Current location - Education and Training Encyclopedia - Educational institution - Music training log
Music training log
Everyone has seen diaries in their daily study, work or life. At this time, keeping a diary is very necessary. What's new and rich in the log? The following are the music training logs (selected 5) I collected for you, hoping to help you.

Music Training Log 1 In recent years, with the diversification of primary school music teaching, various teaching forms have added a lot of elegance to primary school music classes. Among these teaching forms, game teaching plays a vital role in music class. Faubel, a German educator, believes that "games are a tool for children to know the world, a source of happiness and a means to cultivate children's moral quality, which can best show children's enthusiasm and consciousness in the process of playing games. Games are children's instinctive activities and a reflection of their inner world. " The game in primary school music classroom is different from the game teaching in other disciplines. It is not a pure game, but incorporates musical features. We call this special form "music game". "Music game" is just a means of learning music, and it is a game teaching with music as the main body. It must be accompanied by music to achieve the purpose of music teaching. In the past, music teaching in primary schools only focused on whether students learned a song or a certain music knowledge point. The classroom atmosphere is rigid, which makes students not interested in music lessons. What's more, it was considered a minor course at that time, and it didn't matter whether they listened or not. The long-term past will obliterate the instinct of children's all-round development. Then, if music games are added to music lessons, students can give full play to their imagination, make boring music knowledge lively and interesting, and greatly improve the quality of classroom teaching.

Below I will elaborate my four views on music games:

First, the particularity of music games

Primary school music class is a unique subject, which is to learn by singing and dancing, to turn boring music knowledge into vivid game teaching, and the classroom atmosphere is relaxed and lively. For example, learning scales, in the past music teaching, teachers only played the piano and students sang along. Now I use the game of "climbing stairs" to let students use their hands and feet together: hands go up one level, feet go upstairs, and then sing scales with the piano. Through this kind of teaching, students' learning enthusiasm is very high and they can master this knowledge point quickly and well.

Second, the fun of music games

Music games play the role of flavoring agent in music teaching, which can make the whole classroom full of vitality, and students can experience the fun of music lessons through music games. For example, when learning animals to talk, show pictures of various small animals and their walking movements. After class, put the animal headdress made before class on the students' heads, and let the students imitate the movements and languages of animals according to the headdress. As a game to regulate activities, its role is to enliven the classroom atmosphere, stimulate children's emotions, adjust the classroom order and improve students' learning enthusiasm. This game is fun-oriented, which can make the classroom atmosphere relaxed, eliminate students' fatigue and let students continue to actively participate in the next link of teaching.

Third, music games can give full play to students' subjectivity.

In music class, students should be the masters, and let them give full play to their imagination. Every student is an active participant and creator of music activities, so that learning is no longer a burden. For example, "Twinkling Little Star" in Grade One uses multimedia to show the pictures of stars all over the sky, so that students can create their own actions to show the twinkling stars. Whoever performs well will get a beautiful star. Objective: To cultivate students' creativity, imagination and sensibility to music.

Fourth, in music games, train students' participation ability.

There are often some timid students who are not good at acting in music classes. For such students, we can let them start with group games and then participate in groups, focusing on their performance. Through this step-by-step method, these students can actively participate in activities. For example, in the musical mime "The Story of the Fisherman and the Golden Fish", students like this can let them sing the following songs as a collective chorus first, and other students can play different roles according to their own preferences, so that the whole class can participate in the performance, thus realizing the fun of participating in the performance. To sum up, music games are a bridge for students to learn happy music lessons. Gorky once thought that "games are the way for children to know the world". Only by making children happy in the process of music games can they arouse their heartfelt love for music lessons. In music games, students can not only learn related skills and experience the joy of music activities, but more importantly, they can learn to learn and communicate with others in cooperation, thus exercising their courage and enhancing their self-confidence. Music game is a golden key for students to open the music hall, a bridge for children to learn music, and a pair of vigorous wings for them to roam the music world. As primary school music teachers, we should make continuous efforts to let students learn music, listen to the beautiful melody of music and feel the happiness brought by games.

Music Training Log 2 Through this training, I realized that the new curriculum standard is the core content of China's basic education reform and an important task of implementing education reform. Its introduction has given teachers a broad space for teaching innovation. Through these days' training, I realized that every music teacher should constantly adjust his mentality, update his ideas and become a teacher working in the research state.

The following questions should make me think:

First, the change of teaching perspective

The new curriculum standard requires that the teaching content should be related to students' real life, which is beneficial to them to solve social problems and thus improve their musical literacy. Therefore, the implementation of the new curriculum standards urgently requires teachers to change their original curriculum values, develop curriculum resources and examine teaching from multiple angles. In modern social life, there are a lot of musical phenomena, such as ritual music (festivals, celebrations, queues, weddings and funerals, etc.). ), practical music (advertising, fitness, dance, medical care, etc. ) and background music (leisure, catering, film and television, etc. ) These are closely related to everyone's life. Understand the relationship between music and life, let students love music and life, and then let music accompany them all their lives and improve their quality of life. When designing specific teaching, we should guide students to start from life experience, from their own music experience, closely contact social life and music phenomena, actively explore and think about the relationship between music and life, and make music learning a vivid, concrete and artistic life experience. For example, in a music class, showing students Flash requires students to evaluate and modify the music sound effects inside. Students' enthusiasm is very high, so this class is very lively and interesting, and it also allows students to learn to pay attention to all musical phenomena around them.

Second, the change of teaching methods.

1, from in-class to out-of-class

In music learning, in order to let students have practical experience, students can collect music resources outside class and use them for music teaching, or they can expand their teaching activities outside class. For example, in the teaching of Unit 2 "Walking into Nature" in Grade One, I asked students to collect relevant information through the Internet, find the content of music in nature, and let them try to express the music in life with their own music vocabulary.

2. From this discipline to interdisciplinary.

Practice has proved that there are many ways for primary and secondary schools to receive music education. Therefore, music education must have a broad vision and keep an open attitude. For example, Chinese, history, geography, biology and other courses in primary and secondary schools are more or less related to music, which makes it possible to connect music teaching with these courses. Extracurricular music activities and social music education environment have become and should become an integral part of music teaching. For example, music and dance are combined to express music; Combine with art to make music more vivid; Communicate with poetry and drama in Chinese.

Third, the change of teaching emphasis.

1. Enrich emotional experience and cultivate expressive ability.

The new curriculum standard proposes to "cultivate students' self-confident singing, performance ability and comprehensive artistic expression ability, develop students' performance potential, enable students to express their personal feelings in the form of music, communicate with others and harmonize their feelings, so that students can enjoy good pleasure in music practice and be influenced by emotions." In our music teaching, in fact, every lesson and every music knowledge needs emotional input. Teachers should do a good job of inspiration and guidance, so that students can have their own emotional experience and beautiful enjoyment in every music learning process.

2. Emphasize the spirit of creation and exploration.

The freedom, fuzziness and uncertainty of music provide a broad imagination and association space for people to understand and express music. Therefore, music is one of the most creative arts. Professor Zhang Ruiting of He Normal University put forward in the course of Appreciation and Teaching of Music Works that it is impossible to give full play to the aesthetic function of music education if music creation is only integrated into other music teaching contents. Only by emphasizing music creation as an important part of independent middle school music teaching can middle school music teaching achieve the greatest educational effect. For example, in order to guide students' creative exploration spirit, we should show them Tan Dun's Water and Knocking Copper Chips, and let them think about why these seemingly impossible things can play such wonderful music, which are not conventional musical instruments. While paying attention to the cultivation of students' creativity, we should pay more attention to the innovation of music education methods. Music teaching is more innovative and exploratory.

Fourthly, the change of teaching evaluation.

Teaching evaluation is an indispensable basic link in teaching work, an important means to improve teaching quality and an important part of educational scientific research. The new curriculum standard requires: "Under the premise of embodying the goal of quality education, a comprehensive evaluation mechanism based on the value of music curriculum and the realization of basic goals should be established." This is very different from our previous "performance appraisal" The evaluation of new curriculum standards includes the comprehensive evaluation of students' academic performance, teachers' teaching effect, school teaching management and teaching quality, as well as the comprehensive evaluation of the construction and development of this curriculum. In a word, only by re-examining the standards and concepts of music courses, studying hard in the state of research and thinking, constantly reflecting and making progress, and realizing the life-oriented, socialized, diversified and personalized music teaching as much as possible can we become an excellent music teacher.

For a long time, there is still a traditional and solidified concept in music teaching, that is, teaching students their own subject knowledge as the professional benchmark of teaching. It is often said that teachers should be "teachers", but the connotation of "example" in "example" is ignored. Teachers should lead by example, not only to complete a teaching process, but also to play an exemplary role in teaching.

Music classroom teaching is a process in which teachers and students jointly complete the training and mastery of knowledge and skills, but more attention should be paid to the role model and demonstration that voice teachers should have. If classroom teaching is only regarded as a single process in which teachers impart knowledge and skills to students, it can be said that music teachers lack the connotation of "example and demonstration".

For example, in the teaching of music appreciation course for music education majors in the past, most teachers once regarded "teaching content" as the core of classroom teaching and regarded classroom knowledge imparting as a process that should be completed. It should be said that this is not a perfect teaching purpose. First, it limits students' cognitive ability; Second, it limits the attention to the development of students' abilities other than cognitive ability; At the same time, it also ignores students' learning orientation and direct concern for teachers' words and deeds, including teaching attitude, extensive knowledge, personal artistic charm and solid professional skills. , including teachers' own exemplary role.

With the deepening of quality education, under the guidance of new curriculum standards, music appreciation class plays a very important role in music teaching in ordinary schools. We should attach importance to emotional experience and emotional communication in classroom teaching, influence students with self-identity and role in teaching, and take our own demonstration as a mirror for students.

With the deepening and advancement of curriculum reform, music teachers' educational concept, artistic accomplishment, knowledge structure and professional ability are constantly deepening and improving. In addition, in recent years, a large number of graduates from professional colleges have enriched the ranks of music teachers and greatly improved the overall professional level of music teachers. At the same time, in classroom teaching, teaching methods are becoming more and more flexible and diverse. The wide application of multimedia technology in music classroom has indeed brought infinite vitality and vitality to music classroom. However, the following problems have arisen. Nowadays, in more and more music classes, teachers' demonstration singing and performance have been gradually replaced by multimedia courseware. Over time, teachers' professional level and basic skills gradually deteriorated. Faced with this phenomenon, we music teachers should clearly realize that the demonstration significance and role of teachers cannot be completely replaced by multimedia. Therefore, in classroom teaching, teachers' correct demonstration is essential and very meaningful.

Music teachers should exude artistic charm and be full of artistic passion from the first class. Teachers' singing full of emotion and unrestrained performance will deeply attract students to imitate, learn, pursue and surpass. As a mirror of students, teachers should be good at influencing students with their own identities and roles, so that students can admire your solid professional knowledge and excellent basic skills and enjoy your music lessons.

Imagine what kind of beautiful artistic enjoyment a teacher who sings beautifully, dances gracefully and plays fluently will bring to students. How can students not love and worship a teacher with such good basic skills? If the music teacher can do every demonstration well, then the teacher's prestige in the eyes of students can be imagined. Similarly, the correct demonstration can enable students to experience the beauty of music, dance, piano sound and art, and at the same time obtain satisfactory psychological feelings, thus generating great interest in learning music. "Music Curriculum Standards" points out: "Teachers should guide students to love music, deepen their understanding of music, fully tap the beauty of music contained in their works, and arouse students' emotional resonance with their own feelings about music; We should constantly improve our music teaching skills and convey the beauty of music to students with our own singing, piano sound, language and movements. We should be good at teaching in a lively way, so that students can get aesthetic pleasure in the artistic atmosphere and achieve the purpose of aesthetic education. "

Teachers "conquer" students with their extensive knowledge and solid professional skills, which can be described as "loving their teachers and believing in their ways". Only with profound knowledge and solid professional skills can teachers creatively guide students to solve problems, inspire students' thinking and guide students to learn music.

Music Training Log 4 Through watching the expert lectures of the National Training School, I learned a lot of teaching methods, got my own teaching practice and achieved very good teaching results. By watching interactive dialogues and case studies, I understand the importance of music lessons. In order to have a successful music lesson, teachers must study the teaching materials hard, prepare lessons carefully, and use various means to stimulate students' interest, so as to make music lessons more colorful and make students like music lessons. Interest is the basic motivation for learning music. According to the age characteristics and cognitive characteristics of primary school students, cultivating their interest in music is the focus of teaching. Let's talk about some experiences of stimulating students' interest in music lessons based on our own teaching practice.

First, use a variety of teaching methods to feel happy and stimulate students' interest.

"Interest is the best teacher", how to cultivate students' interest? I think that's to make him feel happy in music class. Make full preparations before class. In class, I stimulate students' interest by telling stories, guessing riddles and playing games. For example, in the lesson "Little Crow Loves Mom", I asked students to listen, watch and talk more, let them perform more, participate more and evaluate more, and do creative activities in rhythm and lyrics, so that students can evaluate each other. Infiltrate knowledge into activities, stimulate their motivation, make students learn easily and teachers teach easily. We should encourage them to speak freely and innovate boldly, and allow students to have many different answers, so the classroom atmosphere will naturally become active. Get their attention by guessing, arouse their interest by telling stories, and let students perform dances of various ethnic groups to feel the culture and customs of various ethnic groups. After a class, they completed the teaching task, became interested in music lessons and achieved good teaching results. For another example, when learning the rhythm of xxx∣xxx∣xxx∣xxx∣, I asked the students to play the rhythm game of "the train enters the station", and the requirement was to shoot the correct rhythm collectively. The method is to make some cards, two people hold them as the train station, and the other five to eight people form a train shape. The "train" begins with four or two beats of music. Before running to the "train station", the group photographed the "train station" card according to the rhythm of the music festival. If everyone applauds correctly, the "train station" card will be held high above the head and the game will continue. If the photo is incorrect or irregular, the "Railway Station" sign will be put down, indicating that you can't enter the station, and the first person who takes the train will retreat to the last person. From the game activities, students not only learned the rhythm, felt the interest, but also really started, talked and used their brains. At this time, students will be smiling all the time, their small eyes will shine, their hands will be raised straight, their mouths will open, and they will truly become the masters of learning, and the classroom atmosphere will be extremely active.

Second, establish a good and harmonious relationship between teachers and students to stimulate students' interest.

Pupils' hearts are pure and innocent. As long as teachers and children form a harmonious teacher-student relationship, make children feel that you are both like a mother and a friend, make this relationship have great "affinity", make students like you as a teacher, and make students interested in you as a teacher first, naturally children will have a preliminary interest in this course. Therefore, I attach great importance to the cultivation of teachers' morality and carefully shape my own teacher image. In class, teachers should be full of energy, especially in the first ten minutes of class. Teachers must use words or actions to attract students' attention, stimulate their interest in learning, and thus generate their desire to learn. Teachers should truly establish equality with children in the classroom, instead of condescending and running around with children by the nose all day. Children are not the object of teachers' emotional dumping, they also have dignity, and they don't like teachers often talking to them in an imperative tone. For example, use "OK?" "Is that okay?" "What do you say?" In a word, this not only respects children's opinions, but also stimulates their interest in learning and thinking. As teachers, we should trust our children, build their self-confidence and cultivate their enthusiasm for learning. We shouldn't worry that students can't do well, but boldly exercise their abilities. Even if they can't do well, we don't blame them. In order to cultivate students' interest in music, teachers need constant encouragement to build their confidence. Let children like you from the heart, so as to better cultivate students' interest in music.

Third, the clever use of lead-in to stimulate students' interest

After having a good work and rest, it is very important to start each class. A good beginning will interest students and play an important role in the teaching quality of the whole class. In the introduction of new courses, teachers use lyrical recitation, beautiful language, vivid gestures and talking eyes to convey the designed language to students, so as to achieve the effect of perception with form and understanding with reason.

When introducing new lessons, I usually use stories or games according to the psychology of primary school students: stories accompany children until they grow up, especially fairy tales. For children, the fairy tale world is both romantic and interesting. It expresses the theme and content of the song through metaphor and personification. This can concentrate students' attention and stimulate their interest. For example, when I let students enjoy the introduction of Sanzang folk music ensemble, I told them a story: at first, there was a monk in the temple who had water to eat, and then another monk came. They depend on each other and have to carry water to eat. As the days passed, the third monk came and the three monks had no water to eat. They depend on each other and time goes by. None of them wants to carry water. One day, a fire broke out in the temple. Three monks pushed me down the mountain to get water and came back to put out the fire. After some efforts, the fire was finally put out. From then on, the three monks were diligent and took turns to draw water, and their lives were good. Although many children have seen this story in cartoons, the students are still very interested, and some are still vying to say what they know, so that the students can't help but fall into the situation. The game is full of endless fun, and frolicking is always accompanied by children's laughter. It is as unforgettable as all happy times. Pupils are active, and it is also very attractive for them to arrange interesting games to introduce new lessons.

Because in the game, students are very active, even an inactive child, as long as the teacher encourages him, he will boldly enter the game with other children. Students also have a kind of psychology, that is, they all want to behave well in front of the teacher, so they will behave better actively and boldly, which not only satisfies their own desire for games but also cultivates their interest in games, and also mobilizes the initiative of children and enlivens the classroom atmosphere. When teaching the lesson of skipping rope in the first volume of senior one, I first asked the students whether they had finished the skipping game and how to choose skipping rope at ordinary times, and then invited some students to jump among them. A few minutes later, I introduced the song "Jumping Rope" to learn, and the students' interest has been maintained very well. I also studied this song very carefully.

After this training, I gained a lot of new knowledge. I realize that classroom music activities, as an important part of middle school music lessons, are almost integrated into all aspects of music lessons, including games, sketches, performances, song performances, rhythms, dances, playing musical instruments and so on. Let children experience the joy of participation and innovation in activities and feel the charm of music art. In the process of imitating, experiencing and exploring music activities, students get personal emotional activities, which can't be replaced by any form of personal experience.

Middle school students are lively, expressive, imaginative and creative. The starting point of music activity design is to let students be free and unconstrained, completely out of their inner feelings and needs. It enables students to express themselves boldly and carefree in the world of music, fully arouse their enthusiasm, initiative and interest in learning, and enhance their participation.

The development of music classroom activities can develop the imagination, expressive force and creativity of primary and secondary school students, which is conducive to cultivating students' creative thinking, developing students' intellectual potential and making students become creative and pioneering talents. In the process of music teaching in middle schools, every music activity is a perceptual activity in which various sensory organs coordinate, which can stimulate students' interest in learning and improve their learning initiative. Music classroom activities reflect the new curriculum teaching concept of middle school students, with music aesthetics as the core, hobbies as the driving force, facing all students, paying attention to personality development, attaching importance to music practice, encouraging music creation, advocating subject integration, carrying forward national culture, understanding multiculturalism and perfecting evaluation mechanism. The construction of music classroom activity teaching mode embodies the basic concepts of full participation, teacher-student interaction, cooperation and exchange, independent inquiry and innovation.

After this "national training", I have a new understanding of the teaching of comprehensive performing arts: to understand the performing arts, we must first know its most fundamental things, and we cannot teach students without any knowledge. Irresponsible to students, irresponsible to their own careers.

As an integral part of human culture, comprehensive performing arts are closely related to other cultural elements. The origin of European drama and oriental national drama can be traced back to ancient sacrificial songs and dances. Whether people worship totems and imitate animals in primitive society, or the ancient Greeks dress up as sheep people to perform, or the Japanese perform in temple fairs, they all contain the elements of mass imitation, which is precisely the most important factor that constitutes drama. Even in modern drama and contemporary drama, it is still the basic feature of drama art for actors to imitate (play) roles in public.

Through this training, I am more aware of the importance of music education. The essential feature of "music education" is to cultivate people's sentiment and enhance people's realm. Confucius said "music" is broad, including music, dance, poetry and so on, which is roughly equivalent to our comprehensive performing arts today. "Yue Ji" holds that animals know "sound" but not "sound", ordinary people know "sound" but not "music", and only well-educated and literate gentlemen can know "music". "Music" originates from people's feelings, is the product of people's feelings stimulated by external things, and is the product of the development of human culture to a certain stage.

There is no end to learning, and middle school music education still needs us to study hard.