Everyone has seen the diary in daily study, work or life, and it is very necessary to write a diary at this time. What is new and rich in the journal? The following are the music training logs (selected 5 articles) I collected for you, hoping to help you. Music training log 1

In recent years, with the diversification of primary school music teaching, various teaching forms have added a lot of elegance to primary school music classes. Among these teaching forms, game teaching plays a vital role in music classes. German educator Faubel believes that "games are a tool for children to know the world, a source of happiness, a means to cultivate children's moral quality, and can best show children's enthusiasm and consciousness in the process of games. Games are children's instinctive activities and a reflection of their inner world." The game in the primary school music classroom is different from the game teaching in other disciplines. It is not a pure game, but incorporates musical characteristics. We call this special form "music game". "Music game" is just a means to learn music, and it is a game teaching with music as the main body. It must be accompanied by music to achieve the purpose of music teaching. In the past, music teaching in primary schools only focused on whether students learned a song or a certain music knowledge point. The classroom atmosphere was rigid, which made students uninterested in music lessons. What's more, it was considered as a minor course, and it didn't matter whether they listened or not. The long-term past will obliterate the instinct of children's all-round development. Then, if music games are added to the music class, students can give full play to their imagination, make boring music knowledge lively and interesting, and greatly improve the quality of classroom teaching.

here are my four views on music games:

1. Particularity of music games

Music lessons in primary schools are unique subjects. They learn by singing, dancing and playing, and turn boring music knowledge into vivid game teaching, so the classroom atmosphere is relaxed, lively and pleasant. For example, when learning scales, in the past music teaching, the teacher only played the piano and the students sang along. Now I use the game "climbing stairs" to let the students use both hands and feet: the hands move up one level and the feet move upstairs, and then sing the scales along with the piano. Through this teaching, the students are highly motivated and can master this knowledge point quickly and well.

Second, the fun of music games

Music games play a role as a seasoning in music teaching, which can make the whole classroom full of vitality, and students can experience the fun of music lessons through music games. For example, when learning Animal Talk, show pictures of various small animals and their walking movements. After that, put the animal headdresses made before class on the students' heads, and let the students imitate the movements and languages of animals according to their headdresses. As a game to adjust activities, its role is to enliven the classroom atmosphere, stimulate children's emotions, adjust the classroom order and improve students' enthusiasm for learning. This game is mainly interesting, which can make the classroom atmosphere relaxed, eliminate students' feeling of fatigue, and let students continue to actively participate in the next link of teaching.

Third, music games can give full play to students' subjectivity

In the music class, students should be made masters, and let them give full play to their imagination. Every student is an active participant and creator of music activities, so that learning will no longer be a burden. For example, in the first grade "Twinkling Little Star", the pictures of the stars all over the sky were shown by multimedia, so that students could create their own movements to show the twinkling stars, and whoever performed well would get a beautiful star. Objective: To cultivate students' creativity, imagination and sensibility to music.

Fourth, in music games, exercise students' participation ability

There are often some timid students who are not good at performance in music classes. For such students, they can start with collective game activities and then participate in groups, focusing on their performance, so that these students can actively participate in the activities through such a step-by-step method. For example, in the musical pantomime "The Story of the Fisherman and the Golden Fish", students like this can let them sing songs below as a collective chorus first, and other students can play different roles according to their own preferences, so that the whole class can participate in the performance, thus realizing the fun of participating in the performance. To sum up, music games are a bridge for students to learn happy music lessons. Gorky once thought that "games are the way for children to know the world". Only when children are happy in the process of music games can they arouse their love for music lessons from the bottom of their hearts. In music games, students can not only learn related skills and experience the joy of music activities, but more importantly, they can learn to learn in cooperation and learn to communicate with others, thus exercising their courage and enhancing their self-confidence. Music game is a golden key for students to open the temple of music, a bridge to help children set up to learn music, and a pair of vigorous wings for them to roam the music world. As primary school music teachers, we should make continuous efforts to let students learn music, listen to the beautiful melody of music and feel the happiness brought by games. Music training log 2

Through this training, I realized that the new curriculum standard is the core content of China's basic education reform and an important task of implementing education reform. Its introduction has given teachers a broad space for teaching innovation. Through these days' training, I realized that every music teacher should constantly adjust his mentality and update his ideas, and become a teacher working in the research state.

The following questions should arouse my thinking:

First, the change of teaching perspective

The new curriculum standard requires that the teaching content should be linked with students' real life, and it is beneficial for them to solve social problems, thus improving their musical accomplishment. Therefore, the implementation of the new curriculum standard urgently requires teachers to change their original curriculum values, develop curriculum resources, and examine teaching from multiple perspectives. In modern social life, there are a lot of musical phenomena, such as ceremonial music (festivals, celebrations, queues, weddings and funerals, etc.), practical music (advertisements, fitness, dancing, medical care, etc.) and background music (leisure, catering, movies and television, etc.) which are closely related to everyone's life. Understand the relationship between music and life, make students love music and life, and then let music accompany them for life and improve the quality of life. In designing specific teaching, students should be guided to start with life experience, start from their own music experience, closely connect with social life and music phenomena, and actively explore and think about the relationship between music and life, so as to make music learning a vivid, concrete and artistic life experience. For example, in a music class, showing students Flash requires students to evaluate and modify the music sound effects inside. Students' enthusiasm is very high, so this class is very lively and interesting, and it also allows students to learn to pay attention to all musical phenomena around them.

Second, the change of teaching methods

1. From in-class to out-of-class

In music learning, in order to let students have practical experience, students can collect music resources outside the classroom and apply them to music teaching, and they can also expand teaching activities to out-of-class and so on. For example, in the teaching of "Into Nature" in Unit 2, Grade 1, I asked students to collect relevant information by means of the Internet, find the content of music in nature, and let them try to express the music in their lives with their own musical vocabulary.

2. From this subject to interdisciplinary

Practice has proved that there are various ways for primary and secondary schools to receive music education. Therefore, music education must have a broad vision and keep an open attitude. For example, Chinese, history, geography, biology and other courses in primary and secondary schools are more or less related to music, which makes it possible to connect music teaching with these courses. Extracurricular music activities and social music education environment have become and should become an integral part of music teaching. For example, music and dance are combined to express music; Combine with art to make music more vivid; Communicate with poetry and drama in Chinese.

Third, the change of teaching focus

1. Enrich emotional experience and cultivate expressive ability

The new curriculum standard proposes to "cultivate students' self-confident singing, playing ability and comprehensive artistic performance ability, develop students' performance potential, enable students to express their personal feelings in the form of music, communicate with others, and harmonize feelings, so that students can enjoy beautiful pleasure and be nurtured by emotions in music practice." In our music teaching, in fact, every class and every music knowledge needs emotional input. Teachers should do a good job of inspiration and guidance, so that students can have their own emotional experience and enjoy beauty in every music learning process.

2. Emphasize the spirit of creation and exploration

The freedom, fuzziness and uncertainty of music provide people with a broad space for imagination and association in their understanding and expression of music. Therefore, music is one of the most creative arts. Professor Zhang Ruiting of He Normal University put forward in the class of Appreciation and Teaching of Musical Works: If music creation is only integrated into other music teaching contents, it is impossible to give full play to the role of aesthetic education of music education. Only when music creation is emphasized as an important content of middle school music teaching independently, middle school music teaching can get the greatest educational lessons. For example, in order to guide students' creative exploration spirit, we should give them appreciation of Tan Dun's "Water" and "Knocking on Scraps of Copper" and let them think about why these seemingly impossible things, which are not conventional musical instruments, can play such wonderful music. While paying attention to the cultivation of students' creativity, we should pay more attention to the innovation of music education methods. More innovative and exploratory spirit in music teaching.

IV. Transformation of teaching evaluation

Teaching evaluation is an indispensable basic link in teaching work, an important means to improve teaching quality and an important part of educational scientific research. The new curriculum standard requires: "Under the premise of embodying the goal of quality education, the comprehensive evaluation mechanism should be established with the value of music curriculum and the realization of basic goals as the starting point of evaluation." This is very different from our previous "performance assessment". The evaluation of the new curriculum standard includes a comprehensive evaluation of students' academic performance, teaching effect to teachers, teaching management and teaching quality of schools, and the construction and development of this course. In a word, we music teachers can only be an excellent music teacher if we re-examine the standards and concepts of music courses, study hard in the state of research and thinking, constantly reflect and make progress, and realize that music teaching should be as life-oriented, socialized, diversified and personalized as possible. Music research journal 3

For a long time, there is still a traditional and solidified concept in music teaching, that is, teaching students their own subject knowledge as a professional benchmark. It is often said that teachers should "be a model", but the connotation of "example" in "model" is ignored. Teachers should set an example and set an example, not only to complete a teaching process, but also to play an exemplary role in teaching.

Music classroom teaching is a process in which both teachers and students complete the training and mastery of knowledge and skills, but more attention should be paid to the role model and demonstration that the sound teacher should have. If classroom teaching is only regarded as a single process for teachers to impart knowledge and skills to students, it can be said that it is a lack of the connotation of "example and demonstration" for music teachers.

For example, in the past music appreciation course teaching for music education majors, most teachers once regarded "teaching content" as the core of classroom teaching, and regarded classroom knowledge imparting as a process that should be completed. It should be said that this is not a perfect and sound teaching purpose. First, it limits students' cognitive ability; Second, it limits the attention to the development of students' abilities other than cognitive ability; At the same time, it also ignores students' learning orientation and their direct concern for teachers' words and deeds, including teaching attitude, extensive knowledge, personal artistic charm, solid professional skills, etc., including teachers' own exemplary role.

With the deepening of quality education, music appreciation class plays a very important role in music teaching in ordinary schools under the guidance of new curriculum standards. We should attach importance to emotional experience and emotional communication in classroom teaching, and influence students with self-identity and role in teaching, and take our own demonstration as a mirror for students.

With the deepening and advancement of curriculum reform, music teachers' educational concept, artistic accomplishment, knowledge structure and professional ability are constantly deepening and improving. In addition, in recent years, a large number of graduates from professional colleges have enriched the ranks of music teachers, which has greatly improved the overall level of specialization of music teachers. At the same time, in classroom teaching, teaching methods are becoming more and more flexible and diverse, and multimedia technology is widely used in music classes, which really brings infinite vitality and vitality to music classes. However, the following problems have emerged. Nowadays, in more and more music classes, teachers' exemplary singing and performance have been gradually replaced by multimedia courseware. Over time, teachers' professional level and basic skills have gradually deteriorated. Faced with this phenomenon, we music teachers should clearly realize that the demonstration significance and role of teachers cannot be completely replaced by multimedia. Therefore, in classroom teaching, teachers' correct demonstration is essential and very meaningful.

From the first class, music teachers should exude artistic charm and be full of artistic passion. Teachers' singing with full voice and emotion and playing freely will deeply attract students to imitate, learn, pursue and surpass. As a mirror of students, teachers should be good at using their own identities and roles to influence students, so that students can admire your solid professional knowledge and excellent basic skills, so that students can enjoy your music lessons.

Imagine what kind of beautiful artistic enjoyment a teacher with beautiful singing, elegant dancing and fluent playing will bring to students. How can students not love and worship a teacher with such good basic skills? If music teachers can do every demonstration in place, then the prestige of teachers in the eyes of students can be imagined. Similarly, the correct demonstration can make students gain a satisfactory psychological feeling while experiencing the beauty of music, dance, piano sound and art, and thus generate great interest in learning music. The music curriculum standard points out: "Teachers should guide students to love music, deepen their understanding of music, fully tap the beauty of music contained in their works, and arouse students' emotions with their own feelings about music; We should constantly improve our music teaching skills and convey the beauty of music to students with our own singing, piano sound, language and movements. We should be good at teaching in a lively form, so that students can get aesthetic pleasure in the artistic atmosphere, and achieve aesthetic education and aesthetic education. "

Teachers use their extensive knowledge and solid professional skills to "conquer" students, which can be described as "loving their teachers and believing in their ways". Only when teachers have profound knowledge and solid professional skills can they creatively guide students to solve problems, enlighten students' thinking, and guide students to learn music. Music Training Log 4

By watching the expert lecture of National Training School, I learned a lot of teaching methods and