1. Music games are different from ordinary games. They emphasize the experience and feelings of music through the form of games and fundamentally obey the guidance of music. 2. It starts with the music itself, allowing learners to participate in some music games and get in touch with various elements of music while listening to music. Through physical movement, the human body becomes an instrument that can understand the requirements of music and interpret and express music, which strengthens the feelings of music learners. In music teaching activities, students are guided to feel the rhythm and plot of music and experience the connotation of music art through music games. This method pays attention to students' active learning in the process of "playing" and exerts their imagination and creativity. The ultimate teaching purpose is to cultivate students' intuition and instinct for rhythm and rhythm, and their feelings for music emotion and performance.
Second, the significance of music games,
Music Curriculum Standard for primary school music teaching: "The content of singing and swimming should be added to the music class of lower grades in primary schools. The content of singing tour includes: rhythm, song performance, music games and group dance. " Judging from the fun and active characteristics of students, music games are an important part of singing and swimming teaching. Music game is a kind of game activity that focuses on developing students' musical ability. Music is its soul. In the process of activities with music, students show a certain image, a certain artistic conception, and arouse curiosity and association, from which they learn some music knowledge. It is a comprehensive activity that is generally welcomed and loved by students. If we can properly use games in music teaching, we will get unexpected results. First, it has incomparable advantages over other disciplines. It turns boring knowledge teaching and abstract music notation into vivid and emotional game teaching, which not only conforms to the sports characteristics of music art, but also meets the students' active and fun characteristics, and fully embodies the happy teaching. Secondly, the game teaching realizes the dominant position of teachers and the main role of students in classroom teaching, and students become the masters of the classroom, and each student becomes an active participant and creator of music activities, so that learning is no longer a burden. Thirdly, the interactive participation of teachers and students in game activities harmonizes the relationship between teachers and students, improves students' interest in learning, makes a large number of students who don't like music fall in love with music lessons, and can find some students with special musical talents as early as possible. In addition, in the game, students can also be educated in ideology and morality by camera, which can achieve the educational effect of "moistening things quietly" and promote the all-round development of students' body and mind. Therefore, music games play an important role in music teaching.
third, how to carry out music learning activities with game tendency in music teaching.
(1) the innovation of the game is reflected in the teaching introduction.
Interest is the best teacher for students. The Curriculum Standard points out: "Interest is the basic motivation for students to learn music, and it is the premise for students to keep close contact with music, enjoy music and beautify their lives with music." A good class must have a good lead-in as a prelude. We can lead in design through organized teaching, guide students to think positively, improve the quality of music, make students focus on the teaching content and stimulate students' interest in learning. To create interesting game activities, we should start with "feeling or fun". For example, there is a lesson "Firefly" in grade two, which describes the scene of fireflies flying around happily with small lanterns. The lyrics are simple and easy to understand. In teaching, the teacher asks the students: "What is a firefly like?" "Can you imitate a firefly?" Students will actively imitate fireflies flying around, and we can make all students move. At this time, the teacher will take out small balloons prepared in advance as small lanterns, one for each student, and sing "fireflies, fireflies, light a small lantern", so that students can raise small lanterns and "fly east and fly west", so that students can fly in different directions. When "it seems that the stars are all over the sky", students hold up small lanterns, which are especially beautiful. When the children are excited to perform, the teacher reads out the lyrics and the students can remember them soon. The teacher added melody, so a song was learned in the process of playing games, and the teaching task of a class was successfully completed. Students learn music in the joy of the game and enhance their interest in music.
(2) The concept of game is permeated in the teaching content.
every kind of music and song describes a kind of mood and situation. Make the music teaching content plot and interesting, so that the single content has more diverse exhibition space, and make students interested in every music activity. By simulating the music scene, we guide students to play corresponding music games under the set mood and scene background, and are unconsciously attracted to them for training. Thus, the static teaching goal is a dynamic and realistic way. In teaching, let students learn to play games in the form of music accompaniment to express their feelings and experiences. When listening to the song "The Race between the Tortoise and the Rabbit", we can set the content of plot activities in the teaching process, create a certain environment for students, and explain the content and plot to be expressed in language. Let the students imagine how to play the tortoise in the context of tortoise music, how to play the rabbit in the context of rabbit music, and how to reflect the tortoise and rabbit depicted in the music. When listening to music, we can help students feel different music segments and emotions, understand and feel the structure of the music and the expressive role in the changes of strength, speed, rhythm and interval through the development of characters and plots in the game. Let the students express the movements and expressions of the tortoise and the rabbit in the process of music changes and plot changes, listen to this piece happily and interestingly, and understand the artistic conception and melody of this piece.
(3) Integrating the characteristics of games in teaching methods.
The flexible music teaching method is integrated with the game competition mechanism, so that the abstract method can become an example demonstration with characteristic competition, so that the music classroom can present a vibrant scene, and the game-based teaching method also makes the content that needs to be repeatedly taught not monotonous and boring. 1. Role games are used in primary school music textbooks, and many songs are based on characters such as animals and children. In order to let students better understand music and feel the characters depicted in music, We can design some music games for characters, so that students can understand the image and mood of each character, so that students will have a sense of freshness and have a high interest in learning songs. For example, in the class of "Laying Eggs", in order to let students experience the happy mood when hens lay eggs, further feel the music, and make students enter the role with passion, the "dance" game of "Hens occupy the nest" is designed. When playing this game, remind students to listen to the music and observe the rules of the game: in the prelude, students clap their hands while walking around the "nest" in pairs, swing their heads rhythmically, and start singing the first word of the song. When one student does the dance movements of standing and jumping, he quickly jumps into the circle and squats down to play the hen, while the other student plays the rooster and performs the game together. Through this game, students became interested in this song. In the process of teaching, students showed positive interest in learning to sing this song, which gave them the motivation to learn and quickly mastered this song.
(4) the connotation of experiencing games in teaching form.
Most organizational forms of music education are collective music activities, but it is not the only form of activities. For the same educational content, the forms of music activities can be flexible and diverse. For example, the form of singing activities can be collective chorus, individual solo, group chorus or duet among peers, etc., and various forms can appear alternately according to the needs of the activities. In addition, percussion instruments can attract students' interest. In daily life, students are often curious about toys that make noises. They are eager to explore, from which students can try, explore and expand the scope of sound, and get satisfaction. They will invariably explore the length, height, lightness and timbre of sounds from playing with noisy objects, such as pots, bowls, lids and pots, and create a "prelude" to percussion performance activities. For example, select some familiar simulated music sounds in students' life: wind, rain, bells, birdsong and so on, and reveal their vivid musical image through the changes of rhythm, intensity and timbre. This kind of sound image plays a role in students' hearing, which makes them have some association and imagination while feeling. Emotionally infected and cultivated. It can be said that the image of students' music education content and works is not only unique to students' music education, but also a basic premise and guarantee for students to love music, get close to music and enter music. The display of pictures, the explanation of language, the performance of actions and other external forms help students to develop rich imagination and association, so as to appreciate and experience the artistic conception of music. Artistic activities are an emotional and creative activity, and students should have a sense of pleasure and personalized performance in the process of artistic activities. We should understand and actively encourage students' unique expression and flexible guidance. .
(5) reflect the idea of game in teaching evaluation.
classroom evaluation methods are usually based on students' interests, and vivid and emotional evaluation can often arouse students' emotional buzz. In the evaluation, we can use the idea of game, and let teachers and students evaluate each other in the process of game, which can make the evaluation process full of vigor and vitality. In order to encourage every student to participate actively and effectively, through exploration, we set up a self-evaluation of "I succeeded" in the five minutes of classroom learning summary. Through evaluation, we can effectively stimulate students' interest in learning, improve their self-confidence and let them actively participate in learning. For example, at the end of the class, students fill in the form for the evaluation content. Fill in the form: you think it's done well, bright 3 stars; Do you think it is generally 2 stars brighter? You think you still need to work hard not to shine the stars. A week later, the students summarize their grades to the teacher, and the teacher announces the students' performance in time, which can be passed by the whole class. If there are different opinions, they can be changed after the whole class meets. And then credited to the "advantage bank". "Advantage Bank" is a brand-new exercise book. The cover is designed by students according to the characteristics of bank passbook. The way is to "save their own advantages". The contents are various, such as being able to consciously correct homework, having a high correct rate of homework, actively thinking in class, raising my hand when encountering problems that I know, being able to speak out my thoughts and questions loudly, listening to our classmates' speeches, helping classmates to make progress and being most satisfied with homework, and so on. The advantages of "warehousing" have to be reviewed by us. According to the students' usual performance, they are audited once a week, and the veritable advantages are "deposited" and covered with red five-pointed stars. Advantages are mainly self-storage. We, parents or classmates have discovered your advantages and can help save them. In this way, students have learned to affirm the strengths of others. In order to make their "bank deposits" more and more, students strive to show their excellent side, study hard and make continuous progress. Evaluation is not simply an affirmation of students' academic achievements, but more importantly, it gives play to the function of evaluation and encouragement, so that children can gradually form positive emotions and correct attitudes in formative evaluation, which is also the embodiment of modern humanistic spirit education concept.
Fourth, we must pay attention to the following points when teaching games in music teaching
1. Games are for better learning
Games are for better learning, so games are not the most important part of the course. Before playing games, we should first be adept at the contents of the games and explain the course contents to students in detail. Never let children have the wrong idea, and play games in a hurry before learning is finished, which will not be effective.
2. Organize the class well before the game.
In class, students' school supplies are all on the table, so we should arrange them when designing the game. Such as: Does the game need special props? Whether the game should be played out of position and so on. At the same time, we should also arrange the time of the game. Is it used as an introduction before the new award? Or is it a new teaching during the explanation? Or put it in the back as a consolidation review? This should be coordinated with the overall arrangement of our classes in order to better play the role of games.
3. Diversity of the game
When designing a game, try to present the game in a diversified way, that is, the teacher tries his best to do the design work. In fact, all the children are involved and hands-on, because every tiny link still has its tiny learning function. In addition, in activities, occasionally or make simple teaching AIDS to cooperate with teaching activities, you can design a series of activities with teaching AIDS, so as not to waste the made teaching AIDS and let them be used repeatedly to achieve the highest learning effect.
In a word, game-based teaching breaks the biased argument of traditional intelligence, thinking that as long as the environment and teaching can properly cooperate, most people can develop at least eight kinds of intelligence. Game-based teaching is based on the theory of multiple intelligences, which changes the teaching methods and makes the teaching game and interesting. Its purpose is to devote itself to the overall development of the eight intelligences of multiple intelligences. However, the connotation of game-based teaching is not "teaching for the sake of games", but "borrowing games to teach". Therefore, the game teaching method is of certain significance to curriculum reform, which is beneficial to students' physical and mental development, can stimulate students' interest in learning and develop students' innovative ability. Game teaching can make the learning process easy and active, and make the learning process of difficult-to-accept content go on while playing, so as to promote students to learn new knowledge and skills constantly to meet the needs of the development of the times. Therefore, we should promote game teaching, make it be carried out in teaching, and constantly sum up and improve it on the basis of it.