Keywords Independent learning? Division of labor and cooperation? Various forms of music activities? Evaluation and follow-up
Scene 1: "I'm here to take pictures for you," said a girl with short hair. Several other students gathered around her, watching her intently and listening to her tapping rhythm.
Scene 2: Several groups of students are listening carefully and feeling the charm of African songs. Then I couldn't help but follow the computer and learn to sing African songs, shaking my head and head, so unhappy!
Scenario 3: Look, how lively the discussions among the students were during the group cooperation and exchange session.
Scene 4: The results display session is the students’ favorite, they fully show themselves (picture)
This is the scene when I teach the "African Music" class in the first grade of high school. In my teaching, I changed the previous form where the teacher played the leading role and lectured endlessly. Instead, I created a teaching situation in which students acted as tour guides and tourists to introduce African humanistic knowledge and its musical characteristics. Through the talent show of the tour guide team and the tourist team, I The competition activities aroused students' interest in learning music. In that class, the students were active in creative thinking, each had their own unique skills, and the group had their own unique skills. They had fun and learned solidly. The students are moving and the classroom is coming alive! Teachers and students were intoxicated by the wonderful music!
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The high school music curriculum standard emphasizes: through the appreciation and performance of music and other aesthetic activities in art forms, students can fully experience the beauty of music and the rich emotions contained in it, and provide People are attracted and intoxicated by the realm of truth, goodness and beauty expressed in music, which in turn produces strong emotional reactions and emotional experiences. Based on this concept, in the teaching of "African Music", I use music activities as the carrier and group cooperative learning as the learning method to give students more space for independent learning to mobilize students' internal drive to learn and cultivate students' The ability to learn music independently can train students to have the courage to show themselves boldly. Below I will share with you the specific methods of group cooperative learning:
1. A clear division of labor in group cooperation is the basis for students’ independent learning
In the traditional high school music teaching in the past, teachers said , students listen, the classroom atmosphere is very dull, and passive listening makes students become lazy in thinking, do not like to think independently, and will not take the initiative to learn. There is often a strange phenomenon that students like music but do not like music classes. Some education experts once emphasized that the teacher should be a "midwife" and a "midwife." As a midwife, I treat group cooperation as a labor force, allowing students to divide work according to their respective strengths, expertise, and learning foundations, form a music learning group, clarify the responsibilities of each member, and then conduct job training.
1. Scientific grouping and reasonable division of labor. I first divide the students into four categories according to their organizational ability, expression ability, writing ability, and data collection ability, and then combine these four categories of students into "homogeneous groups. The principle of "heterogeneity within the group" is divided into 13 study groups. In order to give full play to the students' subjectivity, let them all have something to do and someone to do everything. I give the students one class time, and through self-recommendation and self-recommendation in the group Independently elect, determine organizers, reporters, recorders, data organizers...
2. Provide training and guidance according to positions. I organized and carried out "organizer meeting" and "recorder meeting" in sequence "Reporter Meeting" and "Data Organizer Meeting", in the meeting, in addition to re-emphasis on their responsibilities, some method guidance was also given. For example: how the organizer organizes the division of labor and coordinates good interpersonal relationships among the members of the group. , how the reporter expresses completely when reporting, how the recorder records concisely, and how the data organizer effectively organizes the information of the members of the group. Let them learn to manage, learn to organize, learn to communicate, and learn to learn through mastering methods and learning practices. exhibit.
3. Develop a group learning evaluation form. In order to enhance the timeliness of group cooperative learning, I have prepared homework, information collection, independent learning, cooperative communication, listening discipline, questioning and inquiry, self-examination, and comprehensive performance. An evaluation form has been developed for nine aspects of excellent groups (as shown below):
Group
Preparatory homework
Data collection
Independent learning
Collaboration
Communication
Listening
Discipline
Questioning
Inquiry
p>
Rich
Creative
Comprehensive
Performance
Overall Rating
Group 1
p>The second group
The third group
The fourth group
The fifth group
The sixth group
p>Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Group 13
A clear division of labor can also cultivate mutual help among classmates and cultivate students' awareness of mutual cooperation, thus It allows students in groups to learn from each other and improve together. At the same time, it is also conducive to mutual understanding between classmates and increasing friendship between classmates. In this class of "Non-Training Music", I found that through group cooperation and clear division of labor, students' interest in learning has greatly improved. The improvement made it easy to get involved in the class, and the atmosphere afterward was very good. Especially in this class, there was a question: "What impact has non-training music had on world music?" Through group collaboration, students each presented the results of their group discussions. For example, one group of students talked about the impact of non-training music on hip-hop based on their own experience of learning hip-hop. Among them, there are insights into the impact of mechanical dance, the impact on movements in Egyptian dance, etc. Another group of students talked about the impact of non-training music on Latin dance, rumba, samba, etc. The expression is very good. In this class, I found that using group cooperation and clear division of labor can make it easier for students to learn from each other and practice, and students can use their own creative thinking and their own life examples to form the same The different answers to the questions allow students in each group to express their own opinions and opinions, and they can also listen to different opinions from other groups and learn from each other's strengths, so that students can make progress together. Students find out through thinking and discussion The answers to the questions stimulate students' interest in learning and improve the quality of teaching. It also improves the effectiveness of classroom learning. In the classroom, teachers should guide students to ask questions, ask students to choose the problem they most want to solve, and then ask students who choose this problem to form a study group. In this way, students are given clear learning tasks so that they can understand how to learn, thus achieving the effect of getting twice the result with half the effort.
2. Diversifying music activities is a strategy for classrooms full of vitality
In the classroom, create music activities for students to experience, practice, and feel the charm of music, so that students can Really take action and be the master of the classroom. For example, you can embody the emotion of music yourself, capture the rhythm of music, and imitate singing songs, which makes students feel mysterious and novel. The interesting teaching situation also inspires students to devote themselves wholeheartedly to learning and inquiry. For example, in the class "Non-training Music", I designed a variety of music activities. For example: in the introduction part, I use the method of letting students group into groups and beat the rhythm with the teacher to experience and feel the rhythm of non-training music, experience the various changes of rhythm, the rotation form of rhythm, etc., and ask questions to let students start from the music activities. Finding answers through experience opens the floodgates of students’ thinking and leads to in-depth thinking. In active activities, not only knowledge was learned, but also thinking and hands-on practical abilities were effectively cultivated, making the classroom full of challenges. In this class, there is a music activity to experience Feixun songs. I let the students learn to sing the Feixun Congolese folk song "Yi 唷嘞拉" to experience the characteristics of Feixun folk songs, and then let the students express their feelings through music activities. , so that students can acquire knowledge during the activities, and the students' enthusiasm will be immediately mobilized.
3. Evaluation and follow-up, some mistakes are the guarantee for creating an efficient classroom
The efficiency of classroom teaching cannot be separated from the teacher’s intelligent enlightenment, let alone the teacher’s passion and enthusiasm. Evaluate impartially. In the evaluation, students' passion for learning is ignited, in the evaluation, the students' music classroom teaching is freely retracted, in the evaluation, the students' fighting spirit in group competition is stimulated, and in the evaluation, the students are allowed to achieve self-transcendence. For example, in the teaching of "Non-Training Music", group members cooperate to complete tasks quickly, present boldly and orderly, be creative, participate in everyone, etc. Timely evaluation keeps students motivated to learn. Interest and maintain the passion for creation. There is no best, only better! In the hot land of high school music class, I will continue to learn, constantly improve and perfect teaching methods, so that students can fly farther and higher in the sky of music learning!