Music teaching methods in primary schools
First, learn to "listen" to music.
The second and third grade pupils are in the stage of thinking mainly in images. They are lively and easy to accept vivid, infectious and interesting things. Give students the opportunity to listen more. After listening more, they will naturally feel some pitches. With preconceived pitch, students can easily grasp the concept of notation. And use melody to improve reading ability. The cultivation of creative ability should run through all links and the whole process of music learning. All content and ability training in music reading teaching should give students opportunities in the form of impromptu activities, and creatively explore various changes and reorganizations of basic elements of music such as rhythm, voice and melody. Cultivate students' keen sense of hearing, quick response, expressive sense of rhythm, perception of music structure and form, understanding of music image and performance, high concentration and tacit cooperation in impromptu activities.
Thirdly, performance stimulates students' interest in learning.
Pupils are naturally active. Taking advantage of their characteristics, the performance will be integrated into the teaching, which will increase the interest of the classroom, improve their music quality invisibly and achieve the purpose of educating people. In music activities, I divide students into several groups and let them design activities freely. For example, Snow White's Cabin is a children's song that is deeply loved by children. Lyrics are close to students' life and have a special feeling for fairy tales. During the teaching, a child said, "Teacher, I want to change the lyrics, because it's almost Christmas, and I want to change Snow White into Santa Claus, okay?" I can still draw for everyone to see. "After listening to the child's sincere and childish words, I smiled with joy:" Why not? Everyone can draw a picture and change it. "So, the classroom atmosphere became active, or three or five people became young musicians, painting, singing, playing and acting, and the students' emotions reached the extreme. With the encouragement of teachers, students dare to question and modify existing knowledge, thus guiding the development of students' innovative thinking.
Fourthly, audio-visual teaching permeates intuitive expression and stimulates students' interest.
According to the curiosity of primary school students. Sensitive to vivid and vivid materials, unaware of the dominant psychological characteristics when perceiving. Using the advantages of audio-visual, light, picture and color in audio-visual education can sometimes achieve unexpected results. For example, in the teaching of "I am a small herder on the grassland", students can sing it after listening to the tape twice, but most of them sing with a straight face. I inspired them with audio-visual education: "Have you ever been to the prairie? Have you ever ridden a horse? Who talks about the mood when riding? " The children got excited at once, and the students on horseback raised their hands to answer. I added: "The teacher will take you to travel to the prairie today!" "So I dressed up as a tour guide, and the children dressed up as tourists and small cavalry, riding the" big horse "with whips in the classroom and singing the songs they just learned while playing. All the students are very excited. The songs are full of emotion and colorful.
Five, percussion instruments into the classroom
I think it's easy to use percussion instruments. In fact, it is not very simple to let children use it freely. It is necessary to train in a planned and step-by-step manner so that students can improve step by step.
Experience of Music Classroom Teaching in Primary Schools
First, accurate teaching objectives and teaching material analysis are the prerequisites for improving the effectiveness of classroom teaching.
To improve the effectiveness of classroom teaching, preparation before class is very important, and preparing lessons is the most important. Many of our teachers pay attention to the goal and process when preparing lessons, and often ignore the link of teaching material analysis, which is usually plagiarism. In fact, teaching material analysis should combine the teaching objectives of this course and highlight its distinctive and specific characteristics. Only when teachers really understand the teaching materials can they better grasp the teaching materials and know which elements in music works are really useful to students, which is necessary for learning this lesson. Therefore, when analyzing teaching materials, teachers should not only pay attention to the text, but also ignore the basic form of music with sound as the carrier. Under the concrete and meticulous premise of teaching material analysis, it is also very important to locate the teaching objectives accurately and clearly. In every music lesson, big goals are achieved by small goals, and small goals are unified by big goals. The whole and the parts are related. Only around the goal, interlocking, can realize the efficiency of classroom teaching.
Second, teachers should have rich professional knowledge.
In the field of music, "singing, playing and jumping" are three basic skills that all music teachers should have. "Singing" means singing ability and playing and singing ability. "Singing" has a strong role of demonstration and encouragement in music teaching. Singing teaching is one of the most effective ways to cultivate students' sense of music. In primary school music teaching, teachers' expressive demonstration singing can bring students the most direct aesthetic feeling. "Playing" means the ability of keyboard playing and improvisation accompaniment. Only when teachers have skillful improvisational accompaniment ability can they organize the class well and create a good classroom atmosphere. I found in classroom teaching that as long as the teacher plays and sings the demonstration songs, students will learn quickly. Singing teaching is also a basic teaching skill that music teachers should possess, which is exemplary and enlightening in music teaching. "Jump" is the ability of dance performance. The new curriculum standard emphasizes the interaction between teachers and students, which makes the whole classroom in a relaxed, happy and lively atmosphere. The dance performance ability of music teachers is particularly important for primary school music classes. Teachers should grasp the characteristics of pupils' liveliness and good imitation, guide students to experience and perform music through their own body language, and establish a harmonious and equal relationship between teachers and students.
Thirdly, teaching students in accordance with their aptitude and strengthening the student-centered music experience are aimed at improving the classroom.
The key to teaching efficiency is to carefully create the aesthetic situation of music according to the aesthetic law of music teaching, which is the guarantee for the success and optimization of music teaching. Because teachers and students can contact the scene in a specific music aesthetic situation, get aesthetic emotional experience, and cultivate temperament in emotional resonance. The purpose of creating a good music situation is to cultivate students' good aesthetic emotions and arouse their aesthetic concern for music. But not all music works are suitable for situational expression. Because of the uncertainty of music, different students have different understandings of the same musical work. If teachers blindly adopt situational teaching method, it will limit students' creative thinking. Many teachers also pay attention to stimulating students' imagination in teaching, but most of them do it very shallowly. Finally, let's "get to the point", pull back the students' free thinking and follow the teacher's preset ideas step by step.
Fourth, make use of the existing multimedia resources of the school to improve the level of music teaching.
As a brand-new educational means, multimedia technology has appeared in music teaching in primary schools. It breaks through the limitation of traditional teaching in time and space, and greatly broadens students' musical horizons. Through vivid pictures, simple explanations and pleasant music, the learning content becomes dull and vivid, and the pictures, texts, videos and animations are vivid, which stimulates students' interest in learning music, arouses emotional resonance, enriches teaching content, broadens teaching horizons and stimulates students' thinking. Better mobilize students' enthusiasm and let students have a good music class with good quality and quantity. The purpose of creating music teaching situation is to cultivate students' good aesthetic emotions and arouse their aesthetic concern for music. It plays different roles in different stages of music teaching. For example, in the training of students' voice, I use multimedia to improve students' intuitive understanding of their own voice through live recording and playback, turn abstract phenomena into concrete things, and let students learn interesting and attentively.