Problems and Strategies of Children's Music Education (I)
First, choose the appropriate teaching materials.
First of all, teachers should pay attention to the selection of materials for music activities, because only by choosing interesting and artistic teaching materials can children have interest and motivation in learning. When I choose teaching materials, from lyrics to music, from genre to form, from structure to style, I always try to choose teaching materials that are close to children's lives and reflect their interests.
Second, explore the emotional factors of the works.
Changes in rhythm and melody, strength and speed of different music or songs will show different styles and emotions. Only by grasping its characteristics can children be inspired to feel and appreciate the beauty of music. Before each music activity, teachers should carefully study and analyze the teaching materials to understand the emotional content of each song. For example, the song "A Doll's House" expresses several feelings such as pride, gentleness, happiness and self-confidence. The song "I have a little lamb" has the same lyrics. Through the teacher's analysis and guidance, let children have a variety of emotional experiences and sing different flavors: teacher guidance? I have a lovely lamb. Is it a little secret? Children will sing in a soft voice; When the teacher leads and says. Can we play games with the lamb? Children will sing with excitement and cheerful interest; And when the teacher leads and says? Shh, is the lamb going to bed? Children will naturally sing in a slow and soft voice. Because of the careful analysis of the feelings in the textbook and the full expression of these feelings, a simple song has rich emotional expression and becomes intriguing.
Third, stimulate children's emotional expression.
The emotional factors of teaching materials should be completed through analysis, expression and emotional communication with children in the teaching process. The degree of emotional communication between teachers and students directly affects children's interest in learning and participation. Therefore, teachers should be enthusiastic about every music activity they teach.
1. Use vivid language to strengthen children's emotional expression. Language is the most direct tool to express human feelings. Children are young and often can't understand the content and emotion expressed by music. Teachers can use vivid language to help them understand the content and emotion of the work, let them have emotional experience and stimulate their desire to express. For example, the musical activities of naughty little black chickens encourage children to actively participate in various senses by playing games. First of all, use language to bring children into the game to play a role. ? Teacher hen, would you like to be my egg baby? I saw the children holding their heads around the hen, let the hen touch them gently, close their eyes and listen to music, just like baby eggs waiting to hatch. After listening to the music, the chicken hatched. Hens take them for walks, catch insects and learn skills. Suddenly, little black chicken? Ouch? I cried happily (arranged in advance). ? Why is the little black chicken crying? The child's mind is active. Are you bullied by wild cats? Did you walk carelessly? Was it fun? Did you fall down? Why on earth? The children watched the performance of the little black chicken and the teacher's singing with questions. ? I guessed right! I also guessed right! ? They cheered and their desire to learn to sing was fully mobilized. With the artistic conception of the lyrics and the association caused by the performance, the children began to learn to sing. For example, when teaching the song Ode to Joy, I expressed such an artistic conception to the children according to the lyrics: the white clouds floating in the sky are quiet, so sing softly; Bird singing in the trees, so sing louder; The flowers on the grass nodded, and the grass bent down silently and sang softly; And the children must be singing and dancing loudly on the grass, so be happy. Bring this artistic conception into children's minds, and they will naturally sing according to the artistic conception expressed in the lyrics.
2. Stimulate children's emotional expression with teachers' demonstration performances In music teaching, we should pay special attention to the emotional communication between teachers and students, and strive to create an equal, relaxed and harmonious atmosphere, thus stimulating children's interest in music activities. For example, in activities, I often look at the children's eyes to speak and demonstrate; Use expressions, actions, etc. To adjust the child's psychological state. Like what? Little mouse? Running around, the teacher said, here comes the big cat! ? And get down immediately, or:? The mouse is tired! ? Take the lead and pretend to sleep. At the same time, teachers can also communicate with children in different identities, such as sister rabbit, mother duck, bird and wind. And bring children into the specific artistic conception of music works through realistic performances.
Fourth, we should pay attention to the emotional factors in evaluation.
In the past music teaching activities, teachers only paid attention to whether the children had mastered the knowledge and skills they had learned, such as whether they could sing songs, whether the band played correctly, whether the dance movements were the same as those taught by the teacher, and so on. Today's music teaching should first focus on the emotional experience that children feel in the process of activities, and help children build their self-confidence and gain a sense of success. Secondly, we should attach importance to children's exploration and creation in evaluation, allow children to have different answers, encourage children to solve problems independently and practice learning, and create an atmosphere of mutual discussion. In the evaluation, we should attach importance to and discover children's unique views and stimulate children's positive emotional experience. ? Happy because of love? It means that music is caused by emotion. Among the many factors that make up music, if the rhythm is compared to a musical? Bones? Think of melody as music? Muscle? And then what? Love? Is it a musical? Soul? Yes Therefore, teachers should use their emotions to pluck the strings of children's emotions in music teaching, so that they can resonate, so as to achieve? What is it like for a budding child to feel and express beauty? Purpose.
Author: Yin Yanan Unit: Heihe Education Kindergarten
Problems and Strategies of Children's Music Education (Ⅱ)
First, enhance children's independent creativity.
Music games are activities aimed at gaining self-confidence and pleasure by participating in activities, experiencing and personally performing roles. Children who participate in games always perform games with positive emotions, full enthusiasm and initiative, and gain more happiness and self-confidence through performing games, so music games are free of any burden. Children can create new game content and methods at will, and change the gameplay and time on the basis of the original game design, so as to get more fun. After the design of music games, children's actual performances have new creations and become more social. For example, two pieces of music, Little Towel and I Love My Little Animals, used to perform cute images of small animals, but after children's imagination, they became children and small animals playing games. The children have completely designed the contents and results of the game, which reflects the autonomy and flexibility of the music game, and embodies the innocent hearts and beautiful wishes of the children.
Second, promote children's physical and mental growth.
Children change different movements in the whole game process, so that various organs can be exercised and the coordination of the body can be increased. Through the different changes in the amount of exercise, the adaptability of the body is also enhanced. For example, in the music game "Wandering in Space", let children feel rhythm, loneliness and different musical images in the activities; At the same time, it can make children consolidate running, jumping, stepping and walking, promote the gradual development of bones and muscles, exercise children's sports ability and coordination ability, enhance blood circulation, enhance the function of internal organs and promote the development of nervous system. Music games make children feel relaxed and happy, and the nervous system and organs are in an excited state. At the same time, they help to improve the body function and protect the nervous system, expose children to fresh air and sunshine, improve their adaptability and resistance to the external environment, and improve their health.
Third, promote the development of children's intelligence.
Games are a creative activity. First of all, the game should be imaginative. The writer Gorky once pointed out that games are the way for children to know the world. ? In the game, children use toys and natural objects to promote the growth of sensory organs and improve their observation. Using games can consolidate and deepen children's knowledge and skills, develop children's abilities of perception, memory, attention, imagination, thinking and language expression, and cultivate children's thirst for knowledge and interest in science. Performance game is a kind of music game in which children creatively use movements, expressions, intonation and costumes to perform the roles in literary works that they are familiar with and understand. In the process of music games, children's existing experience and understanding of daily life are reflected, and these activities allow them to recombine past experiences in the context of games. In fact, music games are based on the original settings. Children independently create new game contents and methods, create new game scenes, and imagine their own language and actions. During the performance, I noticed different identities and different division of labor, which increased the sense of group cooperation. By observing and participating in children's games, teachers can deeply understand children's psychological changes and give correct guidance to children's physical and mental development. After participating in various games, children's experiences will gradually enrich, and the plots they design will gradually increase. In actual performances, children express their life experiences through language, actions and singing. Children create their own characters by imagining, adding and changing the content of the game, and show the world in their eyes in children's language. In the cooperation of games, children's language expression ability and intellectual development are increased. It is in this case that music games play a flexible role and adapt to the educational model of young children. In practice, teachers can't set a fixed model, but should adapt to children's psychological and physiological characteristics, play a variety of games in an open way, and participate in them personally, so as to better grasp children's psychological and physiological development.
Four. conclusion
Music games are an effective means to educate children's all-round development. The motivation of children's games is often the cognitive experience of fun, imitation and direct reaction. Children constantly adjust their rhythm and movements in the whole game transition, and their thinking is always in an active state in the whole activity, from which children get the opportunity to fully express themselves, and their emotions are satisfied, thus achieving success and happiness. Through the process of cooperation and communication, we can realize the happiness of cooperation from the good behavior of ourselves and our companions, form good moral feelings and develop good moral behavior. The teacher has focused guidance, and the children conduct on-the-spot observation. After the observation, they can help the children deepen their impressions by talking and drawing, stimulate their desire for games, and stimulate their creative consciousness. In the game, the teacher purposefully inspires the children to speak and understand the music melody.
Author: Cai Jiandong Unit: Changji College
Problems and Strategies of Children's Music Education (Ⅲ)
First, the role of music education in cultivating children's comprehensive quality
1. Let children experience their curiosity and imagination in music and help them improve their aesthetic ability. The feeling of beauty in childhood is still at a lower level, which is more intuitive. They have the characteristics of jubilation and emotional exposure, and it is difficult to express their inner feelings and experiences in words. Therefore, through music, it is much more profound and powerful for children to feel beauty vividly and achieve rational cognitive education than simply preaching.
2. Effectively promote the cultivation of children's emotions. Music can reflect people's real life, thoughts and feelings, and it is the easiest art to express and directly reveal emotions. Its appeal is also huge, because music can touch people's inner feelings, and good music works have such a strong appeal. For example, when learning Xiaomi Drum, children can feel the frequency of drumming. When they see the grains of rice beating rhythmically on the drum, they will sing? Xiaomi rebounded? Will it follow the rhythm of the drum, and? Xiaomi? Have fun together. It can be seen that children's emotions will become more colorful through music that expresses different emotions.
3. It is conducive to promoting children's intellectual development. In music education activities, children's audio-visual sense, motor nerves and brain cells are in a positive state, which is conducive to pleasing body and mind and developing thinking. When children imagine and feel music, in order to express their inner world, they will actively use language to show and share their thoughts and experiences with people around them, thus strengthening the development of language expression ability in communication.
Second, the current problems and reasons in children's music teaching
1. Teachers pay more attention to imparting knowledge and skills than cultivating children's aesthetic ability. In practice, many teachers overemphasize the teaching of skills and ignore the inner feelings of children. At the same time, there is also confusion about how to understand and deal with the relationship between the cultivation of aesthetic ability and the teaching of knowledge and skills. Some teachers think that the teaching of skills is tangible and the effect is immediate, but aesthetic education is not easy to operate, even if it is done, it will not appear; Some teachers believe that children's aesthetic ability will naturally form in repeated skill training. Are these biased understandings caused? Music education focuses on skill practice? An important reason.
2. Teachers' teaching thoughts and behavior patterns. What about letting children act? Flowers? You will find that most children's movements are: holding their cheeks with their hands, their heads slightly tilted, their legs half bent and their mouths tilted, as if they saw the same kind of flowers, which is the product of patterns. It is these stereotypes that we have become accustomed to that imprison teachers' thoughts and behaviors and hinder children's creativity.
Third, countermeasures.
1. Strengthen learning and constantly improve teachers' understanding of music.
Educational research and application. In every music education activity, teachers should be able to implement the comprehensive development of moral, intellectual, physical and aesthetic qualities, and achieve the educational goal of improving children's comprehensive quality. In order to achieve this goal, teachers should form the habit of actively or passively summarizing and learning music education methods, and creatively carry out a series of novel teaching activities in combination with their own teaching practice. For example, in dealing with the problem of attaching importance to knowledge and skills while neglecting the cultivation of aesthetic ability, we should realize that the cultivation of aesthetic ability and the teaching of knowledge and skills in music education are not mutually antagonistic and mutually exclusive, but closely related and inseparable.
2. Pay attention to the specific design of music courses.
(1) Create a musical environment. According to the goal of music education and children's physiological and psychological characteristics, teachers should carefully create music situations by means of language, objects, props and performances, so that children can initially feel music with a happy mood. Generally speaking, there are several ways to create situations in music teaching activities: ① Creation of performance situations. Teachers play various roles to introduce children into interesting artistic conception and let children feel music in the process of appreciation. ② Creation of life scenes. Teachers introduce real life scenes into educational activities, so that children can understand music in the reproduced life scenes. ③ Creation of game situations. Teachers take children as the main body and create interesting game situations with the help of situational language, so that children can experience music happily in games and play. ④ Creating language situations. Teachers help children perceive music with the help of situational language.
(2) Build an environment for the healthy development of children's body and mind. Teachers construct children's new experience with the situation as the carrier. In a specific situation, children acquire the development of emotional attitude, knowledge and skills through independent participation, self-experience and music practice.
(3) Pay attention to children's different performances. Let children use expressions, movements, sounds, rhythms, maps and other means to create and edit happily and flexibly in interesting situations. Formally, there are individual creations and cooperative creations. Teachers should achieve prosperity in the environment and combine situational motivation with situational display. In this process, it is necessary to observe carefully and encourage children to improve every display in the situation.
Author: Jason Unit: Gansu Nursery School.