Unknowingly, I have been a full-time music teacher for one semester. Here I summarize the teaching work of this semester as follows to reflect on myself, discover deficiencies, and strive for progress.
1. Understanding of music education
Music is an emotional art. The charm of music is that you give people a space to imagine. A good piece of music may contain With a beautiful meaning, or to express a warm artistic conception, the beauty of this conception and artistic conception has a profound appeal to people and will leave a mark of beauty on the soul. How to sow the beautiful seed of music in the hearts of children and let it sprout and grow is my biggest wish. I think music teaching requires emotional investment. Therefore, it is necessary to create a relaxed and pleasant atmosphere, and I am good at creating a relaxed and pleasant atmosphere for students. I think the growing environment is even more important than knowledge, because teachers and students feel each other's hearts with their hearts and win their feelings with their feelings.
An educationist once said, "Music education is not the education of musicians, but first of all, the education of people." Therefore, the fundamental purpose of music education is for the all-round development of people and to educate people. , cultivate people, but it is by no means to train every child to become a musician, but to consider the many children who will not be musicians in the future, encourage them to become active music lovers with certain musical abilities, so that they can learn from music. Enjoy joy and fun in music, get enlightenment from music, develop their intelligence, cultivate their creativity, and lay a good foundation for their future growth and development.
2. Reasonable selection of materials, careful design, and arousing interest
The content of music classes is rich and colorful, and its biggest feature is to mobilize people’s interest and move people’s hearts through artistic activities. Emotions make people happily educated. In music teaching, teachers should understand children's development levels and needs and select content that is suitable for children. In my teaching practice, I found that the actual needs of children are childish and childish. They start from the standpoint of instinctive needs and pursue natural, instinctive, spontaneous, game-like, and interesting things. Therefore, , in music activities, choose music with simple melodies, vivid images, or game-like music, or select appropriate content from the scope of children's lives. For example, the game "Looking in the Mirror" selects content from children's lives as material, and adds music to allow children to re-create their own experience of looking in the mirror based on the music. This makes it easy for young children to understand and make them like it. Be motivated to learn and be able to use music, rhythm and other means to express it. In other words, only the processing of teaching materials and the design of teaching are full of interest, so that children can be attracted to learn. I started by selecting the most basic structural elements of music, and compiled a stepped and progressive activity goal and content, from shallow to deep, from easy to difficult, from simple to complex, from near to far, from concrete to abstract music. Games and music activities, children are very interested in music activities designed and arranged in this way, which makes them feel like playing games.
3. Encourage children to use their hands and brains and actively create
In music teaching, teachers should first consider teaching for children’s learning, adopt positive methods, and strive to achieve success through teaching. To achieve the goal of not requiring teaching, knowledge is no longer mastered through simple repetition, but by solving various interesting and meaningful topics. For example: guide children to freely choose various musical instruments with different timbres, and compile corresponding rhythms to express "changing weather", "let's go for an outing", etc. The music knowledge that children will acquire can be used in new situations. Although many of the methods used are review and repetition, they are also based on thinking experience. It focuses on children's understanding of objects (instruments, props, etc.) ), to truly understand knowledge through personal perceptual activities. Nowadays, every child can play various musical instruments in music activities, and children in middle and upper classes and even small classes can use musical instruments to express musical content. For example: In the music class "The Little Rabbit and the Wolf" in the small class, the lyrics mention "the little rabbit is jumping around", "the wind is blowing", "the leaves are rustling", etc. I will inspire the children to use what musical instruments to express it. For these things, children will think of using wooden fish to represent little rabbits, using maracas to represent wind and leaves, etc. These are all based on children's understanding of the timbres and characteristics of various musical instruments and their existing life experiences. on, recombine and create through your own understanding. Therefore, only when teachers teach creatively and children learn creatively can children's interests be stimulated and their potential fully developed, such as creating lyrics, music, songs, dances, etc. Children are eager to fully express what they can express, and they naturally explore ,create. In the current music activities, I try not to show my examples or guiding opinions before children's music operations. Instead, I try my best to encourage children to express their understanding and emotions, such as the "Little Bear Transports Watermelon" game activity. No matter how the bear transports the watermelon, Still in the music, watermelon rolling, etc., I did not demonstrate. Through the children trying game activities many times and boldly understanding, exploring and creating, their sense of music gradually formed, and the children's imagination was also cultivated. Interest in learning.
In addition, I do not require children to create perfect musical results immediately.
Children are exploring, and the things in the creative process must be childish and childish. It is the child's own thing. At this time, the teacher's role is to observe and listen to the child's words and deeds, and then provide guidance so that the child can continuously improve in the process. For example, in the process of children freely imagining movements with music, I do not focus on the beauty of children's movements, but focus on observing their shapes, listening to their imaginations, and then providing guidance and improvement. Another example: In the musical instrument creation activity "My Day", the children's final voices for their stories using musical instruments were very simple and the form was relatively simple. However, after all, this was the work that the children had just created by themselves, and it was everyone's first work. ** It was made in collaboration with my colleagues. Although the work is not very mature, I gave the children high praise and it also gave the children a sense of success. I think teachers should not be anxious: "What kind of music does this look like?" They should wait patiently, and the things they construct at the beginning must be very simple and not decent. If they can realize this, they will protect children's interest in learning and Enthusiasm, so that children can gain a sense of security, and gradually allow children to move from being decent to being presentable, and from immature to mature, they are constantly being transformed and improved, which truly reflects the process of quantitative change to qualitative change in children's learning.
IV. The application of situational teaching
Situational teaching refers to the use of language, objects, music, pictures and other means in teaching activities to create a kind of emotion and cognition A combined, vivid and real teaching environment stimulates students' positive emotions, allows students to effectively acquire knowledge in a relaxed and pleasant teaching atmosphere, cultivates students' individuality and personality, and trains students to feel, appreciate and create beauty. A teaching model for the ability of beauty.
Through the experiment of situational teaching, I summarized several steps of situational teaching:
Set the situation - feel the situation - express the situation - expand the situation - transform Situation
(1) Set the situation.
1. Creation of a special learning environment
This semester, the kindergarten has a dedicated music classroom. When the children come to this environment, they know that they are here to perform music activities. In this special environment, teachers lead children to comprehensively use their hearing, vision, touch, and kinesthetic senses, and observe and operate these environments and materials through various games. Through interaction with this environment, children will consciously absorb the various factors of music contained in this external environment, and ultimately form their inner musical experience and musical concepts.
2. Organize teaching and set up teaching situations that match the classroom teaching objectives.
Organizing teaching mainly includes the following basic steps: calming students’ emotions, allowing students to listen to the rhythm of music and enter the classroom, feel the music atmosphere, and ask questions between teachers and students. For example: in the game "Go Treasure Hunting" (pitch practice game), the teacher first arranges the classroom into a simulated treasure hunting adventure area, and introduces it through the teacher's language: "Today we are going to hunt for treasure in the big forest, let's go quickly!" Introducing children into the natural environment of the forest arouses their expectations for a series of stories that will happen in the forest. At the same time, they can quickly enter the role and actively participate in teaching activities.
(2) Feel the situation:
In this link, the main purpose is to let students "warm up" and stimulate students to learn through some basic training matching the teaching content. emotions, and at the same time preliminarily solve some key points and difficulties in teaching to pave the way for teaching. Still taking "Treasure Hunting" as an example, after the children sat down, I designed a basic exercise of listening to and identifying the melody, introducing it through the teacher's vivid language: "When we go on an adventure, we have to pass through three special doors. The key to opening this door is The mantra is a piece of music, and you can pass it only if you sing the melody of each door correctly. Let's practice our ears first, shall we?" Then, I did some model singing exercises, and the whole class began to enter a kind of mood. The state of full devotion of teachers and students lays a solid foundation for good teaching results. ,
(3) Performance situation:
This link is the basic content of the entire classroom teaching. Children learn actively and happily in the situation created by the teacher, and try creative ways Use your own voice, body language, learned skills and other methods to express the musical situation. In "Treasure Hunting", the children played in a simulated situation and listened carefully to the melody given by the teacher when they arrived at each door. However, the children did not feel that they were practicing model singing, but instead they were trying to figure out a way to do it. You must break through every obstacle through your own efforts. The key in this link is to gamify and contextualize the learning content, and give full play to the initiative and enthusiasm of each student, so that they can participate in the activities and complete the tasks they undertake excellently.
(4) Expanding situations:
This link is the core of the entire teaching model and the climax of classroom teaching. It is mainly the expression of students' creativity and initiative, and it is the deepening and extension of classroom teaching. For example: the creation and arrangement of songs, the reproduction of music, etc.
In "Treasure Hunting", children can set up the musical spell for each door, and other children can imitate the singing. This is another opportunity for children to actively create and learn from each other. All creative activities in the context of expanding the situation are the expression of children's creativity, or the team members work together to complete it. Therefore, everyone will devote themselves wholeheartedly, and later feel gratified and satisfied with the success of their creations. pride.
(5) Transforming the situation:
In this link, the teacher’s inspiration and summary are mainly used to enable the children to obtain scientific knowledge from the situation and understand the emotional tone of the content and theme they have learned. To achieve the unity of emotion and reason, the teacher should guide everyone to make a summary, so that everyone can confidently and boldly express their opinions. In this link, the children's emotions should be eased and they should be given a sense of expectation. Leaving the classroom also echoes the organizational teaching at the beginning.
In short, in the situational teaching model, there is not much narration in each class. The teacher mainly creates a situation for the children that matches the teaching goals and content, and guides the children to do what they want to do. It is improvisation. Everyone seems to feel that every class is "playing". In the process of "playing", they can perceive the connotation of music, create emotional communication and connection, and enhance the sense of cooperation during "playing". and the ability to coordinate in a group. Let children truly participate in practical activities, and turn what teachers say into what students do.