As a new teacher, one of our jobs is classroom teaching. Teaching reflection can well record our classroom experience. How to write teaching reflection can be more effective? ? Below are the reflections on teaching music activities in large classes that I compiled (5 general articles). They are for reference only. You are welcome to read them. Reflection on teaching music activities in large classes 1

Music appreciation activities are an important form of music education in kindergartens and an important way to improve children's artistic literacy, aesthetic cognition, and aesthetic emotions. Since young children cannot understand musical works as abstractly as adults, they need to rely on certain music operation activities and game activities to perceive and appreciate music during music appreciation activities. At present, music appreciation activities in kindergartens show the characteristics of diversification, multi-channel, and multimedia in terms of content selection, channels, means, and organizational forms. However, in the participation of advanced teaching methods and teaching media, some biases are prone to occur. This article reflects on some of these aspects in order to more accurately understand and implement children's music appreciation activities in thinking.

1. Reflection on the objectives of the activity - do not emphasize cognition over aesthetics

When teachers design music appreciation teaching activities, they will understand and analyze the music works in advance. Keep the introduction of the work in your mind more, naturally impose the original author's own feelings on yourself and the children, put more cognitive musical elements in the work into the target, and always pay attention to the children's activities Whether they understand the music itself and whether they can describe and show the music. Whether children get emotional relief from music, whether they experience beauty and emotion, and whether they indulge in music are all aspects that teachers relatively ignore. Of course, we need to express the emotions, imagination, indulgence, lingering, and touching we experience from music in words. However, being able to express it in words may not be the most fundamental requirement for music appreciation. It seems that children should pay more attention to music appreciation. Integration, fascination and emotion, these may be some "tacit knowledge" that cannot be expressed in words. Teachers often believe that only when children use language to express their understanding of music can the success of this appreciation activity be proven. However, even adults will always feel the paleness of language in their understanding of music, prose, and beauty, and for children It is a bigger challenge. After all, children's experience is limited. When they cannot express fluently using language, teachers can guide children to use body language to give feedback.

2. Reflection on the use of media - never put the cart before the horse

Currently, multimedia and a large number of teaching aids are widely used in kindergarten educational activities, such as the use of audio and video equipment , animation software produced by flash that matches the music, supporting pictures, books, etc. If these auxiliary means are used reasonably, they will play a very important role in arousing children's positive attention to music aesthetics and helping children understand and experience the emotions of music. However, if auxiliary means such as multimedia are used too much, children's attention is often focused only on the visual enjoyment brought by the pictures. Music seems to become the background, and the participation of visual and kinesthetic senses drowns out the essence of music itself as an auditory art. , children’s ears have become dispensable in music appreciation activities. Children seem to be active and lively, but their excitement, excitement, and dancing do not come from the experience and perception of the music itself, but are caused by some auxiliary means used in music appreciation activities. Therefore, when choosing auxiliary means, we must avoid putting the cart before the horse and being too extensive. What we should cultivate is children's interest in the music works themselves, let children become children who appreciate music, and let music and children be integrated.

3. Reflection on children’s performance methods - do not dominate the scene

Music appreciation is an art of hearing, but listening alone will make children feel boring and boring, making it difficult to concentrate. . Therefore, we allow children to not only sing orally or listen with their ears, but also adopt rich forms of expression such as comprehensive movement, dance, language, games, and performances. However, the design of many activities is too "rich", so that in a music appreciation activity, the children are listening to stories for a while, performing roles for a while, playing the rhythm with the charts, and even painting with a pen. As everyone knows, expressing through movement, dance or language is the most natural way for children to express their emotions when appreciating music works, rather than a few links deliberately designed by teachers. Moreover, music appreciation focuses on seriously feeling and appreciating the music works. It does not have to be complete learning, singing, memorizing and performing, so when designing music appreciation activities, we must not pile up different means of expression to overwhelm the focus.

4. Reflection on the subject of appreciation - do not reverse roles

In music appreciation activities, children are the protagonists of the appreciation activities, and teachers are more of guides and supporters. role. But sometimes, teachers often unconsciously act as omniscient and omnipotent in front of children, which is mainly manifested by too many instructions, too many clues, too many questions, and too much control. In fact, the experiences of adults and children are sometimes very different. Adults should not guide children's innocent and bold imaginations into thinking that everyone is the same.

At the same time, there are individual differences among children, and they have different views and feelings in appreciating and understanding music. Teachers must be good at listening and use a variety of methods to inspire and guide children to express their feelings and thoughts in order to learn from the teacher. Young children interact to produce cries. Children who have not yet entered a state of appreciation should also be guided and asked more questions to stimulate their interest in appreciation, and their progress should be affirmed and encouraged in a timely manner. Children whose expressions are not accurate enough or who have theoretical deviations in their feelings about music should also be promptly corrected and guided so that their appreciation ability can be improved. At the end of the activity, teachers should also be good at summarizing and evaluating, leaving sufficient space for children to think after the activity, encouraging children to use a variety of thinking to experience the works, listen more and appreciate more, and constantly broaden their appreciation space, thereby improving Ability to appreciate music. For example, when children appreciate "Butterflies", they cannot imagine from the beginning that the musical work shows the image of two butterflies, let alone experience the profound connotation of mutual love. However, children say that they feel "spring is coming". "The flowers are blooming", "Like a baby sleeping in its mother's arms", etc., may seem to have nothing to do with the content expressed in the work itself, but these feelings also express their understanding and feelings about this soothing and melodious music. We It should also be applauded. Reflection on the teaching of music activities in large classes 2

Love to sing and dance is the nature of every child, and it is also a kind of language for children. Many children will dance when they hear music. This expression is exactly the child's understanding of music. , and is the source of their artistic creation. In the past, most of our music teaching activities were based on teacher teaching and children learning. A song was taught and sung by the teacher repeatedly, and the children practiced mechanically. For a dance or music game, the teacher planned the movements before the activity, and then performed it step by step. When teaching children, it is not difficult to find that in the process of mechanical imitation, children lack their own understanding of songs, dances and various music games, and they also ignore children's emotions and experiences in the activities. This traditional teacher-centered teaching model has greatly restricted children's imagination and creativity, and has also largely stifled children's enthusiasm for participating in activities.

The song "Twelve Zodiac Signs Song" is mainly to let students know the order of the twelve zodiac signs, sing with humor and witty emotions, and perform with free imagination. During the activity, let students first talk about the animals in the Chinese zodiac. Who is ranked first? Who is ranked second...and how are they ranked? Then, let the students learn and perform the song "Twelve Zodiac Songs". The teacher plays the song tape "Twelve Zodiac Songs" and guides the students to imagine the performances of the twelve zodiac animals according to the melody, sing with different voices, and create the sounds of various animals to perform while singing. Finally, organize students to play a game: the twelve zodiac signs are so interesting.

The "Outline" clearly states that "children's artistic activity ability is gradually developed in the process of bold expression. The role of teachers should mainly be to inspire children to feel beauty, express their taste for beauty, and enrich their aesthetic appreciation." experience, so that they can experience the joy of free expression and creation, and provide timely and appropriate guidance on expression methods and skills according to their development and needs." In combination with the "How to Promote Children's Initiative in Teaching Activities" carried out by our kindergarten "Teaching and research activities to better implement the spirit of the "Outline", I made the following explorations in this music activity:

1. Create an environment and stimulate interest.

Einstein once said: "Interest is the best teacher." Children will be motivated when they are interested in learning. It can encourage children to learn creatively. Therefore, stimulating children's interest in music is important for cultivating children. Children's musical quality and sound aesthetic psychology play an important role. The first link: When guessing riddles, some students reacted quickly and guessed it right at once, while other students had not yet understood the riddle. In order to make more students familiar with the characteristics of this animal, I deliberately asked the students who guessed how they knew the answer to the riddle, and the students listed the characteristics of this animal. After guessing the riddles given by the teacher, students can also ask each other to guess the riddles. In this way, students have become familiar with the image characteristics of various animals without knowing it. I strive to return the classroom to students, let the classroom give full play to students' potential personality, create a student-centered independent learning situation, use games in teaching, so that students can learn through play and understand through play, so that students' image thinking and initiative will be cultivated.

2. Use games throughout.

Children sort the twelve zodiac signs; then choose twelve students to play the "Zodiac Train" game. In short, in this activity, the students' interest was very high, the atmosphere was very active, and they were able to actively and proactively participate in the activities. By allowing children to choose the mood and speed of singing, we cultivate students' ability to learn independently; by creating and composing movements, we stimulate students' sense of innovation and cultivate students' creative ability.

Looking at the whole class, students can have a preliminary understanding of my country's unique zodiac culture and feel the traditional folk art by asking them to guess riddles, tell and listen to the legends of the twelve zodiac animals, learn to sing and perform songs, etc. The charm arouses students' interest in understanding and learning traditional culture; the concept of "taking music aesthetics as the core and highlighting emotional experience" is always used. The entire teaching process always emphasizes listening and appreciating first. In the aesthetic process, teachers and students feel, experience and perform together, thereby realizing the beauty of music.

Flexibly use teaching methods to closely integrate music knowledge and skills with students' music practice activities, so that students can learn music and experience music in their interest.

Of course, there are many shortcomings in the whole class: for example, when solving difficult rhythms, students should be given an accurate rhythm, and then reminded of the strength and weakness rules, and the intensity of the beginning of each sentence should be highlighted. You can easily sing the songs more cheerfully, lively, humorously and interestingly; another example is the lack of an evaluation in class. When students perform, they should clearly give them an evaluation, so that students know what kind of sound is beautiful and how to perform well. wait. Reflection on teaching music activities in large classes 3

In this activity, I let the children fully listen to the music and fully feel it. This brings great convenience to the learning of songs. By feeling the music, the children can Expressing your mood with your favorite movements is an improvement. For middle school children, it is not easy to be able to follow the rhythm of music. I captured the child's psychology, which is "making friends". Every child hopes to have many good friends, and they also hope that they can become good friends with their teachers. For this reason, I used this little song "La La" "Gou Gou" was solved. During the singing process, I went deep among the students and talked with each of them who sang well and performed well. I also told the children that everyone who had done Gou Gou with me had already done it. He has become my good friend. In this way, it has inspired other children who have not been influenced by me. Everyone learned it in a happy process, because everyone became good friends with the teacher while learning the song. .

When I encounter children who are not listening carefully during activities, I will use a very tactful sentence "Where is my good friend?" to focus their attention. In this way, everyone will use their best words. The speed of returning my mind to the classroom has produced very good results.

During the teaching process, I also discovered many shortcomings. First of all, during the process of learning and singing songs, I went deep into the children and played Gou Gou with them without thinking of playing Gou Gou according to the rhythm of the music. , just a few simple pulls with the students. If you pull the hook according to the rhythm of the music, it can penetrate into the music, which can have a good effect and make it easier for the children to understand the 3/4 time.

This activity basically met the teaching goals and requirements. The children learned a lot of knowledge, learned a song, were able to create their own movements based on life experience, and played an interesting, lively and happy music session. class. In the future classroom teaching, I will summarize the shortcomings, carry forward the advantages, and constantly improve myself. Reflection on teaching music activities in large classes 4

Scientific education for young children refers to the exploratory process in which children, under the guidance of teachers, use their own activities to perceive, explore, discover problems, and seek answers to the surrounding material world. Science education is of special significance for developing children's cognitive abilities and improving their thinking level. A person's interest in exploring the world around them and their problem-solving abilities developed in early childhood will benefit them throughout their lives. This activity is derived from children's daily activities, captures children's points of interest, stimulates children's curiosity and desire to explore, and develops cognitive abilities.

During the activity, I can observe the children's experimental operations with goals in mind. The focus is to guide the children to discover the phenomenon of color changes through experiments, feel the fun, and give children full space to explore independently.

At the beginning of the activity, I first asked the children to put their favorite two color markers on the cup, and then explained the operation requirements clearly. One color of water was poured into the lower line on the cup, and the other color was poured into the lower line on the cup. When the colored water was poured into the upper line on the cup, the teacher did not directly demonstrate and guide the children to watch the results of the experiment as in the past, but only taught the children how to operate the materials. The children were pleasantly surprised to find during the operation: the two colors added together become It became a different color, increasing the interest in exploration.

After the first experiment, the teacher asked the children to demonstrate the experimental process, giving the children a chance to show off. The demonstration by peers is sometimes more effective than the teacher’s demonstration. Children can think about themselves in the demonstrations by peers. Are the findings the same as those of children?

Disadvantages: Because I borrowed materials from other classes for the class, I did not pay attention to the marking lines on the cups. The two lines were posted too far apart, which resulted in more resources being used during the operation. In a sense It's a bit of a waste of resources, but the effect is still quite obvious.

Children are all different. During the activities, some children operated incorrectly. I did not make full use of children's resources, allowing children with strong abilities to help children with weaker abilities. I did not give full play to the children's talents. role model. Some children just operate blindly, not knowing what to do first and then what to do, and there is no purpose in doing things. Reflection on teaching music activities for large classes 5

"Counting Tall Buildings" is a cheerful and catchy children's song. The song consists of two parts: lyrics and narration. After my understanding and analysis of the overall situation of our class, I decided to divide this teaching activity into two classes. In this report class, I took the first class to let the children learn to sing songs.

I set the focus of the activity as learning to sing songs and reciting the rhythm patterns of tall buildings accurately. The difficulty is to understand the lyrics, and the children can express the music with movements and add happy expressions.

In order to break through this focus, I drew high-rise buildings in different colors, and painted the 3rd and 4th floors with the same color as the 7th and 8th floors, so that it would be easier for children to connect the floors and read them. I also drew a rhythm score. According to the rhythm score, I accurately read the number of floors of the tall building.

After breaking through the key points, the third step is to learn to sing songs. I first used pictures to let the children form a distinct impression of tall buildings in their minds, so that they could familiarize themselves with and memorize the entire lyrics of Counting Tall Buildings. Then sing the entire song acapella and ask the children what they heard.

The song is relatively long, and the children cannot say what they hear at once, so I sing it a cappella in sections, and the children can say a lot of the lyrics they hear. And while singing, ask some questions, let the children answer, and deepen the children's understanding of the lyrics and songs. If you sing with understanding and interest, the children will be more receptive and learn faster. After the children all learned to sing this song, I reminded the children again, are they happy living in such a high building? What kind of expression should be used to sing, guide children to sing songs with a happy expression, and adopt a variety of methods to let children sing songs with interest. For example: singing as a whole, singing in groups of men and women, singing in groups, etc. The children had the opportunity to perform and sang harder.

However, there are also many shortcomings in the class. For example, the introduction part is a bit long and there are many children asking questions. When singing, if there is too much a cappella singing, piano playing and singing should be added in time. When children are asked to freely perform movements, the children's imagination is not enough. When they are not able to make movements, I should guide them, etc.

I hope that the next time we do the activity, we can be more prepared and better capture the psychological characteristics of the children, so that the children can be more interested in learning!