First, the teaching objectives focus on students' aesthetic education.
When music realizes its aesthetic education, it plays a subtle role not by coercion, but by the beautiful music itself. Most of the students in secondary vocational schools come from rural areas, with low artistic appreciation, poor expressive force and poor singing level. They know nothing about world famous songs and musicians, and little about music theory. The knowledge of national music is often arrogant. Secondary vocational school students are at an important turning point in their lives, and their world outlook and values begin to take shape and gradually turn to adults. This is an important period of aesthetic education. In music teaching, students' actual level and requirements should be considered. Therefore, teachers should attach importance to the aesthetic education of students when setting teaching objectives. For example, when setting the teaching goal of Blue Tango, we should consider the correlation between the teaching goal of this unit and the teaching goal of this class, the relationship between the teaching goal of this unit and the teaching goal of this class, and how to infiltrate the education of beauty into the teaching process. Accordingly, the author designed the teaching objectives of the lesson Blue Tango as follows:
(1) Knowledge objective: To guide students to understand the dance structure and related music culture of the blue tango; Briefly describe Anderson's life and artistic contribution.
(2) Ability goal: Students can play European tango rhythm and Latin American tango rhythm; Gradually master simple musical form analysis methods; Improve students' appreciation of dance music.
(3) Emotional goal: By listening to Blue Tango, guide students to feel and experience the musical artistic conception and style of the music, and cultivate students' aesthetic consciousness; Expand students' musical horizons and increase their interest in dance music and related cultures.
This class is a music appreciation class. This teaching goal is concise and easy to operate. The goal embodies the organic unity of three-dimensional goals, and the expression is appropriate and clear. Through the knowledge goal, guide students to understand the structure of dance music and related music culture, understand the author's life and artistic contribution, and trigger students' emotional experience; Improve students' appreciation of dance music through ability goals; Cultivate students' aesthetic consciousness through emotional goals.
Second, the teaching links are closely linked with the teaching objectives.
After the teaching objectives are determined, they should be effectively implemented in every teaching link. Teaching links directly affect the teaching effect. Only when the design of teaching links has a certain gradient, or from shallow to deep, or from here to there, or from outside to inside, or from easy to difficult, the teaching links are clear and the classroom rhythm is compact, can the teaching benefit be maximized. Each teaching link is the refinement of teaching objectives and the concrete steps to achieve them, so this is one of the key points for teachers to prepare lessons and one of the important bases for evaluating classroom teaching effects. The teaching links of Blue Tango are as follows:
1. Do it with me. (1) Beat out a short rhythm. Students imitate each paragraph and show the courseware. (2) Play the music, and ask the students to answer whether the beat rhythm just now is shown in the music. How many kinds did you show? (3) After the students discuss and answer, introduce the topic "Blue Tango".
2. Cooperation and communication. (1) Listen to the students' introduction, show the collected contents and evaluate or supplement them. (2) Play the dance video of tango (the basic characteristics of dance: quick turn, pause, serious expression, etc. (3) Students talk about their feelings about this dance.
3.
Feelings and experiences. (1) Play the first theme A and ask: What rhythm did you use in the practice? What is the artistic conception of music? (2) Teachers play the major scale and blues scale on the piano, and then let students hum along with the piano, so that students can feel their different musical characteristics. (3) Playing the second theme B, Q: What rhythm did this piece use in practice? What is its musical mood? (4) The teacher plays the second theme music on the piano, and the students sing along with "La". (5) Question: Is the music of the first theme A inserted into the second theme B? Where is it? What does the alternation of the two themes represent? (6) Play the Blue Tango. Students feel the music as a whole and think about the musical structure of the work. (7) Why is it called blue tango, but not tango of other colors?
4. practice. (1) When students participate in group activities, teachers patrol the classroom, observe the students' performance, and give appropriate guidance and tips. (2) After students evaluate each other, make an overall evaluation of students' statements. (3) Students play the blue tango in a low voice when creating and editing.
5. expand. Instruct students to learn the basic dance steps of tango: slow-slow-fast-fast-slow.
6. summary. Review the key contents of this lesson, fill in the form with six words or sentences that impressed the most about this lesson, and put forward new requirements and hopes for students.
As can be seen from the above design, each teaching link is the refinement of teaching objectives. The second and third teaching links are to achieve the knowledge goal of teaching: through the second link, students' autonomous learning ability, teamwork ability and communication ability are cultivated, and students' perception of the author's life story and artistic contribution is deepened; Through the third link, guide students to understand the dance structure and related music culture of Blue Tango. The first to sixth teaching links are designed to achieve the goal of teaching ability, which highlights the subjectivity of students. In the first to fifth teaching sessions, students need to participate in a large number of teaching activities. The first link attracts students' attention and stimulates their interest in learning through listening, speaking and doing. Simple and easy steps make students dare to express themselves. The second part reflects students' autonomous learning ability, cooperation ability, communication ability and expression ability. In the third part, by setting two styles of questions and singing scales, students can better understand music and thus improve their perception of music. The fourth link is to cultivate students' good sense of cooperation and coordination ability in the group through teamwork; Enhance the ability to understand music by using body language and percussion instruments. The fifth step is to cultivate students' strong interest in diversified music by learning the basic dance steps of tango. The sixth link is to deepen students' impression of this lesson through their own summary. The second to sixth teaching links are to achieve the emotional goals of teaching. In the second teaching link, students' autonomous learning such as searching, making, introducing and displaying can deepen their understanding of the author's life story and trigger emotional experience. In the third to sixth teaching sessions, students feel and experience the beauty of music by analyzing, listening to songs carefully, singing scales, answering questions, creating and learning dances, and have a deeper understanding of music works.
In the teaching process, around the three teaching objectives, it is divided into six teaching links, which are interlocking, and each teaching link embodies the three teaching objectives and completes the teaching task solidly. In the process of reaching the standard, it embodies the teaching concept of taking students as the main body and the characteristics of music teaching. The teaching structure is clear and clear, with strong operability and high goal achievement rate. This kind of classroom teaching is also effective and efficient, which is of great help to improve students' aesthetic ability.
In short, if music education is to be embodied and implemented in aesthetic education, it must be taught in a way suitable for students, combined with the improvement of students' ability and the development of individual personality, combined with the teaching of knowledge and the training of music ability, and combined with the training of music skills and broadening students' horizons. Only in this way can we improve students' quality in an all-round way in the subtle aesthetic education.