1. Carry out classroom game training rhythm
Modern educational psychology shows that only by allowing students to continuously participate in experiences and engage in activities physically and mentally during learning can students achieve the best learning status . The physical and mental characteristics of children in the primary school learning stage are that they like to express themselves, are lively, love to move, and show strong interest in unknown things. Judging from the music rhythm teaching tasks in primary school music textbooks, the rhythm structure is simple, life-oriented, common sense, scene-based, and full of rhythm.
Therefore, rhythm training in primary school music teaching should fully grasp the physical and mental characteristics of primary school students, fully analyze music teaching materials, understand the characteristics and tasks of rhythm teaching in primary school music teaching materials, and combine rhythm with life scenes to allow students to Students try their best to connect with real life in class, turning theoretical rhythm knowledge into something very vivid and vivid.
For example, teachers can lead students to play rhythm games, mobilize students to actively participate through rhythmic body movements, and satisfy students' characteristics of being active, expressing themselves, having fun, etc., that is, To achieve the purpose of training students' music rhythm.
For example, teachers can use the Orff teaching method, dividing students into groups and asking them to sway their bodies to the rhythm, or clap their hands, stamp their feet, etc.
You can also ask students to line up in a row or in a circle to stretch their hands and step forward and backward. Another example is to divide the whole class into groups of 6 and play the role of hour hand, minute hand and second hand respectively, simulating the speed of clock movement to feel the rhythm. Teachers can also create some rhythms of their own, and students can imitate and perform them through body language according to the rhythm. Even methods such as having students play some improvised rhythms themselves and having other students imitate the performances can effectively strengthen the rhythm training of primary school students.
2. Use poetry recitation to train rhythm
Poetry is not only beautiful in words and sentences, but also full of affection, and can also create rich imaginations. The recitation of poetry itself must grasp a certain rhythm, so the rhythm training in primary school music can also use the method of reciting poetry. Teachers can find some poems that students are familiar with and read them affectionately aloud or lead them to read them to enhance students' sensitivity to songs.
It should be noted that when reading poems aloud, teachers can ask students to follow the rhythm of reading aloud and clap their hands to make the rhythm, so that students can feel the rhythm more vividly and intuitively.
For example:
When students recite poems they are familiar with, it not only strengthens students' image grasp of rhythm, but also improves students' interest in learning music, and also cultivates students' good Coordination ability.
3. Imitate the training rhythm of life scenes
Create music from students’ real life, draw materials from it, use natural sounds, phenomena, scenes, etc. as inspiration elements, and use teachers’ improvisation Creation, integrate rhythm into life, integrate life-oriented elements into rhythm teaching, so that students can understand and master rhythm vividly. By imitating life scenes to train rhythm, students can learn rhythm in a relaxed and comfortable state of mind. Integrating life scenes into rhythm teaching can not only fully mobilize students' enthusiasm for learning rhythm, but also help students learn to master rhythm knowledge intuitively and clearly, deepening their understanding of rhythm. Students’ memory and understanding of rhythm. For example, when teaching students how to recognize musical notes, students can first find out the walking postures of some animals in life, and then visualize the musical notes according to the rhythm of the animals' walking. Guide the students to imitate the rooster walking "click, click, click, click" and the foal running "tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap-tap" etc. The teacher then plays it on the instrumental music according to the rhythm imitated by the students. Teachers can also constantly explore the different rhythms of long and short sounds from life, and guide students to read and photograph them using familiar "onomatopoeia".
For example:
(1) × × | Pronounced as: tick (imitates the sound of the second hand moving)
(3) ××× is pronounced as: dong dong dong (imitates the sound of knocking on the door)
4. Training using various musical instruments Rhythm
To train rhythm with musical instruments, students must first understand the musical instrument, understand its general characteristics, and be able to use the musical instrument. In class, let multiple students hold different instruments, let one student imitate or improvise the rhythm, and then have different students play it with instrumental music. Or students can play a set of rhythms with instrumental music, and then other students can beat it out with their hands. Or, some students recite poems, and another group of students perform instrumental music and dub them. In order to activate the classroom atmosphere, the same instrument can be used to improvise the sound length and changing rhythm, and then the students can imitate it on the spot. Instrumental music can also be used, combined with life scenes, with the teacher playing music composed of different notes, and then the students can simulate the sounds or movements of various animals according to the music. This not only activates the atmosphere, mobilizes the enthusiasm of the students, but also improves The students' movement reflection ability, and more importantly, also received good learning results.
In short, in teaching, teachers should adopt flexible and diverse teaching methods according to children's psychological characteristics, and evolve the theoretical and professional music rhythm knowledge into life-oriented, interesting and interesting knowledge. In the form of visualization, purely intellectual things are expressed through performances, imitations, games, etc., and "moving" things are used to express "quiet" knowledge, so that students can learn through games and learn in a relaxed and comfortable environment. Only by mobilizing students to participate, feel rhythm, learn rhythm, and create rhythm in various activities and games, can they learn rhythm well, lay a good foundation for rhythm, improve students' perception and creation ability of music, enrich their imagination, and stimulate students' desire to learn music. interest.