5 Reflections on Universal Music Teaching
Music is also an expressive art. In music class, students sing, dance, play, or perform. Through the expression of music , so that students can fully express themselves and gain the enjoyment of beauty and the joy of success. Do you know what are the reflections on universal music teaching? Let’s take a look at the reflections on universal music teaching, welcome to check it out!
Reflection on Universal Music Teaching 1
With the continuous deepening of educational reform and the implementation of new curriculum standards, the educational philosophy of humanistic thinking and free and lively teaching methods have provided us with Teachers open up a new world of education. A good music appreciation class should embody the teaching concept of "life-oriented classroom teaching", make classroom teaching full of vitality, and enable students to learn in interesting and emotional situations through equal interaction and communication between teachers and students and between students. Accept the influence of beauty easily and happily, improve aesthetic ability, actively acquire artistic abilities in many aspects such as feeling and appreciation, performance, creation, and evaluation, and complete aesthetic education. One of the purposes of music appreciation teaching is to cultivate students' interests and habits in appreciating music. As a music teacher, we must first stimulate students' interest in learning music and make them interested in listening. Therefore, in this appreciation class, I use modern The idea of ????music education should give full play to students' subjectivity and enthusiasm to participate in music practice activities.
1. Design suspense to stimulate students’ interest in appreciation.
Show all the emotions shown in the music and let students rank them after listening to it again. This grabs students' attention and at the same time stimulates students' interest in appreciation because of the tension and terror in the emotions. After the students arranged the correct order, I designed the suspense again: "The composer used these emotions to tell us a story that happened in the bird shop. Please let the students listen to this piece of music again, and then, Please tell us a story you heard from the music. "The combination of music and stories allows children to listen to music and tell stories attentively. Every student has his or her own understanding of music, so telling the story he made up aroused all the students. How could the students not be interested in enjoying music like this?
2. Starting from the musical form structure, develop students’ creative thinking and express music
The most important thing in appreciating music is to teach students how to appreciate music and the ability to analyze music works. First of all, teachers must be logical when organizing teaching, guide students to analyze musical works step by step, cultivate students' methods of analyzing musical works, and improve their ability to feel music. In order to allow students to further perceive, experience, and understand music, attention should be paid to children's age characteristics and psychological characteristics during guided analysis. Teachers should be good at mobilizing students' enthusiasm and giving full play to students' subjectivity. In the teaching process, I use the method of moving to guide students to listen to music carefully and step by step. First, I use stories to grasp the theme of the music and clearly show the structure of the music. Finally, through performances, students can gradually feel the music. The overall effect of the music. Every time you listen to a piece of music, you have to listen and think about certain issues. To arouse their curiosity and encourage students to use their brains to think actively and answer questions seriously.
3. Make clever evaluations and integrate ideological education into them.
Timely evaluation of each group of students through the lively and interesting form of releasing the birds in the birdcage back into the woods not only stimulates the enthusiasm of the students, but also cultivates the cooperation ability between students. It also teaches students to care for birds, do their best to protect them, and make their own contribution to building our green home.
In short, through the teaching of this class, I deeply felt that in music teaching, special attention should be paid to students’ own experience and students’ potential development; a truly democratic, harmonious and relaxed classroom atmosphere, So that students' subjectivity and autonomy can be fully brought into play.
Organize education and teaching based on the students’ standpoints and needs; create more suitable environments to encourage students to explore independently; greater freedom and stronger autonomy have greatly developed students’ cognitive abilities, emotional experience, and Dynamics, initiative, inquiry and creativity are fully brought into play, allowing students to develop confidently in a relaxed environment. Reflection on Universal Music Teaching Part 2
"Song of Bamboo Country" is a new children's song in the fourteenth unit "Ding Ding Dong Dong Learns Literacy" in the second volume of the first grade of the Beijing Normal University edition. Its theme is simple, the content is simple, the language is concise, the rhythm is harmonious, it is full of childlike interest, and it is close to children's lives. This will better help students focus on learning words with the prefix bamboo, avoid the monotony of only pictures and words when classifying literacy in the past, and make literacy teaching more interesting and intuitive. Because first-year students have a profound understanding of physical objects in life, abstract thinking is based on intuitive thinking. Therefore, in view of their psychological characteristics of strong hearing and strong memory, students are first led to read the text repeatedly until they memorize it, then narrow the context, pick out the words, read them, and then separate the single words from these words, and combine the pronunciation and shape of the characters. Correspond and memorize separately, and finally put the Chinese characters that were memorized separately back into the text, so that students can deepen their understanding of the words and have a deeper understanding of the poems.
According to the characteristics of the resources and the age characteristics of the students, when teaching this class, I added text materials, picture materials, and PowerPoint as the main media resources based on the original courseware, and organized the teaching ideas. The content covers a wide range of topics, and both pictures and text lay the foundation for a good lesson. Bamboo forest scenery and actual pictures of bamboo weaving are displayed in a vivid and intuitive form, which is more conducive to stimulating students' interest in learning and making better use of distance education resources.
The specific application is as follows: During the tutorial stage, slide pictures: bamboo forest scenery are presented to induce student participation and stimulate students' interest. Show the slides during the overall perception reading stage to inspire students to understand sentence by sentence, immerse themselves in the experience, and try the fun of learning. When breaking through difficulties, one of the teaching focuses of this class is to learn new words with the prefix "Zhu". Therefore, on the basis of reading the text, I asked students to search for "What is there in Zhuxiang"? During the search, they can Let students understand Zhuxiang because it is closely related to bamboo, understand the content of the text, and find out the words that are the focus of this lesson, which can be said to kill two birds with one stone.
The students found the words "fence, colored pen, kite, flute, bamboo tube, basket". Because some things here are familiar to the students, but there are some things that the students have only a little understanding of, so I used In the word-guessing part of "Lucky 52", ask students to talk about what they know. You can add several people together and let other students guess. After guessing successfully, show the pictures collected by the teacher to understand, which can also be connected with students' life experience. , and can train students' oral expression ability, listening ability and thinking ability, so as to effectively understand the meaning of these words.
Before reading "Song of Bamboo Homeland", I was worried about whether the children could understand the meaning of ethnic minorities and whether they could imagine the beautiful scenery of bamboo's hometown. After taking this class, my worries were unnecessary. Due to the second view and integration of resources, the children previewed the text in advance, and the new words in this text were very simple, so the study of the textbook content was quickly over. In the remaining time, I asked the children to discuss my country's minority. The children actually know that there are 56 ethnic groups in our country, and they can also name some of them, such as Hui, Mongolian, etc. When it comes to the life of the Dai people, some children actually know a little. It seems that extracurricular books have supplemented our knowledge very well. classroom knowledge. After finishing this class, I was thinking: Should Chinese classes be limited to textbooks? Many teachers are talking about how to use the limited classroom to implement knowledge points, etc., but few teachers think of using a little time to expand extracurricular knowledge. Therefore, our classroom is just a classroom for books. In order to expand children's horizons, Chinese classes must be close to life. The extension of Chinese lessons is the extension of life."
After class, I felt more deeply that without the redevelopment and utilization of media resources, good teaching effects would be impossible.
Reflection on Universal Music Teaching 3
When designing the teaching for this lesson, I arranged the following questions after listening to the works: What effect does this form of music expression have on shaping the music image and performing music? Impact? At that time, I naively thought that after students saw this question, it should not be difficult to answer, at least it would be able to explain a lot of their understanding. However, it turns out that my idea was completely wrong! My dear students After seeing my question, my eyes became so confused that I had to spend a lot of effort to explain my "problem". The "problem" really became a "problem"! The students seemed to be very nervous by this question, and their brains seemed to have become slow! At that time, I was really confused and didn't know where the problem was! But when I answered When I went down to listen to another teacher giving this class, and watched her teach the students step by step, starting with a simple question, gradually deepening, and mobilizing the students like bamboo shoots, I realized my problem.
After I came back, I modified my original teaching design. When I listened to the chorus "Defend the Yellow River", I first asked the students to listen and think: the theme melody of the whole song was sung by *** How many times? What is the difference in the singing form of each time? This question was actually prompted when I first listened to it, so it is not difficult to answer. Then, I asked again: The author cleverly used the voice to continuously sing in the song. What kind of artistic conception does it remind you of after listening to the creative technique of expanding and increasing intensity? What kind of musical image is expressed? The first question allows students to understand the expansion of voices. Now they can think of what the music is expressing through the expansion of voices. What kind of music image is actually no longer a problem for students! In essence, it answers the question I originally designed: What impact does the form of music expression have on the shaping of music image and the effect of music performance?
This is This time, I thought about the question again. But why do questions produce different results? What should the question design be?
1. Questions must be hierarchical
Systematic and thorough classroom questions can guide students to explore and achieve path to goal. The hierarchical nature of the questions requires teachers to closely follow the key points, difficulties and key points of the teaching materials, analyze the internal connections and logical sequences of the teaching material content and the students' existing knowledge and abilities, and follow the cognitive rules from concrete to abstract, from perceptual to rational, and from easy to easy. A series of questions are designed step by step to solve difficult problems, so that students' understanding can gradually deepen and improve. When designing questions, the scope of knowledge can be increased from small to large. First ask, then ask questions in reverse, then follow up, and finally draw a general conclusion, so that students can grasp the correct direction of thinking and improve their generalization ability; asking questions can also start from the big, The questions are big and do not require students to answer immediately. The purpose is to allow students to think divergently and clarify the direction and approach of thinking. Then, the teacher asks a series of small questions to guide students to think and discuss, and cultivate students' analytical skills. A class is often a combination of several questions that are first smaller and then larger or first larger and then smaller, forming a "question chain" with clear direction, reflection of teaching ideas, and appropriate thinking capacity, which can open up students' thinking and enable students to learn in an orderly manner. Think, acquire knowledge, establish a knowledge system, master learning methods, and obtain benign transfer of abilities.
2. When asking questions, we must grasp the principle of practicality
It is required that the questions designed should pay attention to "teaching students in accordance with their aptitude" and "acceptability" of students, so that students of different levels can understand through answering questions. be developed. If the questions raised are lower or higher than the students' thinking level, students will not be able to engage in active thinking activities. The difficulty and depth of questions asked should vary from person to person, taking into account students' knowledge and intelligence levels. Questions of different difficulty levels A, B, and C should be asked accordingly to students at different levels A, B, and C, so that students at different levels can Students can "pick the fruit" with just a jump. Therefore, when preparing lessons, teachers must not only prepare teaching materials and teaching methods, but also "prepare" students and know the students' learning situation well.
In short, classroom questioning should be guided by the teaching philosophy of "teacher-led, student-centered" to guide all students into a positive thinking state and learn how to research and solve problems.
Reasonable distribution of the proportion of a class design
I feel that this class has made great progress in the distribution of proportion compared with the previous ones. In the past, the problem presentation was too simple. The sections and time allocation were equal between the chorus "Defend the Yellow River" and the Steel Association's "Defend the Yellow River", and a lot of time was wasted in each section. Now that I have considered the questions, I have inadvertently made the section of the chorus larger, starting from the comparison of unison singing and two-part singing, to the comparison of two-parting singing and three-parting singing, and then to the appreciation of the whole song and the analysis of the overall musical image. asymptotically. The increase in the chorus section will inevitably lead to a compression of the proportion of piano works, making the whole class more reasonable. Reflection on Universal Music Teaching Part 4
There is an assumption that previous music tests focused too much on form, which made some students think that they only need to sing a few songs in music class, and they can obtain it without learning music knowledge or skills. Good results. So I think this kind of test cannot enable students to give full play to their strengths, so we can change the test format. If we adopt music tests with different forms, different contents, and different methods, good results will be achieved.
1. Song singing: Use karaoke to sing. Each person is asked to choose a song that they love most and are most familiar with and sing it on the podium in front of all the students.
2. Free performance: (1) Students with dance expertise can choose the content in the textbook and dance a dance;
(2) Write and perform by themselves;
3. Listening: (1) Play a piece of music and let students name the song and talk about their mood;
(2) Listen to the song and make the beat according to your feelings.
4. Instrumental music: (1) Select several percussion instruments and let several students freely combine to play rhythm for the singing students.
(2) Students who study instrumental music can play music alone.
The above tests with different contents and forms effectively mobilized their thinking and participation, and tested the students' real abilities and levels. In this way, students no longer focus on their scores, but focus on the content they participated in. Reflection on Universal Music Teaching Part 5
Music classes do not involve entrance examinations, but as an indispensable factor in quality education, the quality of music classes is also extremely important. Therefore, when teaching music classes, I should learn to reflect and be good at reflection. So, reflection on music teaching, I have summarized the following points that I need to improve and complete in the future.
1. Design reflection during the lesson preparation process
The preparation of music lessons is different from Chinese and mathematics. There is no need to focus too much on certain knowledge points or skills. degree of mastery. When designing a teaching plan, you can first design several questions like this for yourself for reflection. For example: "How familiar are the students with the songs or operas in this class?", "How to design a teaching method for learning songs or operas that will more easily arouse students' interest?", "What kinds of problems will arise during the teaching process of learning to sing?" How to deal with symptoms” and so on. In this way, during the teaching process, teachers will feel that they are on target and their lesson preparation will not be a mere formality. Because the purpose of music class teaching is to improve students' interest in music, the reflection designed in lesson preparation is still focused on improving interest. If you find that students are particularly interested or indifferent during the teaching process, you should ask yourself why, accumulate experience and lessons, and try different teaching methods in parallel classes to achieve the best results.
2. Verify reflection during the class process
The classroom is not an assembly line in the workshop. It is static. With the same teaching method, fifty students may have fifty different reactions. Therefore, in the process of classroom teaching, teachers need to constantly adjust teaching methods and methods, constantly verify the reflections designed during lesson preparation, and prescribe the right medicine. Classroom teaching is a regrettable art. No matter how good the teaching is, there are always shortcomings that need to be further improved and optimized. Therefore, various "accidents" that occur in the classroom can become good reflective materials for teachers to explore in the continuous practice process.
3. Conduct various forms of reflection after class
There are many ways of reflection, which can be through language or text, self-reflection or collective reflection through communication. . One of the most informative ways to reflect is to write a case reflection. The so-called case reflection is a writing method that uses specific typical teaching cases to study and reveal its inherent laws. Although the cases have their individuality and particularity, they also reflect the teachers' teaching strategies, teaching concepts, etc. Teachers can analyze and summarize these typical cases in the form of words, which can improve their teaching abilities and provide reference for their peers.
Self-reflection can be done by observing and analyzing the examples of others. Many things are clear to those on the sidelines. Therefore, teachers should observe and analyze other teachers’ classes to learn their teaching concepts, teaching organization forms, teaching methods, etc. Reflect on what would be different if I took a class with the same content, what would be the same, what inspirations would I get from it, etc. It is best to write it down after listening to the class. Music teachers often have their own specialties due to different conditions, such as instrumental music and vocal music. They should be good at using their own specialties. The specialties of others can be used as a reference for themselves. See how others use them and think about how you can use them. Whether it is a main course or a side course, teaching reflection has an immeasurable positive effect. As a music teacher under the background of the new curriculum, I believe that we should continue to reflect and refine in teaching, so as to discover problems, learn to research, constantly improve the teaching level, and become a new type of scientific research-based and reflective educator!