the sound effect of the small hammer "ding dong ding dong" and make encouraging comments.

(2) The teacher guides students to recall the usage of pause marks, and demonstrates the two sets of melodies. Students identify which one contains pause marks, and reminds students to pay attention to the connection between interludes and songs, and repeat with the piano. Sing.

4. Completely perform the song.

(1) Students sing songs in groups, one group sings the A section, and the second group sings the B section.

(2) While singing, pay attention to imitating the tinkling sound of the small hammer.

(4) Consolidation and Improvement

1. Teachers create situations: Several cuckoos came to the valley. They sang beautiful songs and brought a different flavor to the valley. Color, please work in groups and try to express the song of the cuckoo.

(1) The teacher demonstrates the cuckoo’s call and the students imitate it.

(2) Teachers guide students to imitate more kinds of cuckoo sounds.

2. Combining the songs learned in the undergraduate course, match the music with appropriate instruments, which can be human voices or musical instruments.

(5) Summary homework

1. Teachers and students summarize together (in this lesson we learned good songs and felt the beautiful scenery of the valley)

2. After class, look for other songs that express beautiful scenery and share them with everyone in the next class.

"The Snail and the Oriole"

Hello, teachers!

I am a candidate of XX, and the topic of my class today is "The Snail and the Oriole" .

According to the concept of the new curriculum standards, I will use what to teach, how to teach, and why to teach this lesson as ideas, and explain it from several aspects such as textbook analysis, teaching objectives, teaching methods, and teaching processes. .

First of all, let me talk about my understanding of the textbook.

1. Textbook Analysis

The song "The Snail and the Oriole" is a narrative folk song. The song tells the story of a snail carrying a heavy shell up the vine when it has just sprouted. Funny scene of crawling while the oriole laughs at it. The song's melody is lively and lively, and the lyrics are lively and interesting. It is a metaphor for the tenacious spirit of people in daily life who are not afraid of difficulties and persistently pursue their goals.

2. Analysis of Academic Situation

All teaching activities are student-centered. Fourth-grade students are active, curious, and perform well. Teachers should use vivid images and forms. Diverse teaching methods create conditions and opportunities for students to actively participate, which helps to stimulate students' interests, effectively cultivate students' abilities, and promote students' personality development.

3. Teaching Objectives

Based on the above analysis of teaching materials and taking into account students’ existing cognitive structures and psychological characteristics, I have formulated the following teaching objectives:

1. Emotional attitudes and values ??Goal: To inspire students to not be afraid of difficulties, move forward courageously, and persevere.

2. Process and method objectives: By learning to sing and imitate songs, sing the song "The Snail and the Oriole" with a simple, lively and slightly naughty mood.

3. Knowledge and skill goals: read music scores and learn to syncopate rhythm.

Sing the song with a slightly naughty mood;

Difficulty: learn to syncopate the rhythm and sing with emotion.

5. Teaching methods

Scientific and reasonable teaching methods can make the teaching effect twice the result with half the effort and achieve the harmonious and perfect unity of teaching and learning. Based on this, the teaching method I plan to use is: teaching method, conversation method, comparison method, practical guidance method, etc.

6. Teaching process

Now I will focus on my design of the teaching process.

(1) Create situations and introduce new lessons.

In the import process, I use the picture import method. I will use multimedia courseware to play several photos, namely grape trees, snails, and orioles. After showing these photos, I will ask the students to look at the pictures. Talk and make up a story based on these three photos. After the students imagine, stories emerge one after another. I will give affirmation and praise in time. At this time, I will guide the students and ask them if they want to know, the snail and the oriole are presented in the song. What kind of story is it? This leads to today’s topic.

The reason why this link is designed in this way is that making up stories by looking at pictures can help stimulate students' imagination and arouse students' interest in learning.

(2) Preliminary Perception

I will play the music of the song "The Snail and the Oriole" to the students, so that the students can feel the rhythm and characteristics of the music while listening. Before listening, I will set aside a task, "Students, please listen carefully. After listening, the teacher will ask your classmates to talk about your feelings." After listening, I will ask the students to speak freely and make simple comments. To sum up: the style of this song is cheerful, lively, humorous, witty, and the rhythm is slightly faster.

(3) Learning to Sing Songs

This link is the focus of this lesson. I will first lead the students to conduct a group of occurrence exercises, 13531, and then teach a new lesson. I I will use the piano to lead students to read music scores and become familiar with the melody. During the process of reading music scores, I will focus on introducing the syncopations that appear in the songs. The syncopations include major syncopation and minor syncopation. As follows: Major syncopation:

Minor syncopation:

I will introduce the difference between these two types of syncopation. The major syncopation has a duration of 2 beats and sounds slow. Some, small syncopations are only one beat in duration, making them sound more urgent.

After distinguishing these two types of syncopation rhythms, I will lead the students to focus on practicing the small syncopation in this lesson. After practicing proficiently, I will let the students add lyrics to sing. After singing, I will use multimedia to play the audio of "The Snail and the Oriole". After the students have listened, I will use the piano to let the students imitate the musical emotions in the audio and lead the students to sing the song emotionally and completely.

The main purpose of allowing students to imitate is to cultivate students’ observation abilities, accumulate experience, and lay the foundation for the further development of musical performance and creative abilities.

　(4) Extension

In this link, I will arrange men and women to be divided into groups. The girls will play the oriole, and the boys will play the snail. In the front part of the song, the boys and girls will sing together. The dialogue parts are sung separately.

This design can allow students to experience the fun of cooperation through the process of cooperative singing, and continuously enhance collective awareness and collaboration ability.

(4) Summary assignment

In the summary section, I will summarize by asking questions. I will ask the students what Nien has learned by learning this song. Quality? Students rushed to answer. I will conclude today that this song embodies the snail’s spiritual quality of not being afraid of difficulties, moving forward courageously, and persevering. I hope that students can also learn like snail and become an excellent student.

In terms of homework, according to the new music curriculum standards and the practice-centered concept, I will mainly assign oral homework, so that students can learn folk songs that embody excellent quality after class. Share together.

7. Blackboard writing design

"Singing Folk Songs"

Dear judges:

Good morning (afternoon) everyone! (Bow) )I am candidate No. XX. Next, I will share my teaching ideas with all teachers.

1. Talking about the teaching materials

First of all, as a teacher, understanding the teaching materials is essential;

"Singing Folk Songs" is the fourth edition of the People's Education Press There is a singing lesson in the second unit "Fifty-six Flowers" in the second volume of the second grade. The song is in F key and 2/4 time. It is a Zhuang song. It describes the beautiful scenery of the Zhuang people and expresses the Zhuang people's love for nature and their pursuit of The good wish for a happy life; through the study of this lesson, students can understand the characteristics of Zhuang national music and master the singing method of one word with multiple tones.

2. Talking about learning

Secondly, it is not enough for an excellent teacher to have a deep understanding of the teaching materials. He needs to put himself in the students’ shoes and think about the issues and understand them. What do students really need, so as to change their teaching methods and teaching languages;

Fourth-grade students already have a certain understanding of basic music knowledge, and most students can basically master the reading of some music scores; At the same time, the thinking characteristics of students at this stage are mainly image thinking, lack of concentration, and limited self-control ability; therefore, I will start from the students' cognitive level and knowledge experience, and strive to let students learn through play and have fun while learning. .

3. Teaching objectives

Through the analysis of teaching materials and academic situation, my teaching objectives are designed as follows:

Emotions, attitudes and values: through the learning of songs , feel the Zhuang music style, and establish a sense of loving nature and the beautiful scenery of the motherland.

Process and method: Through appreciation, explanation, comparison and other methods, experience the emotions expressed in the songs.

Knowledge and skills: Master the singing method of "one word with multiple tones", and be able to sing a complete song with a beautiful and euphemistic voice.

IV. The important and difficult points of teaching

Based on the establishment of teaching objectives and the integration of teaching materials and learning conditions, I established the important and difficult points of this lesson:

< p> The focus of teaching is that students can sing songs completely with beautiful and euphemistic voices.

The difficulty in teaching is that students can master the singing method of "one word with multiple tones".

5. Teaching Methods

In order to highlight the key points and break through the difficulties, so as to complete the teaching objectives, combined with the characteristics of the teaching materials and the learning characteristics of the students, I will use the appreciation method and comparison method in this lesson Methods such as method, group cooperation method, and multimedia introduction method are used for learning.

6. Teaching process

Next, I will talk about my teaching process, which is also the central part of this lecture. I will start with the introduction, teaching of new lessons, consolidation and improvement, and summary of homework. Elaborate on four aspects

(1) Import

The first is my import link. In this link, I use the multimedia import method to import. I will show pictures of different ethnic costumes and ask the question: "What ethnic groups are shown in the pictures?" Students can answer through the accumulation of daily life (Tibetan, Uyghur, Mongolian...). From this, it was successfully introduced to the study of the Zhuang folk song "Singing Folk Songs" in this lesson.

I designed it this way because a good introduction is half the success of a good lesson. It can stimulate students' interest in learning and guide students to actively participate in the class. It also closely adheres to the concept of music aesthetics as the core and hobbies as the driving force. Basic concepts of the course.

(2) Teaching new courses

Next is my new course teaching session. In this session, I mainly divide it into three activities for learning.

Activity 1: Listen to music, feel the music style, and understand the Zhuang people.

I will first give a brief introduction to the Zhuang ethnic group. Then I will set three questions: 1. What is the mood and speed of the song? 2. What kind of picture do you feel? Through the feeling and listening of the music, students will answer that the song is medium-tempo, passionate and beautiful. Song, you can feel the beautiful scenery of Zhuang people through music.

Through the listening and analysis of songs, we follow students' cognitive rules, gradually understand the characteristics of music style, and embody the concept of music aesthetics as the core in the teaching process.

Activity 2: Learn to sing songs and understand the characteristics of music.

First, conduct vocal exercises and remind students to pay attention to the continuity of breath.

Secondly, learn singing scores. During the process of singing scores, remind students to pay attention to the strength and weakness of the songs.

Finally, the lyrics were sung. In the process of singing the lyrics, the question was asked: "What are the characteristics of the song?" Students answered many questions by observing the music examples and reviewing past music knowledge points. Tie-up line part. The question was asked, "How should the legato part be sung?" The teacher demonstrated two singing methods, one in a coherent way and one in a jumping way. Through comparison, students can feel that the singing method with legato is more suitable for this song. . After that, students will sing the connected part in a targeted manner, so that students can master the singing method of the connected part, that is, the singing method of one word with multiple tones.

In this teaching process, students are the main body, students solve problems, and teachers guide students; stimulate students' active thinking ability and improve students' initiative in learning. Another one is to break down the difficult parts and break through them step by step.

Activity 3: Complete and emotional singing of songs.

After analyzing the song, the question is raised: What kind of voice should be used to sing to express the emotion of the song? Through listening to the song and summarizing the emotion, students answer the question with lyricism, gentleness, and grace. Sing with your voice. Ask the students to recommend students to lead the singing and the remaining students to sing the chorus.

Through students recommending students, students can be stimulated to have a sense of competition and participate in classroom activities.

(3) Consolidation and improvement

Next is my consolidation and improvement link. In this link, I will use group cooperation and ask students to perform and sing in groups. , then ask students to present, I will evaluate the students and encourage students to evaluate each other.

This design can open up students’ imaginative thinking, cultivate students’ innovative abilities, and combines the new curriculum standards’ requirements for diversified student evaluations.

(4) Summary of homework

Finally, I will summarize by asking questions to encourage students to establish the idea of ????loving nature and pursuing a better life.

In terms of homework settings, I will ask students to perform the songs in this class to their parents.

This design can consolidate students' knowledge, deepen students' impression of the songs, and increase students' knowledge reserves.

7. Talk about blackboard design

Finally, it is my blackboard design. I will use a concise and clear way. Students can understand the importance of this lesson more intuitively through blackboard writing. difficulty.