Successful teaching needs not coercion, but arousing students' interest. How to arouse students' curiosity in teaching is also a skill. In the process of teaching, teachers should create appropriate teaching situations according to teaching needs and unconsciously bring students into the situations. The process of learning music score knowledge is an indispensable part of music teaching. Teachers can combine the study of music score knowledge with music situational activities to reduce the difficulty of students' learning process and stimulate their interest in learning. According to students' cognitive laws and physical and mental characteristics, I often compile some knowledge of reading music into stories in the teaching process to arouse students' rich associations with past life experiences and stimulate students' desire for knowledge and interest in learning. As long as careful design, vivid language, rich expressions and intuitive teaching AIDS guide, children can easily master knowledge and obtain unexpected results. Therefore, stimulating interest in learning is the first step in learning any knowledge.
Second, sing first, then read the music.
In the singing class, when students walk into the music classroom, I will use the music of the songs to be learned today to make students do some simple rhythms with the music, so that students can have an auditory impression on the music and prepare for learning the songs well. Then let the students enjoy the songs and feel the music, so as to stimulate students' interest in learning music. By letting students sing, the difficulties in music score are solved unconsciously, which makes students feel that it is not too difficult to read music score, thus enhancing their self-confidence and deepening their love for music. Then, through solfeggio and understanding of music score, it will react to singing and make singing more perfect. Singing first and then reading the music is to let students put down their psychological burden, let them sing first and express music with their own voices, thus stimulating students' interest and making them feel that this class is relaxed and happy, and there is room for self-expression. Then, guide the students to sing music according to the rhythm. When singing music, accurate pitch and rhythm are required. After one student sings, other students will comment, and those who sing well will be rewarded. In this way, students' enthusiasm was quickly mobilized. Some students' reading ability has improved rapidly. The effect is still good.
Third, create melodies and improve the ability to read music.
Take listening as the guidance and creation as the means. The cultivation of creativity should run through all aspects of music learning, and music reading teaching is no exception. Creatively explore the change and reorganization of the basic elements of music such as rhythm, sound and melody, and give students the space and opportunity to improvise to create their imagination. This not only improves students' reading ability, but also greatly mobilizes their learning enthusiasm and initiative. In fact, there are various forms of creating melodies. Rich creative forms can enable students to learn music scores in fun and sense of accomplishment, and can receive unexpected results.
The cultivation of creativity should run through all aspects of music learning, and music reading teaching is no exception. Creatively explore the change and reorganization of the basic elements of music such as rhythm, sound and melody, and give students the space and opportunity to improvise to create their imagination. Therefore, before learning to sing new songs, I will disrupt the melody order in the music and arrange it together with short motives. First, let the students listen to the pitch of each group of motives, rearrange them into smooth melodies according to their own feelings, and play and sing together. In this way, listening as the guide, creation as the means, and then let everyone listen and sing, which not only improves students' reading ability, but also greatly mobilizes students' learning enthusiasm and initiative.
Fourthly, use Kodaly gesture to improve reading ability.
For primary school students, the abstract concept of pitch is difficult to understand. In order to make students remember the pitch, a gesture game is designed with Kodaly gesture. The characteristics of junior students are fun, active and curious. In the gesture game, students sing while gesturing. This requires students not only to remember the pitch quickly, but also to mobilize their learning enthusiasm and complete the classroom teaching tasks efficiently. In order to better stimulate students' interest in learning and achieve better teaching effect, according to children's active characteristics, we took students to learn three movements of "Mi Re Do" in Kodaly's gesture, and guided them to sing several familiar songs. The students sang and gestured at the same time, which was very fulfilling.
Fifth, using multimedia to assist reading teaching.
Multimedia entering the music church not only integrates this comprehensive art form into the classroom, but also stimulates students' interest in learning and makes up for many shortcomings in classroom teaching. The application of multimedia courseware in music reading teaching can often play a very good role in breaking through the teaching focus and dispersing the teaching difficulties, thus greatly improving the teaching quality.
In short, with the improvement of comprehensive quality today, the requirement of reading music in primary school music education is: "based on the classroom, facing all." According to the students' cognitive rules, rational music reading is taught from the perceptual point of view and integrated into music practice, which is vivid and simple. Using music score as a good tool to learn music can cultivate students' musical perception, expression, appreciation and creativity. Let every child really enter music, to discover, to explore and to create.