1. Create situations and guide students to actively participate in teaching
Set up effective teaching situations that not only students are willing to accept, but also can stimulate students' interest in learning music and fully mobilize students' enthusiasm for learning. and initiative, so that they can generate intrinsic learning motivation and actively participate in music teaching activities.
(1) Design the game plot. Games are a part of children’s lives and are in line with the characteristics of lower grade students who are active, playful, innocent and lively. Appropriate selection of game forms that children like in music classes will help stimulate students' interest in learning music. If when teaching new songs, the children can't stand the procedures arranged by the teacher. Especially when they hear songs they have heard before or songs they like, they will often be unable to help but sing along. If you follow this mentality and let them sing too early, they will definitely not sing well. Such participation is an invalid participation. If you use fun games, let the children listen to the teacher's emotional singing, while adding movements, expressions, and mouth shapes, so that students can feel and learn in the complete music. After they are more familiar with it, the students will sing and the teacher will lip-sync, thus guiding the children to master the songs step by step. This enriches the way students feel and experience music, builds children's inner hearing, and cultivates students' good habits of singing with their "hearts", so that they can make self-adjustments in future music learning.
(2) Design the storyline. Primary school students like to listen to stories and use storytelling to create situations, stimulate students' enthusiasm for learning, and actively participate in learning. For example, when teaching the song "Little Frog Looking for a Home", first tell a story: One day, the little frog said to his mother: "Mom, we have grown up, and it's time to work by ourselves." So the little frogs happily went to the fields. Gone to catch insects. They jumped, caught, caught, jumped, and unknowingly they were getting further and further away from home. The little frog couldn't find his home. He was so anxious that he kept shouting, as if saying: "Where is my home? Where is my home?" At this time, the teacher asked: "Children, can you Can't you help the little frog find a home?" Suddenly the students' enthusiasm for learning was aroused, and they all said they could help the little frog find a home. At this time, students can be guided to watch the graphic spectrum, step on the lotus leaves, listen to the songs, and learn the lyrics. They will learn it easily and happily, and they will still have more to learn. In this way, students will actively participate in learning when inspired by a story, a painting, or a recording.
(3) Design life plot. Music is inseparable from life, and music is everywhere in life. Introduce real life into the classroom and enrich the real content of the classroom, so that students can start from life experience and objective facts, unconsciously gain the emotional experience of music, and deepen their understanding of life. For example, when teaching the unit "Love Labor", students are encouraged to connect with real life and experience through the participation of multiple senses (listening, seeing, thinking, speaking, singing, and moving) to create labor movements, rhythms, and lyrics, and then through group work The hand-washing handkerchief relay competition as a unit allows students to experience life personally, sum up experience, combine music with emotion and experience, experience emotions in music personally, and use emotional experience to learn, perceive and master songs. Students can automatically and self-aware through their interests, and achieve the ability to feel beauty, express beauty, and create beauty, so that students can subtly improve their musical quality.
2. Create opportunities and build a platform for students to display themselves
Teachers should firmly establish the concept of students as the main body, provide students with more participation opportunities, and allow students to fully demonstrate themselves .
(1) Perform music programs. You can use the 5 minutes before and after each class to encourage students to perform on stage. The content of the performance should be decided by the students based on their own interests and expertise. It can be solo singing, group singing, solo singing, singing performance, poetry recitation, telling music stories, life sketches, etc. By allowing each student to take the initiative to perform, their horizons are further broadened and their performance abilities improved.
(2) Try to change roles. Every student has the desire to express themselves and hopes to be valued and recognized by others. Teachers should grasp students' desire to express themselves and let them become "little teachers", showing off their own rhythms, movements, lyrics and self-made percussion, and organizing everyone's learning; they can also provide students with music materials collected outside class, Music stories, etc.; can also help students solve learning difficulties. Through this kind of role reversal, students are encouraged to step onto the podium bravely, which not only enhances their self-confidence, but also allows students to experience a sense of pride.
(3) Implement layered teaching.
In the teaching process, teachers should fully consider and respect the individual differences of students, so that students of different levels can participate in teaching activities, so that the potential of all students can be developed. For students with special talents, they should play a leading role, leading musicians, singers, and dancers to conduct and accompany everyone; for students with poor foundation, simple and easy-to-learn activities should be arranged, such as simple rhythms of percussion instruments, etc., so that students at different levels can learn well. participate in the activities.
3. Make space and encourage students to actively explore and try.
In the teaching process, teachers are the organizers, guides and collaborators of students' learning activities. Teachers should leave more opportunities for students to participate, further stimulate students' interest in learning and desire for knowledge, and allow students to explore, experience, and perform music on their own.
(1) Actively discover key and difficult points. Guide students to actively discover the key points and difficulties of learning, which is the key to encourage students to be good at asking questions, analyzing problems and solving problems. By identifying the key points and difficulties of learning, students can take the initiative in learning, stimulate their enthusiasm for participating in learning, and enhance their sense of responsibility for learning. For example, when teaching the lesson "Let's Swing the Oars", the students are already very familiar with this song, but due to the influence of non-standard records, they cannot accurately master the pause processing of the quarter rest. In response to this difficulty, before teaching songs, you can first invite a few children to sing on stage. The other students will carefully read the chart and listen to the students singing the songs, and find out where they made mistakes, and then learn to sing the songs. This way the difficulty is easily solved.
(2) Choose learning methods independently. In music teaching, you can try to let students choose their favorite learning methods. For example: read the lyrics aloud in the way you like, you can read them in rhythm, you can read them silently, or they can read them to each other at the same table. Another example: Use your favorite way to express your feelings after listening to the song, using simple drawings, colors, lines, movements, etc.; let students create music stories around the music theme; select music clips and let students discuss and create percussion music accompaniment. As long as our teaching purposes can be achieved, we can try to let students choose a learning method that suits them.
(3) Actively activate the classroom atmosphere. An active atmosphere is an important condition for students to develop their initiative and creativity. Only through active teaching activities can students' personality and potential be fully explored. For example, in the aspect of teaching "the pitch of sounds", some daily necessities and percussion instruments should be prepared in advance, and students can be divided into groups to knock, search, listen, and identify to feel the pitch of the sounds. Then use students' life experience and preliminary understanding of the pitch of sounds to guide students to use body movements to feel and express the pitch of sounds. By allowing students to practice, experience, and explore in person, students' long-term and effective learning motivation is gradually formed.
4. Close cooperation to improve overall student participation
Successful music teaching should provide students with opportunities for discussion, communication and cooperation. Through group discussion and communication, more knowledge can be gained Lots of experience in music activities. For example, in a teaching class, when a student is asked to answer a question alone, most students cannot fully concentrate, but during group discussions, there are fewer distracted classmates. Another example is the song performance of the lower grades. Every student in the group co-created and choreographed the movements, and then the group discussed, and finally everyone performed on stage together. The students thought that the movements were designed by themselves, and they were very involved in the performance. . These practices have proved that the use of group cooperation learning methods is an important way to improve the participation of all students. It has changed the situation of "a few people sing while everyone watches" and creates an independent, relaxed and active classroom atmosphere for each student.
In short, giving full play to the main role of students in music teaching and allowing students to effectively participate and learn independently is not only the focus of the current music teaching reform, but also the goal of primary school music art education. Therefore, only by constantly mobilizing students' enthusiasm and initiative and further increasing student participation can music teaching be truly promoted to develop in a more scientific and humane direction.