When I got the new textbook for the first time, exquisite illustrations, children's interesting pictures and texts, animated characters that children like … suddenly made my eyes shine and my heart happy. Such "good-looking" textbooks will deeply attract children; The multimedia teaching CD, which is matched with the teaching materials, has various models, accompaniment, maps, pictures, animations and so on. , greatly reducing the daily tasks of teachers making courseware and drawing maps, and fully embodying the scientific and practical nature of the teaching materials. Cute and interesting textbook icons let children know vividly and intuitively what learning tasks they have to complete in each class, which avoids the illiteracy difficulties of junior students and adapts to their age characteristics. In a word, the new music textbook is illustrated, vivid and concise, interesting and readable, which fully embodies the artistry and practicality of the textbook.
Second, under the guidance of the new curriculum concept, boldly and creatively use teaching materials and develop and utilize curriculum resources.
With the gradual advancement of the new curriculum reform, the current "teaching materials" have undergone a qualitative change from the previous "teaching materials", and teachers have also changed from "teaching" to "using the appropriate content in the teaching materials to serve their own teaching purposes". Therefore, the creative use of teaching materials and the development and utilization of curriculum resources are of great significance for changing curriculum functions and learning methods. On the one hand, it can go beyond the narrow educational content, let the life and experience of teachers and students enter the teaching process, and make teaching "live"; On the other hand, it can change students' position in teaching, from passive knowledge receiver to knowledge co-builder, thus stimulating students' enthusiasm and initiative in learning. At the same time, it can broaden teachers' educational horizons and change teachers' educational concepts, so as to better stimulate teachers' creative wisdom. For example; I didn't copy the textbook mechanically in the first music class of the new semester. Instead, I used the textbook freely and creatively, and I felt the effect was good. I designed the teaching content like this: First, I chose a song "Twinkling Little Star" that students learned in kindergarten as the basic content of this class, but this class does not need to learn singing or music theory knowledge, but aims to let students feel music initially and stimulate their interest in learning music. Secondly, in the process of design teaching, I also start from students' interests. In the class, there are not only the naughty three thousand questions of the blue cat that children like, but also the game of "looking for stars". You can also explore the sounds of stars freely. After returning to China, prize-winning questions and answers also encourage students to keep thinking and learning. Thirdly, music elements-high, low, strong and weak-are introduced appropriately, so that children can feel the broadness of music, so that they can always hope to acquire new knowledge and answer questions in every class in the future, which really arouses students' appetite and plays the role of "paving the way". Therefore, I think schools and teachers should take textbooks as curriculum resources, creatively use textbooks according to their own reality, and teach textbooks with personalized styles and characteristics instead of mechanically.
Third, pay attention to the integration of music disciplines and related cultures.
Music is closely related to sister arts such as dance, art, drama, film and television, and has many similar features, such as emotion and emotional expression, which are the common features of all kinds of arts. Then, in this field, we should grasp the main thread that runs through all kinds of arts and give full play to and use different means of expression of all kinds of arts.
Secondly, other disciplines besides music and fine arts are also rich music teaching resources: for example, physical education class can use rhythmic exercises to match music with different rhythms, beats and moods; For example, in Chinese, you can choose appropriate background music for poetry and prose to set off the artistic conception; For example, society can learn and understand some representative songs or music in different historical periods, different regions and different countries, as well as related customs. Then, while the music discipline promotes other disciplines, other disciplines also promote the music discipline.
Lesson: In the lesson of "Skipping Rope" in Unit 2, Grade One, first, let the students recall what Mr. physical education class taught and how to jump. Then a 1 minute skipping competition was held, which aroused the students' interest. Then I asked the students to listen to the first paragraph of the song "Skipping Rope" and learn to sing. Then I asked the students to write the lyrics of the second paragraph of the song according to their own experience in skipping rope, and encouraged the students to cooperate in groups. The results did receive good results. The students created many good lyrics in groups, which are vivid, simple and easy to remember, and are very suitable for students to sing. Secondly, in a sports competition class, the PE teacher started the pre-class preparation activity-skipping rope 1 minute, and at the same time, the teacher played the song "skipping rope", and the students listened to music while jumping in beautiful music, which also received good results. In a word, it is urgent to break the discipline departmentalism and strengthen the integration between disciplines and disciplines themselves. Therefore, strengthening comprehensive music teaching will certainly promote the common development of music culture and related disciplines.
Fourth, grasp the connotation of teaching materials and try to gradually change the learning style.
It is the core task of this teaching revolution to change the original single and passive learning method, put forward and form diversified learning methods aimed at fully mobilizing and giving play to students' subjectivity, and promote students' active and personalized learning under the guidance of teachers. In view of this teaching concept and the characteristics of teaching materials, I try to start from the following four aspects in the teaching process:
1. Construction of self-directed cooperative learning mode integrating with group cohesion
It is necessary to carry out cooperative learning in classroom teaching under the new curriculum concept, but at the same time, it is necessary to prevent students from cooperating ineffectively or cooperating for the sake of cooperation. To promote students' effective cooperative learning, teachers can start with defining cooperative learning tasks, grasping cooperative learning opportunities, strengthening cooperative learning guidance, implementing cooperative learning monitoring and attaching importance to cooperative learning evaluation. Teachers will make full use of the cooperative characteristics of music itself and consciously create cooperative conditions, so that students can cultivate cooperative ability in the process of music teaching. The new curriculum emphasizes students' independent inquiry under the guidance of teachers; Emphasize the connection between students' life experience and social reality; Emphasize the relationship between disciplines; Emphasize the occurrence and development process of knowledge; Emphasize strengthening the selectivity of learning; Emphasis is placed on the diversity of learning methods, rather than extremes and extremes. We should objectively and calmly analyze how to grasp the "degree" of different learning methods, the advantages and disadvantages of different learning methods and their respective characteristics, and at the same time keep trying and exploring in teaching, so that we can firmly grasp the "degree" and use it freely and get twice the result with half the effort.
2. Form a good study atmosphere and study habits to stimulate students' interest in learning.
When students enter primary school for the first time from kindergarten, teachers usually think that students have poor study habits and no discipline, so they always put forward many requirements for students in the first class, which invisibly left a deep impression on their young hearts: the class is really tired and the teacher is really powerful. The invisible distance between teachers and students. So I pay special attention to this in the first music class of the new semester. I will focus on stimulating students' interest in learning music, so that students can fully display their artistic expertise and boldly express themselves in class. I will also play games with students, so that students will feel relaxed and cordial when they first contact music and music teachers, and naturally a harmonious and relaxed learning atmosphere will be formed. However, students should correct all kinds of bad habits in the learning process in time, but in the process of correcting habits, we should use inspiring languages such as "Please do as I do", "xx is great", "The teacher believes that you can do it" and "You have made great progress today" so that students can form standardized habits in the teacher's subtle teaching.
3. Pay attention to students' experience in class, and let students naturally reveal their true feelings.
Under the guidance of the new curriculum concept, we clearly know that music is an emotional art with aesthetic education as its core goal, and the realization of this goal depends on the teacher's mouth. I am afraid it is difficult to achieve the teaching effect of several pictures in the book, but if students have experience, knowledge learning does not belong to the category of cognition and rationality, and it has extended to the fields of emotion, physiology and personality. Therefore, in daily teaching, I guide students not only to think with their own brains, but also to see with their own eyes, listen with their own ears, speak with their own mouths and operate with their own hands, that is, to experience with their own bodies and feel with their own hearts.
Lesson example: Unit 5, Book 1, Grade 1 Singing "The baby is asleep" This lesson is a content in which the classroom atmosphere is bad and students are depressed, but I will start with the students' experience in the teaching process: First of all, remember how parents put you to sleep when you were young. (Think with your head), then tell the students (say with your mouth). Third, observe how the cat mother in the picture puts the kitten to sleep. (Observing with eyes), fourthly, students are free to imitate the action of putting the baby to sleep (performing by themselves), fifthly, when the mother puts the baby to sleep, she listens to a song called "Baby Fell asleep" (listening with her ears), sixthly, she learns to sing with the teacher, seventhly ... Tenth, two students are a group, playing roles with each other, and comparing the performances of those children? Through this systematic process of thinking, speaking, doing, listening, imitating and singing, students have been completely immersed in a warm, soft and sweet atmosphere. When I instructed the students to sing, the sweet smiles, soft voices and graceful movements that the students naturally showed really shocked me. I believe that children will really experience something in this process! Isn't that the beauty of experience? Isn't this the real feeling?
4. Pay attention to students' differences and cultivate people with unique personalities.
Every student has his own unique inner world, spiritual world and inner feelings, and has different ways of observing, thinking and solving problems from others. That is to say. Students have a unique personality, and each student's learning style is essentially the embodiment of his unique personality. For example, some students who have just entered the first grade are extroverted, some are introverted, some are lively and active, and some are silent ... These obvious personality characteristics can make teachers understand students in a very short time, and how to carry out personalized education for students' personality characteristics requires teachers to think of ways and use their brains. At this point, I adopted the principle of "train climbing before pulling" to teach, which not only respected the differences of students, but also cultivated unique personality. There are two students in Grade One in our school. One is Li xx, lively, smart and disciplined. His parents are well educated at home, and his study is obviously superior to other students. Another student, Chen xx, is taciturn and often absent-minded in class. His parents divorced and lived with his mother. However, his mother is often addicted to mahjong and has no intention of education, which is generally not well reflected by teachers. When educating similar students, I don't take the form of "one size fits all" or "one pot cooking".
Lesson: When learning Unit 5 "Twinkling Little Stars" in Senior One, I asked, "Do you know why stars twinkle?" In this way, it extends to extracurricular knowledge, gives Ali a chance to show his ability, encourages students to learn from him and sets a good example. At the same time, students are encouraged to imagine boldly and read more extracurricular knowledge, which plays a role in bringing out excellent products in class. To Chen, I asked, "Do you know how the sun sets slowly?" Although when I asked her to answer, the following students said that she couldn't answer, I encouraged her to say "the teacher believes you can definitely answer correctly", and then she whispered "It's the sun coming home." Seeing that her answer was correct, I immediately asked her to stand in front of the stage and loudly said to the class. When I watched her finish the question loudly, I felt happy and satisfied from the bottom of my heart. For such students, I mostly return her, encourage them to study, and give them a sense of accomplishment and praise. Under the guidance of the concept of "giving full play to advantages and respecting students' differences", excellent students will not "have enough to eat" and temporary poor students will not "have enough to eat", creating space for each child's personality development.
Rodin said: "Art is emotion". In fact, the beauty of music is a special emotional expression. This indissoluble bond between emotion and beauty determines that the way of music education is to educate people with emotion and aesthetics. Therefore, while studying all kinds of advanced theories, please don't forget that education with heart, affection and love may solve many of our difficulties.
In short, the content of the new curriculum reform concept is very heavy, and it is by no means a simple few words and simple changes in form that can lead to "qualitative" changes. However, from such a small perspective of music discipline, it can reflect many glories of the new curriculum concept. Therefore, how to put such an advanced concept into practice for our children still needs our teachers to seriously understand, comprehend and do it, and convey all kinds of information in the practice process to our experts in time, so that the seeds of the new curriculum reform can grow healthily and finally bloom the most beautiful flowers.