First, carefully design classroom lead-in to stimulate interest in learning.
Classroom teaching process is the change of activity state and its time flow when teachers and students jointly realize teaching tasks, the process of promoting students' development through understanding, and the basic way to implement quality education in middle school music discipline. Music classroom teaching in middle schools generally begins with the introduction of "class" (which should include the preparation before class), and goes through the unfolding and climax of the class until the class is over. Designing a music class is like writing an article, which should be based on the proper selection of materials. Fascinating, climax after climax, clear and unforgettable. Especially, class guidance is very important for a music class. As the saying goes, a good beginning is half the battle, which shows the importance of guiding people in class. The introduction of music lessons generally includes: language guidance, singing guidance, rhythm guidance, music guidance, audio-visual guidance and so on. No matter what method is used to guide people, its purpose is to arouse students' life experience and learning desire, which is closely related to the teaching content. Teachers should not only strive to be natural, practical, persuasive, but also embody the characteristics of music class-aesthetic and creative beauty. In the introduction part of the classroom, teachers should do everything possible to create a very beautiful music classroom learning atmosphere for all students according to the needs of teaching content and stimulate students' interest in learning.
Second, cultivate innovative spirit in creative activities.
Cultivating students' innovative spirit through creative activities is a pioneering work in music classroom teaching, and it is also the need of the development of music discipline. Using creative activities to cultivate students' creative spirit should not be a deliberate arrangement of teachers, but a natural link in the process of music classroom teaching. For example, students have realized that rhythm comes from life, felt various rhythms, and realized the important role of rhythm in expressing the style, content and emotion of music. Then, students can design the rhythm for the sentences in their lives (such as "Hey, wait a minute", "Class is over, class is over, and they are in the classroom"), and then increase the difficulty, so that students can match the rhythm for their sentences. In contemporary middle school music classroom teaching, composition is very important, the climax of a class, and also very challenging.
Third, echo from beginning to end, pay attention to the integrity of the classroom.
The end of the music class should be distinctive, and there should be an echo from beginning to end. For example, the course "Glorious Course" begins with students singing "Soldier" and closely follows the theme of this lesson. End this lesson with "Military Songs of China People's Liberation Army", so that students can feel the pace and know the majestic and powerful features of the March. Finally, all the students marched out of the classroom to the music of China People's Liberation Army Military Songs. The atmosphere was warm and unforgettable.
Fourth, connect with life, respect students and make the classroom colorful.
The so-called teaching is impossible, which is the truth. The same textbook, different teachers and different students have different teaching methods. But no matter what teaching method, it must be based on students' life experience and conform to students' cognitive laws. In the whole teaching process, teachers should be the server, organizer, guide and close partner of students' learning, and students should think and act under the guidance of teachers. For example, in rhythm teaching, students are organized to discuss and exchange learning materials, so as to find various rhythms from life-to cultivate students' mutual learning ability and cooperative spirit by discussion. Another example is: under the guidance of teachers, students collect music information and analyze the different characteristics and functions of cognitive rhythm-to cultivate students' ability of information collection and processing and scientific research in autonomous learning. Another example is the correct use of modern teaching methods. These teaching methods better reflect the changes of teachers' teaching methods and students' learning methods, embody the democracy, initiative, inquiry and times of education and teaching, and play a very good role in improving the quality of music classroom teaching in middle schools.
Fifth, highlight the characteristics of the subject and show personal teaching ability.
Teachers should better apply the basic skills of music major to music classroom teaching in middle schools. As a middle school music teacher, especially a full-time middle school music teacher, one should not only have professional basic skills such as vocal singing, instrumental performance, basic music theory, work analysis and chorus command, but also master and use one or more of them well, which is the foundation of middle school music teachers. But the basic skills of these majors are not mainly used for music performance, but should be mainly used for music classroom teaching in middle schools. This is not only the fundamental difference between middle school music teachers and professional actors in music performance groups, but also one of the characteristics of music discipline. The task of middle school music teachers is to use these professional basic skills to analyze and deduce music works, and guide students to learn music through the analysis and deduction of music works, so as to achieve the educational purpose of cultivating students' innovative spirit and practical ability. So music lessons must be given by music teachers, not their subject teachers. Music class must be music class, not ideological and moral class, Chinese class and theme class meeting. In teaching, teachers' eloquent singing, smooth accompaniment, accurate explanation, natural and dignified expression, concise and eye-catching blackboard writing and clever and reasonable questions and answers are all means and methods to fully display teachers' personality characteristics and teaching ability. Today, with the implementation of the new curriculum, music classroom teaching has changed the traditional classroom teaching mode to a great extent (that is, organizing teaching, reviewing old lessons, comprehensive exercises, introducing new lessons and teaching new lessons). However, some classroom teaching has gone into the misunderstanding of completely downplaying music knowledge learning and music skill training. Our understanding is that in order to reflect its characteristics and value, the most basic music knowledge and skills are still necessary. We only need to adjust the difficulty according to the actual situation of students, improve the teaching means and methods, take music teaching activities as the carrier in the whole teaching process, organically integrate music knowledge and skills into it, maintain the characteristics of music discipline, cultivate students' practical ability and innovative spirit, and let students learn happily.