Rhythm training in primary school music teaching is an important part of cultivating musical quality in primary school music teaching. Rhythm is the pulse of music and one of the basic elements that make up music. Any music is inseparable from a distinctive rhythm. In singing, dancing, instrumental music and other activities, the first thing students have to face is rhythm. As music teachers, we deeply feel that the quality of rhythm control directly affects our music teaching.

In music teaching, rhythm is the first element of music. It is like the "skeleton" of music. Without rhythm, melody does not exist. Rhythm is an important prerequisite for learning to sing well. Therefore, rhythm training is relatively boring and students are generally not interested. If you don’t pay attention to teaching methods at this time and attract students to listen and practice, the effect will definitely be poor.

In order to resolve this difficulty, I tried a variety of teaching methods so that students can happily participate in rhythm training and gradually become interested in rhythm training. The following is a summary of several of my teaching methods.

1. Recognize the rhythm by looking at pictures

First, draw some high and low squares in different colors on the blackboard. The students were immediately attracted. Some have their eyes wide open and full of curiosity, some grin and smile very happily, and some are confused and deeply attracted by this small square... In this state, let the students first get to know one, the square. There is a word in it, read this word for a beat. The following uses a question-and-answer format. The teacher asks how many beats are read for each of the two characters in the square? The students immediately responded, "Each read half a beat." How many beats can be read if a word occupies two squares? "Read two beats." The students paid very close attention to reveal the secrets in the squares, and they understood them very clearly. With just a few words, the students fully understood the duration of half notes, quarter notes, and eighth notes, and their interest was very strong.

2. Onomatopoeia imitates rhythm

In the past teaching, teachers always wrote several rhythms on the blackboard and asked students to use

"da" Read it in the form of , or clap it with your hands. For example: 2/4 × So, how to make this boring knowledge acceptable and easy for students to accept?

Create music and draw materials from students’ real lives, so as to attract students’ interest and active desire to learn. Therefore, in rhythm training, I let students explore the length and shortness of sounds in life and synthesize them based on their own experience. Different rhythms are read and photographed using different "onomatopoeias" that students are familiar with. This method facilitates students' memory and understanding. When students read rhythm, different rhythm patterns use different reading methods, so students must use their brains to think about "what notes are" and "what to read". If they don't use their brains, they will not be able to read the syllables. This method highlights the image of pronunciation, tries to make it as catchy as possible, and reduces the difficulty of teaching, such as basic rhythm patterns and reading methods:

⑴ × × | × ×|| pronounced: Dong Dong Dongdong (imitates the sound of heartbeat)

⑵ ×× is pronounced as: tick (imitates the sound of the second hand moving)

⑶ ××× is pronounced as: da da da (imitates the sound of horse hooves)

⑷ ××× is pronounced as: Dong Dong Dong (imitates the sound of knocking on the door)

⑸ ×××× is pronounced as: rustle rustle (imitates the sound of light rain)

⑹ × ×· | (sound)

The lower section is the stage of perception and understanding of rhythm. According to the students' physiological characteristics, it will be simpler to connect the required rhythm with life. These sounds are all familiar to the students, so during the imitation process, the students' interest is always high and the classroom atmosphere is very active. After repeated practice many times, difficult and complex rhythms are not difficult at all for them. Gradually, I found that although this method improved students' interest and activated the classroom atmosphere, students were more enthusiastic about raising their hands to answer questions.

2. Children's Song Method

Weave difficult-to-remember basic music theory into children's songs so that students can easily accept them. First of all, whether they are low-level or high-level students, students should be able to recognize a few basic note units from the beginning. Several commonly used durations, from longest to shortest, are whole note, half note, quarter note, and eighth note. Then let students understand the connections and differences between them.

For example, in the teaching of distinguishing the duration of quarter notes and eighth notes, I presented this children's song:

Music mother is so careless,

Picked a name and adjusted the package.

To cause trouble to everyone again,

Please remember it clearly,

Sing a quarter note for one beat,

Don’t look at the eight Larger than four,

Eighth notes are sung for half a beat.

Catchy, easy to learn and remember.

For another example, when used to distinguish the duration of dotted quarter notes and dotted eighth notes, this children's song is used:

Quarter note, eighth note.

Be sure to remember clearly when adding a dot,

A quarter note plus a dot is equal to one beat plus half a beat.

An eighth note plus a dot is equal to half a beat plus half a beat.

When boring and monotonous music theory knowledge is transformed into beautiful children's songs and memorized by heart, students will feel that music is no longer a mystery to them. Freshness and curiosity dominate their learning motivation, and learning is no longer passive.

4. The paddling method is suitable for middle and high school students.

In the learning process of primary school, the transition from concrete image thinking to a thinking style with abstract logical thinking as the main form is generally considered to be in the fourth grade. Therefore, after mastering the basic rhythm in the lower sections, you can try to learn more complex rhythms and their applications in the middle and higher sections.

When practicing rhythm, you can use the word "da" to pronounce the rhythm, and at the same time stroke the beat with your hands. In order to ensure the correct rhythm, the speed between beats should be even. I used a transitional method, first reading the text twice using the lower grade reading method, and then progressing to using "da" to let the students get used to this method, and then directly use "da" to read the rhythm. For example:

⑴ × Da da da da da─

⑵ p>Da da da da da da da da da

This method has a strong sense of rhythm and is also a commonly used method in music classes.

5. Use percussion instruments to create rhythm

When using percussion instruments to accompany the rhythm, when the teacher shows the rhythm, the students have already been attracted by the instrument, and of course they are very interested.

First of all, students need to know the musical instrument, be able to play the musical instrument correctly, and understand the performance characteristics of the musical instrument. Then the students' collective spirit of cooperation, creative imagination, and various percussion instruments are used to create rhythms and accompaniment to the songs. Use various percussion instruments to perform ensembles according to rhythm patterns, or provide accompaniment to small pieces of music to cultivate students' ensemble abilities.

6. Creating Rhythms

On the basis of students being familiar with the rhythm, use percussion instruments or movements to boldly create rhythms. During this process of creation, teachers should let go and actively Encourage students to create rhythm with individual participation. Each student has his own ideas. They can make bold attempts through cooperation, discussion, and bold attempts. Teachers must praise them, not only to praise students who actively participate in creation, but also to encourage those who actively participate in creation. Timid, less capable students, explore and protect their enthusiasm and creativity.

Through classroom practice, students’ interest in learning continues to increase, and they have a good grasp of the rhythm. In the practice of music teaching, we summarize the extensive music knowledge into concise content, turn the profound theory into vivid and vivid language, and use "activity-based teaching" to mobilize students to personally participate in activities and experience music and play in various activities. Learn music, create music, learn good rhythm and lay a good foundation for rhythm in a high mood of being willing to learn.

In short, learning rhythm is the backbone of many subjects such as singing, dancing, sight-singing, instrumental music, appreciation, etc. in primary schools. When students learn rhythm, as long as they have the correct guidance of the teacher, starting from every detail of the classroom, step by step, and subtle , in order to accurately improve students' sense of rhythm, students' potential can also be maximized. These are some of my experiences in teaching practice. I have seen some successes in students, but there are also shortcomings. I believe that under the guidance of the new curriculum, we can only continue to try new teaching styles and develop new Only in the field of teaching can you enjoy the endless fun brought by creation.