Music is also an art of expression. In music class, students can sing, dance, play or perform. Through the performance of music, students can fully display themselves and get the pleasure of beauty and success. Do you know any reflections on popularizing music teaching? Let's take a look at the reflection on the popularization of music teaching. Welcome to check it out!
Reflections on the popularization of music teaching 1 With the deepening of education reform and the implementation of new curriculum standards, the educational concept with humanistic thoughts and free and lively teaching methods have opened up a new world of education for our teachers. A good music appreciation class should embody the teaching concept of "classroom teaching is life-oriented" and make classroom teaching full of vitality. Through equal interaction and communication between teachers and students, students can easily and happily accept the influence of beauty in interesting and emotional situations, improve their aesthetic ability, actively acquire artistic abilities 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' interest and habit in music appreciation. As a music teacher, we should first stimulate students' interest in learning music and make them interested in listening. Therefore, in this appreciation class, I use the concept of modern music education to give full play to students' subjectivity and enthusiasm for participating in music practice activities.
First, design suspense to stimulate students' interest in appreciation.
Show all the emotions of music, let students rank them after enjoying it, grasp the students' attention, and stimulate their interest in appreciation because of the tension and terror in their emotions. After the students arranged in the right order, I designed a suspense: "The composer told us a story that happened in a bird shop with these emotions. Please come and enjoy the music again. Then, please tell us the story you heard from the music. " The combination of music and stories allows children to listen to music attentively and tell stories attentively. Every student has his own understanding of music in his heart, so telling his own little story mobilized all the students. How can students not be interested in enjoying such music?
Second, from the music structure, develop students' creative thinking and express music.
The most important thing to appreciate music is to teach students how to appreciate music and the ability to analyze music works. First of all, teachers must be logical in organizing teaching, guide students to analyze music works step by step, cultivate students' methods of analyzing music works, and improve students' ability to feel music. In order to let students further perceive, experience and understand music, we should pay attention to children's age characteristics and psychological characteristics when guiding analysis. Teachers should be good at mobilizing students' enthusiasm and giving full play to their subjectivity. In the process of teaching, I use mobile methods to guide students to listen to music seriously and step by step. First, I use stories to grasp the theme of music and clearly show the structure of music. Finally, I let students gradually feel the overall effect of music through performance. Every time you listen to music, you should always listen and think about some problems. In order to arouse their curiosity and urge students to use their brains to think positively and answer questions seriously.
3. Clever evaluation and integration of ideological education.
The vivid and interesting way to evaluate each group of students by putting the birds back into the Woods from the birdcage not only stimulates the students' enthusiasm, cultivates their cooperation ability, but also educates them to love birds and do their best to protect them, making their own contribution to building our green home.
In short, through the teaching of this class, I deeply feel that music teaching should pay special attention to students' own experience and potential development; A truly democratic, harmonious and relaxed classroom atmosphere can give full play to students' subjectivity and autonomy. Organize education and teaching from the standpoint and needs of students; Create more suitable environment and encourage students to explore independently; Greater freedom and strong autonomy greatly develop students' cognitive ability, give full play to students' emotional experience, initiative, initiative, inquiry and creativity, and enable students to develop confidently in a relaxed environment.
Reflections on the popularization of music teaching (2) The Song of Bamboo Country is a new nursery rhyme in Unit 14 of Tintin Dongdong Learn Literacy, the second volume of Grade One of Beijing Normal University Edition. Its theme is simple, its content is simple, its language is concise, its rhythm is harmonious, it is full of childlike interest, and it is close to children's life. This helps students concentrate on learning words with bamboo prefixes, avoids the monotony of only pictures and words in the past literacy classification, and makes literacy teaching more interesting and intuitive. Because freshmen have a deep understanding of the real things in life, abstract thinking is based on intuitive thinking. Therefore, in view of their psychological characteristics of strong hearing and strong memory, we should guide students to read the text repeatedly until they finish reciting it, then narrow the context, pick out words to recognize, then separate words from these words, associate sounds with glyphs, remember them separately, and finally put the Chinese characters memorized separately back into the text, so that students can deepen their understanding of words and poems.
According to the characteristics of resources and students' age, in this class, I added text materials and picture materials on the basis of the original courseware, and used PowerPoint as the main media resource to string together the teaching ideas in an orderly way, covering a wide range of contents with pictures and texts, which laid the foundation for this class. It is more conducive to stimulate students' interest in learning and make better use of distance education resources to display the scenery of bamboo forest and the physical pictures of bamboo in a vivid and intuitive form.
The specific application is as follows: (1) Show slide pictures in the tutoring stage: Bamboo forest scenery can induce students to participate and stimulate students' interest. Show slides in the reading stage of guiding the whole perception, and inspire students to understand sentence by sentence, invest in experience and try to learn fun. When breaking through the difficulties, one of the teaching focuses of this lesson is to learn new words with "bamboo prefix". Therefore, I ask students to find out "what else is there in the hometown of bamboo" on the basis of reading the text. In the search, students can not only know the hometown of bamboo, because it is closely related to bamboo, but also know the content of the text and find the words that should be studied emphatically in this lesson, which can kill two birds with one stone.
The students found the words "fence, marker, kite, flute, bamboo tube, laundry list". Because some things are familiar to students, and some things students know little about, I adopted the word guessing link in Lucky 52, so that students can tell what you know, and several people can add it together, so that other students can guess. After guessing, they can show the pictures collected by the teacher to understand.
Before going to Song of the Bamboo Country, I was very worried about whether the children could understand the meaning of ethnic minorities and imagine the beautiful scenery of the bamboo country. After this class, all my worries are unnecessary. Because of the second viewpoint and the 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 soon ended. The rest of the time, I asked the children to discuss the ethnic minorities in China. Children actually know that there are 56 ethnic groups in our country, and they can even name some, such as Hui and Mongolian. When it comes to Dai's life, some children actually know something. It seems that extracurricular books supplement our classroom knowledge very well. After this class, I was thinking: should Chinese classes be limited to textbooks? Many teachers are talking about how to use limited classrooms to implement knowledge points and so on. But few teachers think of spending a little time to expand their extracurricular knowledge. Therefore, our classroom is just a book classroom. In order to broaden children's horizons, Chinese classes must be close to life. The extension of Chinese class is the extension of life.
After class, I deeply feel that if there is no re-development and utilization of media resources, then good teaching effect will be impossible.
Reflection on Music Popularization Teaching Part 3 When designing the teaching of this class, I arranged the following questions after listening to the works: What influence does this form of music expression have on the shaping of music image and the effect of music performance? At that time, I naively thought that after students saw this question, it should not be difficult to answer, at least they could say a lot of their own understanding. However, it turns out that my idea is all wet! My dear student's eyes became confused after seeing my question, which made me have to spend some time explaining my "problem". The "problem" really became a "problem"! The students seem to be very nervous when asked this question, and their brains seem to be dull! At that time, I was really confused and didn't know what the problem was! But when I was listening to another teacher in this class, I watched her coax the students, starting with a simple question, gradually deepening and mobilizing like mushrooms after rain, and I realized my problem.
After I came back, I revised the original teaching design. When listening to the chorus "Defending the Yellow River", I asked the students to think while listening: How many times has the theme melody of the whole song been sung? What's the difference in the form of each singing? In fact, this question has been prompted at the beginning of listening, so it is not difficult to answer; Then, I asked: The author skillfully used the creative techniques of expanding the voice and strengthening the strength in the song. What artistic conception does it remind you of? What kind of musical image did you show? The first question makes students understand the expansion of sound. Now it is no longer a problem for students what music image Lenovo Music wants to express through voice expansion! In essence, it is equivalent to answering the question I originally designed: What influence does the form of musical expression have on the shaping of musical image and the effect of musical expression?
This time, I reconsidered the problem. But why do questions produce different results? What should the problem design look like?
First, ask questions at different levels.
Systematic and thorough classroom questioning can guide students to explore ways to achieve their goals. The hierarchy of questioning requires teachers to closely follow the key points, difficulties and keys of the textbook, analyze the internal relations, logical order and students' existing knowledge and ability, and design a series of questions step by step from easy to difficult according to the cognitive rules from concrete to abstract and from perceptual to rational, so as to deepen and improve students' understanding gradually. Design questions can be from small to large within the scope of knowledge, first ask questions, then ask questions, and finally draw a general conclusion, so that students can grasp the correct thinking direction and improve their generalization ability; Setting questions can also start from the big, ask big questions, and students don't need to answer them immediately. The purpose is to let students divergent thinking, clear thinking direction and ideas. Then, the teacher puts forward a series of small questions to guide students to think and discuss, and cultivate their analytical ability. A class is often a combination of several questions from small to big or from big to small, forming a "problem chain" with a clear direction, reflecting teaching ideas and appropriate thinking ability, opening students' ideas, enabling students to think in an orderly manner, acquire knowledge, establish a knowledge system, master learning methods, and get a benign transfer of ability.
Second, ask questions to grasp the principle of ability.
We should pay attention to "teaching students in accordance with their aptitude" and "acceptability" of students, so that students at different levels can develop through answering questions. If the questions raised are lower or higher than the students' thinking level, students will not be able to carry out positive thinking activities. The difficulty and depth of asking questions vary from person to person, and students' knowledge and intelligence level should be taken into account, so that students at different levels of A, B and C can be asked questions with different difficulties, so that students at different levels can "get results". Therefore, when preparing lessons, teachers should not only prepare textbooks and teaching methods, but also "prepare" students, knowing their learning situation like the back of their hands.
In short, classroom questioning should be guided by the teaching idea of "teacher-oriented and student-centered", and guide all students to enter a positive thinking state and learn how to study and solve problems.
Reasonably allocate the proportion of a class design
I feel that this class has made great progress in proportion distribution than before. The previous problem was too simple. The chorus "Defending the Yellow River" and the Steel Association "Defending the Yellow River" were equally distributed in time, and each section wasted a lot of time. Now my consideration of the problem has virtually enlarged the chorus, from the comparison between chorus and two-part rotation, to the comparison between two-part rotation and three-part rotation, to the appreciation of the whole song and the analysis of the overall musical image, and gradually approached. The increase of chorus will inevitably lead to the compression of the proportion of works by the Steel Association and make the whole class more rational.
The fourth part of the reflection on the popularization of music teaching has an assumption that the previous music examination paid too much attention to the form, which made some students think that they could get good grades in music class by singing a few songs without learning music knowledge or skills. So I think this kind of examination can't let students give full play to their own specialties, and can change the examination form. If we take different forms, different contents and different methods of music testing, we will get good results.
1. Singing: Singing with karaoke. Let everyone choose a song that they like and are familiar with, and sing it in front of all the students on the podium.
2. Free performance: (1) Students with dance expertise can choose the content in the textbook and dance for a while;
(2) self-editing and self-acting;
3. Listening: (1) Play a piece of music and ask the students to name the song and talk about their feelings;
(2) While listening to songs, beat time by feeling.
4. Instrumental music: (1) Choose several percussion instruments, let some students combine freely, and beat the rhythm for the students who sing.
(2) Students who study instrumental music can play music alone.
The above tests of different contents and forms effectively mobilized their thinking and participation, and tested the students' real ability and level at ordinary times. In this way, students will no longer pursue grades, but focus on what they participate in.
Reflection on the Popularization of Music Teaching Chapter 5 Music class does not involve entrance examination, but as an essential element of quality education, the quality of music class is also extremely important. Therefore, when I teach music, I should learn to reflect and be good at reflecting. Then, the reflection of music teaching I summarized the following points, which I need to improve and complete in the future.
First, the design reflection in the process of preparing lessons
Music lesson preparation is different from Chinese and mathematics, so we don't need to care too much about mastering some knowledge points or skills. When designing lesson plans, you can first design such questions for your own reflection. For example, "How familiar are students with the songs or operas in this class", "How to design teaching methods for learning songs or operas will more easily arouse students' interest", "What problems will appear in the teaching process of learning to sing and how to deal with them" and so on. In this way, in the process of teaching, teachers will feel targeted, and preparing lessons will not become a mere formality. Because the teaching purpose of music class is to improve students' interest in music, the reflection of design in lesson preparation is mainly to improve interest. If you find that students are particularly interested or indifferent in the teaching process, you should ask yourself what the reason is, accumulate experience and lessons, and try different teaching methods in parallel classes to achieve the best results.
Second, verify the reflection in class.
The classroom is not an assembly line in the workshop. It is static. Fifty students may have fifty different reactions to the same teaching method. Therefore, in the process of classroom teaching, teachers need to constantly adjust teaching methods, constantly verify the reflection of design when preparing lessons, and prescribe the right medicine. Classroom teaching is a regrettable art, and even the best teaching always has shortcomings, which need to be further improved and optimized. Therefore, all kinds of "accidents" in the classroom can be good reflection materials for teachers to explore in the process of continuous practice.
Third, after class, we should reflect in various forms.
There are many ways of reflection, which can be self-reflection or collective reflection through language or writing and communication. One of the most enlightening ways of reflection is to write a case reflection. The so-called case reflection is a way of writing to study and reveal its internal laws through specific typical teaching cases. Although the case has its individuality and particularity, it also reflects the teacher's teaching strategy and teaching philosophy. Teachers can analyze and summarize these typical cases in the form of words to improve their teaching ability and provide reference for their peers.
Self-reflection can be carried out by observing and analyzing other people's examples. Many things are still seen by outsiders. Therefore, teachers should observe and analyze other teachers' classes and learn their teaching ideas, teaching organization forms, teaching methods and so on. Reflect on what will be different and what will be the same, and what inspiration I will get from the same class, etc. It's best to write after class. Music teachers often have their own specialties, such as instrumental music, such as vocal music, because of their own conditions. They should be good at using their own specialties. Other people's specialties can be used as your own reference, see how others use them, and think about how you use them. Teaching reflection has played an immeasurable positive role in both the main course and the auxiliary course. As a music teacher under the background of the new curriculum, I think we should constantly reflect and refine in teaching, so as to find problems, learn to learn, constantly improve the teaching level, and become a new type of scientific research and reflective educator!