5 personal teaching reflection essays for music teachers

Music classes do not involve entrance examinations, but as an indispensable factor in quality education, the quality of music classes is also extremely important. important. Do you know any examples of personal reflections on teaching for music teachers? Let’s take a look at a sample personal reflection on teaching for music teachers. Welcome to check it out!

Music Teachers’ Personal Teaching Reflection Sample 1

Music teachers should make it clear that music education is an indispensable and important aspect of quality education. Music education takes aesthetic education as its core, so throughout the music teaching process, teachers must infect students with the beauty of music and cultivate students with the rich emotions in music, so that students can gradually develop healthy music aesthetic abilities. In order to achieve the goals of music education, teachers must guide students to respond holistically to various elements and methods of music during teaching. Teachers should actively guide students to learn to feel, experience, and express the rich emotional connotations in music, and they should also resolutely guide students to feel, experience, and appreciate the beauty of music, so that students can not only benefit now, but also benefit for life.

1. Stimulate interest and create an atmosphere to motivate students

Ushinsky said: "Without interest, being forced to study will kill students' willingness to master knowledge." The famous scientist Ein Stan once said: "Interest is the best teacher." In teaching, how teachers attract students' attention and arouse curiosity is a skill. Music education is a major matter related to the all-round development of students, because music is not only teaching students to sing, but also the best form to develop and improve students' intelligence. In the process of music teaching, teachers should first stimulate students' strong desire to explore deep in their hearts, and secondly stimulate students' cognitive interests. When students are interested in learning music, they will have a strong need to learn music, actively devote themselves to learning, and no longer feel that learning music is a burden or boring thing. With strong interest, students' spirit will be rich and their thinking will be flexible, changeable and fluent. When teaching, teachers should avoid a single teaching model and can adopt a variety of methods, such as teacher-student interaction, establishing study groups, or using multimedia modes to activate the atmosphere and stimulate students' learning of music education. Teachers use love to motivate students , allowing students to be willing to learn music while improving their self-confidence.

2. Create situations and cultivate musical emotions

The emotionalization of music teaching requires the experience of situations. A person’s musical emotions are constantly enriched and improved through social practice and life accumulation. of. This is actually a training in a big situation. In middle school music teaching, music teaching situations need to be created, and teachers can adjust the music teaching process according to the environment. For example, during an outing, teachers can incorporate music teaching according to the environment and mood, and can also adapt to the music teaching process according to various learning activities or various festivals. Ultimately, music teaching can be successful and optimized. Teachers use their own emotions to pluck the emotional strings of students and make them resonate. Teachers and students enter the roles specified in the teaching content together and complete the teaching tasks harmoniously and happily. Create a music teaching situation to achieve synchronization of thinking between teachers and students in a harmonious teaching environment. At the same time, it also cultivates students' good aesthetic mood and arouses students' attention to music aesthetics. This is also closely connected with the musical works they have learned, inspiring students' creative enthusiasm and motivation. While students' creative thinking is improved, students' personality is sublimated. The development of students' aesthetic ability and aesthetic consciousness enables students to better achieve self-improvement.

3. Music serves as a bridge to cultivate students’ abilities

Music teaching has advantages that other disciplines do not have in developing students’ intelligence and quality. Many highly intelligent celebrities at home and abroad, such as Confucius, Einstein, Rousseau, Goethe, Lenin, etc., all love music. It can be said that music has a certain impact on their career achievements. When conducting music education, teachers can allow students to perceive and understand sounds through pitch, timbre, intensity, duration, etc. In this way, they can not only listen to melody, listen to harmony, and listen to distinguish the sounds of various human voices and various musical instruments, Improving students' auditory selectivity and sensitivity can also cultivate students' imagination and thinking abilities. While students' brains are intensely active with music, mental activities such as imagination, memory, and emotion are also very active, which all contribute to the cultivation of thinking ability.

This not only promotes students' intellectual development, but also improves students' overall quality development, which is of great benefit to students' healthy growth.

4. People-oriented, teaching students in accordance with their aptitude

Students’ musical interests and potentials vary greatly. Different students master different knowledge and skills, and their feelings, understanding and performance of music are also different. As music teachers, we cannot treat students with the same standards. We must take students as the main body and fully mobilize their enthusiasm. Respect students' differences in personality and potential. Based on students' personality characteristics, we should combine the participation of all students with the development of different personalities and teach students in accordance with their aptitude, so that every student has the right to learn music and participate in music activities in his or her own unique way. , express personal emotions, fully affirm every student, and let them enjoy the fun of music.

The main goal of the current basic education reform is quality education. Music education has become an important content that cannot be ignored in quality education in middle schools because of its pleasant, aesthetic and accessible educational concepts. It affects the development of students' ideological and moral, intellectual, emotional and physical and mental health. Music education can reflect aesthetic education, moral education and many other aspects related to the personality development of middle school students, and has an important role that cannot be replaced by other disciplines. Music education plays a unique educational function with its strong artistic appeal, and its role is very huge. Paying attention to music education is an effective measure to promote the overall improvement of students' quality and shape their perfect life. Music teacher's personal teaching reflection sample article 2

1. Learn to "listen" to music

Second and third grade primary school students are in the stage of thinking mainly in images. They are lively, active and easy to accept. Lively, infectious and interesting things. Give students more opportunities to listen. If they listen more, they will naturally have some sense of the pitch. Once they have a preconceived idea of ??the pitch before singing the musical notation, it will be easier for the students to grasp the concept of the musical notation. And use composing melodies to improve music reading skills. 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.

2. 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, "Snow White's Pony Carriage" 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 fairy tales. During the teaching, a child said: "Teacher, I want to change the content of the lyrics, because Christmas is coming soon, and I want to change Snow White into Santa Claus, is that okay? I can also draw it for everyone to see." After listening to the child's sincere and childish words, I smiled happily: "Why not, everyone can draw and change it." Then the classroom atmosphere became active, either in groups of three or five, One after another, they 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.

3. 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 takes everyone to travel to the prairie today!" So I played the tour guide, and the children played tourists and cavalry. They raised their whips and rode the "big horses" in the classroom. They played and sang the songs they had just learned. The students all He was full of emotions and extremely excited.

The singing is full of emotion and full of beautiful colors.

4. Percussion instruments enter 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. Music Teacher's Personal Teaching Reflection Sample 3

Students in junior high schools are in a period of increasing knowledge. In addition to strengthening the construction and accumulation of knowledge framework, moral education is also very important. Children in junior high schools are in a stage of continuous mental development and maturity. Good moral education can cultivate students' temperament, enhance students' aesthetic taste, and help students build a good outlook on life and values. Music education is an important part of moral education in junior high schools. However, there are still many things worth reflecting on in the current junior high school music education. Based on my own teaching practice, the author believes that there are mainly the following aspects.

1. The content of "music" in the textbooks is low

Looking at the content of the Jiangsu Education Edition of junior high school music textbooks, it is not difficult to find that the content of "music" in the textbooks is actually very small. Many of the contents in the textbook are about music knowledge and music skills. These skills are not close to students' lives. Not only are there obstacles for students to understand, but they also lose interest at all. When teaching, teachers often give empty lectures on the development history, background and characteristics of certain ethnic music, with very little student participation, making music classes a one-man show for teachers. In addition, music classes often basically turn into singing classes. The teaching of the course is that the teacher simply teaches a song to the students mechanically until the students can sing.

In music classes, the connotation, charm and value of music are not reflected at all. In music classes, teachers should pay attention to students' perception of music, regard students as the main body, and pay more attention to the music itself. However, there are obvious deficiencies in today's music education in these aspects.

First of all, we must start with the teaching content. The low content of music in teaching materials is a situation that needs to be improved urgently. Teachers in the classroom should not blindly teach boring music that is far away from the era in which the students live. development process, which has no substantial effect on students' perception of music. In music classes, teachers should expose students to more truly harmonious music so that they have the opportunity to appreciate and appreciate the essence of music. Music is another form of expression. Music is not simply singing. If students can experience the emotion and charm behind it through music, then the real purpose of music education will be achieved, which is also the goal that music teachers should seek.

2. The content of teaching materials cannot attract students’ interest

Another big problem in current music teaching materials is that there is a serious disconnect between the content of teaching materials and students’ lives. It completely fails to attract students' interest. Most of the textbooks are ethnic music. Today's junior high school students are basically blank about ethnic music. This is mainly because they have no interest in this field. Students are more obsessed with current pop music, which they love very much and are even addicted to. , and the content in the textbook is not of interest to them at all. In addition, most of the content in the textbooks is from the 1970s and 1980s. Not to mention junior high school students, many college students have basically no understanding of the music of that era. The span of the era often brings great understanding and aesthetic differences. of the gap. Junior high school students are completely unable to understand the music of that era and the feelings behind the music. It is too far away from the era in which they live. It is precisely because of this that students often find music classes boring and not interesting, and they have no interest in music classes at all.

This current situation is a big obstacle to music teaching. To overcome this obstacle, teachers must make some innovations in the classroom. First of all, there is no need to follow the tutorials exactly as they are written, as this will be more difficult for students to accept. For important content in textbooks, if these contents are indeed far away from students' lives, teachers can prepare sufficient introductions and transitions before teaching textbook knowledge, and try to combine the knowledge in textbooks with students' lives, and use Introduce the corresponding background knowledge of the teaching content to students in a simple and relaxed way, so that students can fully understand the relevant knowledge and accept it more easily. In addition, teachers can appropriately add other teaching content that students like in the classroom, and the teaching format can also be changed accordingly.

For example, students can be asked to perform their favorite song and explain why they like it and their experience of the song. This process is not only about giving students the courage to sing a song in front of their classmates, but also more importantly The purpose is to allow students to deeply experience a musical work and try to understand the inner emotions that the work wants to express.

3. The status imbalance between teachers and students

In current music classes, it is still difficult to avoid the traditional model of teachers teaching students to listen. There is a lack of interaction between teachers and students, and students’ Ignorance of status is also common in music classes. Many music teachers never leave the piano after a class, and there is an extremely lack of communication with students. Music classes are just teachers teaching students to sing a song, which has no substantive meaning. This situation is very common and very undesirable. Music class is a process of cultivating students' emotional intelligence and a way to improve students' perception of music. If the teacher does not care about the students' feelings in the classroom and the teaching method is boring, students will not only fail to learn anything, but will also lose interest in music.

The status of teachers and students in teaching should be changed. Teachers should regard students more as the main body of teaching, always pay attention to students' reactions and changes, and let them participate more actively in the classroom. The ultimate goal of music class is not only to teach students to sing a song, but the key point is to enable students to feel the emotions that a song and a musical work want to express through the process of learning to sing. Many times, there is a profound story or a meaningful truth behind classic music. Cultivating students' perception of music is to enable students to know how to appreciate good music, appreciate the emotions conveyed behind the music, and understand the story and the meaningful truth. This is the purpose of music teaching, and it is the key to teaching. The direction students should go as the subject of teaching.

In short, there are still many things worthy of reflection in today’s junior high school music teaching. First of all, the content of the teaching materials is too empty, and the place about "music" is relatively limited. Not only that, the content of the teaching materials is seriously out of touch with students' lives and the era in which they live. This directly causes students to lose interest in music classes and find it difficult to learn about the courses. Even if you don't understand, you can't produce a scream. These are areas that need improvement. Teachers should make classroom teaching content more substantial and teaching models more novel. In addition, teachers regard students as the main subjects of teaching, always pay attention to students' reactions and changes, and allow them to participate more actively in the classroom, so that the purpose of teaching can be truly achieved. Music Teacher's Personal Teaching Reflection Sample 4

Curriculum reform is a challenge for every teacher, but it is also a rare opportunity. What kind of attitude should we adopt in the face of new things that are constantly emerging in the reform process? It is probably not advisable to blindly follow the trend, copy or completely ignore it. Only study hard. Only by deeply understanding the new curriculum standards and often summarizing, reflecting, researching, and improving in one's own practice can one better adapt to new changes.

As an important part of quality education, music education certainly does not want to lag behind other subjects. Therefore, in the teaching of grassroots music subjects, various competitions similar to other subjects are also carried out. The content of "lecturing" is indispensable.

In fact, music education is a kind of emotional education. Emotional things are not spoken. It needs to use certain environmental influences to render an atmosphere and let students feel something in the environment. Through the teacher's singing and playing, the teacher's emotion touches the students' hearts, so that the students' hearts are shocked, and their emotions will be naturally revealed. This is the difference between music teaching and other subject teaching. Music teaching is to use "emotion" to infect and move people. The true feelings of students in class cannot be "said" in "lectures", let alone thought about.

Music teachers should approach students, make friends with students, and integrate themselves into students; how to make themselves an organizer and participant, and leave a certain amount of time and space for students to be bold Imagine freely and create freely. I feel that a teacher’s teaching ability is largely reflected in students’ learning interests and learning outcomes. Only then will our music teaching have quality and hope.

Music Teacher’s Personal Teaching Reflection Sample 5

Reading music and singing is one of the important contents of music classroom teaching, but what makes children happy in class is often singing, rhythm, and games. Once they are allowed to Reading music will feel boring, the classroom atmosphere will also become dull, and the influence of the emotional beauty of music will be impossible to talk about.

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

1. Use the method of singing first and then reading music to strengthen hearing

All aspects of music learning involve the role of hearing, and the foundation of music reading should first be placed on the cultivation of hearing 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 pitch. Therefore, I proposed to sing first and then read music.

For example: In a singing class, when the students walked into the music classroom, the music I used was the song to be learned today, and I asked the students to make simple rhythms to the music, so that the students were familiar with the music. With the auditory impression, it will pave the way for the next step of learning songs well. Then let students appreciate songs and feel music, thereby stimulating students' interest in learning music. Then by letting students sing, the difficulties in the music score are solved unknowingly, so that students can reduce the difficulty of reading music and make students feel that reading music is not too difficult, thereby enhancing their self-confidence and deepening their love for music. Then, through sight-singing and understanding of the music score, it will react on the singing, making the singing more perfect. Singing first and then reading music is to let students put down their psychological burden first, let students sing first, and use their own voices to express the music, thereby stimulating students' interest and making students feel that this class is relaxed, happy and "achieving". And there is room for self-expression.

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

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

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

For example: the song "Youth Dance" has distinctive folk song characteristics, so before learning to sing a new song, I disrupted the order of the melodies in the music and arranged them together in short motive units. Let the students listen to the pitches of each set of motives, rearrange them into a smooth melody according to their own feelings, and play and sing together. In this way, listening is the first step, creating and editing is the means, and then everyone is allowed to listen and sing. This not only improves students' ability to read music, but also greatly mobilizes students' enthusiasm and initiative for learning.

In fact, there are many forms of composing melodies. The rich creative format allows students to learn simple musical notation with fun and a sense of accomplishment, and can receive unexpected results.

Today, when improving overall quality, primary school music education’s requirements for music reading are: “based on the classroom, facing all.” According to students’ cognitive rules, rational music reading is taught from a perceptual basis. Incorporate music practice activities into vivid images and explain things in a simple way. Use music reading, a good tool for learning music, to cultivate students' music perception, performance, appreciation, and creative abilities. Let every child truly get into music, search, explore and create.