Background and significance of the research.

Research background:

Nowadays, we often hear such a term: the rhythm of life. Yes, whether busy or leisurely, it can be described as fast-paced or slow-paced, which shows that rhythm comes from life. In our life, sound is everywhere, and rhythm is everywhere. Rhythm is the first element of music creation, and it is the bone and soul of music. Whether it is graceful, lively, humorous or marching, rhythm plays a key role. Music without rhythm is like an empty shell. Of all the elements of music, only rhythm can exist alone. In other words, a musical work can be without any musical elements, but as long as it has rhythm, it can become a musical work, and all musical emotions are reflected through certain rhythmic movements. In the process of cultivating students' musical quality, the key step to cultivate students' sense of music is to cultivate students' sense of rhythm.

Research purpose, significance and subject value;

With the reform and development of basic education in China, especially the continuous promotion of quality education, music education has also made gratifying achievements in recent years. Especially in mountainous primary schools like ours, with a series of laws and regulations guiding music education and teaching, our teaching conditions are gradually improving. The first is the change of name, from the previous minor course to the current technical course, and the second is the improvement of hardware facilities. Now every township central primary school is equipped with a music room, music equipment and professional music teachers. Every year, the county teaching and research section organizes some backbone teachers to exchange and study together, and introduces many famous music teaching methods, which obviously improves our music teaching level and effectively promotes the development of authoritative music education.

Under the guidance of new teaching concepts, the educational concepts of most music teachers in China are gradually changing. Due to the lack of teaching experience and theoretical guidance, a few teachers still use some spoon-feeding teaching methods in class, which makes students' learning in a passive state, which violates the guiding ideology of our new curriculum standard and makes students only have the ability to sing a few songs in primary school for six years. These are very prominent problems in music education in China, especially in our mountain schools. Therefore, how to learn from Orff's teaching methods to improve the teaching of basic music knowledge in primary schools and organically combine the learning of basic music knowledge with aesthetic experience is a problem that we need to study and solve at present.

Combined with the characteristics of students in our school, reasonable and diverse rhythm teaching is conducive to enhancing students' interest in learning, enhancing children's feelings and expressions of music, effectively cultivating students' sense of rhythm, mobilizing and activating the classroom atmosphere, and stimulating students' enthusiasm for learning. Let the development of music teaching be smoother, and students' future music cognition will be more colorful.

Definition and interpretation of the topic: Dakhroz, a famous music educator and rhythm educator, once said: To feel music correctly, you must feel it with your whole body and mind. This sentence broke his educational thought, and he thought that rhythm education was the most important part of music education. He drew a conclusion from a lot of educational experience: among all the elements of music, rhythm is the one that is most closely related to life and can arouse keen feelings. Rhythm is like a great conductor. With it, music is intelligent in an instant.

The representative figure of rhythm teaching is the German music educator Orff, who put forward the original idea of music education in the practice of music education. It contains the factors of action, music and language, which make them combine into a whole. He believes that the first element of music creation is rhythm. Therefore, he particularly emphasized music education from the perspective of experiencing rhythm. The method is rich, vivid and vivid, which is deeply loved by children, so that children can gradually understand and experience music in rhythm, and then love music. He has two original creations in music teaching:

Momentum activity, using the simplest body movements to make all kinds of rhythmic sounds, such as twisting fingers, patting shoulders, patting heads, clapping hands, patting legs, stamping feet, etc. Feel the beauty of music, texture and harmony.

Lyrics recitation is his second originality, which is closest to children's nature. Orff especially emphasizes music education from the perspective of rhythm, and emphasizes that children's sense of rhythm should be trained and cultivated by combining the rhythm of language and action.

Orff's music teaching method fully conforms to children's psychological characteristics. Starting with rhythm, students can feel, experience, imagine and express music through reading aloud and body movements. It starts with children and lets them do it themselves, completely breaking the traditional teaching methods. His teaching method is lively and interesting, which gives full play to children's enthusiasm and creativity in learning music, and can promote students' balanced development of body and mind and cultivate their keen reaction ability. The cultivation of students' good rhythm is also the key to the music hall, which promotes children's all-round development in music.

Steps and methods of subject research

Research steps:

Preparatory stage (20XX.7 20XX.9)

(1) consult the literature, set up a research group, and determine and declare the subject.

(2) Seriously study relevant theories, unify their understanding, make effective research plans, understand students' physical condition, and lay a foundation for the next research.

(1) Normal research and experimental work.

(2) The teaching method of independent and cooperative learning enters the classroom and is vigorously promoted.

(2) Writing teaching research papers, cases, teaching designs, teaching reflections or CDs.

(3) Popularize experience, make up for deficiencies, and continue to carry out research on new topics.

Research plan:

Research objectives:

Orff put forward the slogan that rhythm is the first element of music creation in music education, especially emphasizing that music education based on rhythm will be more beneficial to our music teaching. Lively classroom teaching and colorful music activities are adopted to fully mobilize students' various sensory organs, to feel and create music, and to awaken children's innate musical instinct, thus subtly cultivating sentiment and opening the key to the music hall.

In the implementation of classroom teaching, teachers emphasize students' autonomy, fully tap teaching material resources from students' reality, design novel teaching methods, encourage students to create boldly in the classroom, and cooperate with classmates in a happy and relaxed atmosphere.

Music should be fully connected with closely related life, so that music can be closer to the reality of daily life. Teaching content should start with sensibility, and make it difficult to simplify. Mobilize and enliven the classroom atmosphere, so that students can fully experience the joy and relaxation of music lessons, stimulate their enthusiasm for learning, and make their music life more colorful.

Research content:

Guide students to observe and discover rhythm from life;

How to connect with real life and stimulate students' interest in music rhythm;

Find the most effective rhythm teaching method from classroom practice;

Research methods:

? On the basis of fully understanding the students' situation, the members of the research group construct a new teaching mode, constantly change the teaching methods, explore new teaching methods, carefully design the teaching process, carefully organize teaching activities, carry out phased research activities around the research objectives, listen to opinions from all sides, explore new strategies, summarize and adjust the experimental scheme regularly, and write phased research reports. The main methods used are:

Investigation and research methods

Use different survey scales and methods. The premise of the study is to investigate students' interest in music lessons. In the middle of the study, we mainly investigated students' reaction to the experimental class. What kind of music lessons do students like? The last survey is to compare the selected experimental class with other classes and conduct practical research.

Action research method

Carry out practical research on this topic under the dynamic and natural conditions that do not affect normal education and teaching.

Practical research methods

Study and design each experimental class, then do the experimental class well, analyze and summarize this class after class, master the teaching methods that can stimulate students' interest in rhythm, and then reform and improve these teaching methods.

Research measures:

Choose a class as an experimental class, and understand the students' happiness in music class through observation and investigation. Summarize and sort out every conversation.

In the process of project development, the project research is divided into two stages according to the year: last semester and next semester. The new experiences and achievements summarized are discussed, exchanged and analyzed in time, and the strengths, weaknesses and exposed problems are found out, and summarized and reflected in time. So as to learn lessons for the next stage.

Pay attention to teaching materials and promote students' understanding of teaching materials. Each class is required to organize classroom teaching according to the nature and characteristics of the teaching content and complete the education and teaching tasks set before class. Starting from interest, teaching design requires visualization, diversification, facing the whole people and paying attention to the improvement of each student. We should pay more attention to some students who are not interested in music, so that they can meet the basic requirements, and we should also care about students with strong musical skills, create conditions and promote their development. The Music Curriculum Standard for Full-time Compulsory Education (Revised Edition) puts forward clear requirements for mastering the rhythm of senior and junior grades: primary school grade 1 2 can feel all kinds of sounds in nature and life. Be able to imitate with your own voice or percussion instruments. Can play different sounds with different strength and length with percussion instruments. In the process of perceiving the rhythm and melody of music, grades 3-6 can initially distinguish the difference of the beat, and can hear the level, speed and intensity of the melody. This requires our music teacher to teach rhythm reasonably in class and gradually improve students' sense of rhythm. Expectations of project results and expected results.

Dakhros, a famous music educator and rhythm educator, thinks that rhythm teaching is the most important part of music education. He drew a conclusion from a lot of educational experience: among all the elements of music, rhythm is the one that is most closely related to life and can arouse keen feelings. The view of German music educator Orff also inspired me. He believes that the first element of music creation is rhythm, not melody. Rhythm can exist without melody, and melody cannot exist without rhythm. So rhythm is the life of music and the source of its vitality. He particularly emphasized music education from the perspective of rhythm.

Through the cultivation of musical rhythm, rhythm is closely related to our life, and through various interesting teaching methods, children's interest in musical activities is stimulated, creating a broad musical rhythm space for children. As the art of sound organization, rhythm plays a considerable role in the performance of music. Then in our music teaching, we should start with the rhythm, give full play to children's enthusiasm and creativity in learning music, and cultivate their keen reaction ability. The cultivation of students' good rhythm is also the key to the music hall, which promotes students' all-round development in music. Lead students step by step to the palace of music, integrate into the ocean of music, further cultivate students' sentiment, cultivate students' aesthetic taste and rich emotions, and promote the healthy development of students' body and mind. Let music lessons bring happiness to children and enrich their lives. Then in our usual music class, our teachers should constantly practice, constantly reflect and analyze the existing problems, and strive to achieve the following goals through research:

Use all kinds of interesting teaching methods suitable for students' age characteristics to improve students' ability of reading music, beating time and composing rhythm, and cultivate a good sense of music rhythm.

How to combine teachers' theoretical study with practical teaching to improve teachers' practical teaching ability?

Through this practical research, the operation mode of rhythm teaching method in primary school music teaching which can be popularized in our school is explored.

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