Music is an important course in school teaching, and primary school music teaching is the primary stage of the whole music education, which plays an important role in cultivating students' music literacy. The following is what I arranged for you for your reference.

Fan: Rhythm Training Strategies in Music Teaching in Primary and Secondary Schools

It is very important to learn basic music knowledge in music teaching in primary and secondary schools. Most music teachers in primary and secondary schools are limited to teaching students to sing a good song, without paying attention to the cultivation of students' rhythm ability in the teaching process. Rhythm training is an important part of music learning, which can lay a solid foundation for students, thus making music teaching in primary and secondary schools with high quality. This paper analyzes the role and development of rhythm training in music teaching in primary and secondary schools, and puts forward the strategies and precautions of rhythm training.

Keywords music teaching in primary and secondary schools; Rhythm training; tactics

Rhythm is an important element of music. Emile, a Swiss music educator? Jacques? Dalcroze pointed out that the premise of music education is to arouse people's musical instinct through the exercise of rhythm, and constantly improve students' musical sensibility and agility. (1) music educator Carl? Orff also pointed out that music education should start with rhythm, improve the quality of music classroom teaching and improve students' interest in learning. It can be seen that rhythm training plays an important role in music education.

First, the role and development of rhythm training in music teaching in primary and secondary schools

Rhythm exists in all areas of people's lives. Simply put, the standardization of all moving things in time is collectively called rhythm. Whether it's queue pace, human heartbeat, mechanical operation, production process, etc. It has its own rhythm. It can be seen that rhythm is the bone of music. Orff once said: "The primary element of music creation is rhythm, not melody." Music education in primary and secondary schools is the primary stage of music education, and rhythm teaching is the key link in music classroom teaching in primary and secondary schools. It can not only improve students' sense of rhythm, but also enhance their ability to perceive, appreciate and analyze music and songs. The progress of rhythm learning will directly affect students' mastery of music knowledge. Scientific and correct rhythm training can ensure that primary and secondary school students learn more music knowledge in a relaxed and happy atmosphere. ② In the music classroom teaching in primary and secondary schools, rhythm training has not been paid enough attention, and there are many disadvantages, such as the overall training is too stylized, and it is mostly done by clapping hands and reading music, the training method is single, and the learning content is boring. In addition, there is less time for rhythm training in music class. Music comes from life, from nature, and is created by people in the process of production and life, but the long-term boring rhythm training of music lessons has been divorced from life. If rhythm training can not achieve good results, it will not be conducive to the cultivation of students' imagination and creativity, and it will also violate the purpose of music teaching in primary and secondary schools.

Second, the strategy of rhythm training in music teaching in primary and secondary schools

Use language to complete rhythm training

Primary and secondary school students are younger and are more willing to remember something that is easy to understand, vivid and interesting. Nursery rhymes are music they have been exposed to since childhood, which is very easy to remember. It is quite effective to train students' rhythm through nursery rhymes.

Second, use musical instruments to complete rhythm training.

In music classroom teaching, teachers can make students feel the rhythm by hitting and playing musical instruments, thus completing the rhythm training. Teachers can let students know and feel the long sound, short sound, crisp and rich sound of musical instruments, and learn the rhythm of percussion instruments such as jingle, castanet, triangle and sand hammer. Let students give full play to their imagination in positive experience, and even guide them to make their own percussion instruments. In addition, teachers can also use some props in life, such as chopsticks, pots, iron drums and so on. Guide students to feel and create rhythm.

Third, combine the sounds in life to complete the rhythm training.

Many rhythms in music works are extracted by musicians from natural and social life. In the process of rhythm training, teachers should try their best to arouse the rhythms stored in students' minds, such as the "121" rhythm sound of running on the physical education class, the "croak" sound of frogs and the "tick" sound of pendulums. These voices in life also help to complete the training of students' sense of rhythm. In addition, rhythm imitation training method is a common teaching method of rhythm training in music classes in primary and secondary schools. Let students imagine and imitate these sounds, such as car horns, roosters crowing, trains whizzing by, knocking on doors, ticking when it rains, etc., which can help them master the rhythm faster and enhance their interest in learning rhythm.

Fourth, use speed changes to complete rhythm training.

Rhythm is a form of length change and light change in music. Therefore, rhythm training should be organically combined with speed training to achieve ideal results. For example, keep the rhythm, beat and signature unchanged and double the speed, and the effect of spectral example 3 will appear; If the speed is doubled again, the rhythm effect of spectral example 4 will appear.

Third, the notes of rhythm training in music teaching in primary and secondary schools

The ultimate goal of rhythm training in music teaching in primary and secondary schools is to cultivate students' sense of rhythm so that they can learn music knowledge easily. Therefore, primary and secondary school students need to pay attention to two points in rhythm training in music class: First, pay attention to the frequency of rhythm training. Teachers should let students master and use rhythm more accurately. In the process of training, the training time should not be too long, but we should persevere, not give up halfway, train repeatedly, and adhere to the principle of "practice in class and practice after class". Over time, students can master the basic knowledge of music theory and improve their music appreciation ability. Second, rhythm training should be diversified. Influenced by age, personality and other factors, primary and secondary school students are not easy to concentrate and tired of boring learning forms. Teachers should train students through various means to improve their interest and enthusiasm in learning and make the content more vivid.

Four. conclusion

In a word, it is very important to learn music well today when quality education is emphasized. As a part of music classroom teaching, rhythm training should be combined with the age and psychological characteristics of primary and secondary school students, and the content of rhythm training should be formulated in line with the actual situation of students. Teachers can enliven the classroom atmosphere, enhance students' sense of rhythm and music, let students experience and perceive the relationship between rhythm and music in the process of singing, playing, speaking and moving, and finally strengthen students' feeling of music through high-quality rhythm training and improve their ability to create rhythm.

Fan: Analysis of Advantages and Disadvantages of Multimedia in Music Teaching in Primary and Secondary Schools

Abstract: Nowadays, advanced computer technology is affecting our life more and more. In music teaching, the application of multimedia technology is one of the manifestations. The application of multimedia technology makes the classroom lively and interesting, greatly increases the enthusiasm of students in class, and greatly improves the teaching effect and students' learning efficiency. However, there are many shortcomings in the application of multimedia in teaching, so the application of multimedia technology in teaching has been controversial. This paper mainly discusses the advantages and disadvantages of multimedia application in music teaching in primary and secondary schools. By analyzing the advantages and disadvantages, this paper summarizes how to use multimedia technology correctly in the teaching process, so as to achieve the correct application of multimedia technology.

[Keywords:] music teaching; Multimedia; Primary and secondary schools; merits and demerits

With the development of computer application in China, people's living habits have also changed greatly. The application of multimedia technology has influenced the current teaching methods, which has attracted wide attention, greatly promoted the development of quality education, and has been well received by teachers and students. Now the teaching is no longer using blackboard and chalk, but using images and pictures on the computer. The development of computer technology has promoted profound changes in the field of education, and the application of multimedia teaching has seriously affected the current student education. The application of multimedia technology has two aspects. Proper use will improve the quality of teaching, while improper use will mislead students, making them unable to learn the knowledge in books and achieve the real teaching purpose. Therefore, it is necessary to use multimedia reasonably to achieve the expected effect. Avoid using multimedia technology to prevent primary and secondary school students from learning the basic knowledge in books.

First, the advantages of multimedia application in music teaching in primary and secondary schools

In the music teaching of primary and middle school students, the application of multimedia technology has increased their interest in learning and improved their mental concentration rate. The attention of primary and secondary school students in class is divergent. If students use the usual simple narration on the blackboard in music class, they will not be able to appreciate the fun of learning music and the true meaning of music itself. In music class, teachers play some music and pictures with multimedia, which will increase the enthusiasm of students and add a lot of vitality to the class. Multimedia makes a lot of boring knowledge easy to understand, abstracts theoretical knowledge into vivid images, and can also increase students' memory of music knowledge. The application of multimedia has increased students' horizons, and the knowledge input by teachers in multimedia courseware can take many different forms. But on the blackboard, the teacher can only use chalk to roughly describe what he wants to express, and the students' knowledge level and experience are limited, so it may be difficult to understand the teacher's meaning. However, if teachers make good use of multimedia, students can easily immerse themselves in the scene and feel the teaching content that teachers want to express, which will help deepen their understanding of music. Multimedia inspires students visually and audibly, visualizes the knowledge they want to learn, and students can easily understand the written knowledge points in books, thus increasing their learning ability and broadening their horizons. In the process of making courseware, teachers need to look up a lot of information, and they will find many new knowledge that other students and teachers have not mastered. In this way, teachers should introduce the corresponding knowledge points in the course of class, and the knowledge introduced is various, so that students will gain more comprehensive knowledge and expand their knowledge.

Second, the defects of multimedia application in music teaching in primary and secondary schools

Teachers' excessive use of multimedia in the classroom has obviously degraded their teaching skills, and teachers have also developed a kind of inertia. Students can't fully grasp the basic knowledge of textbooks, but only take classes as entertainment. There is no targeted teaching in the classroom. Teachers pay too much attention to the content of multimedia and ignore the state of students' class, while students pay too much attention to the interesting content of multimedia and ignore the key content to be explained by teachers. Teachers and students put all their energy into computers, which will stifle students' creative thinking. The courseware made by the teacher is mainly the teacher's thoughts, not the students' thoughts. Students just follow the teacher's ideas, lack the ability of independent thinking in the process of listening to lectures, and passively accept knowledge, which also has a bad influence on students' thinking ability. The operation speed of multimedia is faster. Maybe the students haven't paid attention to the content of the last courseware, and the teacher has already explained it. Of course, students cannot take notes in time. But when it is used in blackboard lectures, what the teacher said will not be erased, and students will ask the teacher again if they don't understand, or have time to take notes. Multimedia lectures, students have a deep memory at that time, but they can't record it, which is also very unfavorable for future review. Multimedia classroom will make students blindly pursue the fun of the classroom and ignore the study of basic knowledge. Primary and secondary school students should lay a good foundation for learning and lay a good foundation for future study.

To sum up, the application of multimedia in teaching has advantages and disadvantages, so we should make full use of the advantages of multimedia technology and try to avoid its adverse effects. In the teaching process, teachers should not blindly explain the knowledge in their own courseware, but often ask students whether they have improved their thinking ability and whether they know the content of the knowledge they have learned. Multimedia courseware is only to increase students' interest in learning, and it can't occupy a great position in teaching. When encountering some difficult knowledge points in books, we can make proper use of multimedia to increase students' understanding, and also let students concentrate and grasp the key points in books. In the process of playing courseware, teachers should pay attention to students' feedback, instead of focusing on the courseware to be explained. Multimedia is only a means to assist teaching. Music is an art that combines vision and hearing. We should not only rely on the teacher's explanation of basic knowledge, but also be aware of listening. In the process of music class, it is necessary to effectively use courseware to increase students' interest in music. However, the application of science and technology cannot be blind, and it cannot rely solely on science and technology, especially teaching. Students and teachers account for a very large proportion, and multimedia can't replace them. The advantages and disadvantages of multimedia application should be clearly analyzed in order to play an active role in teaching. It plays an auxiliary role in teaching and is beneficial to students' learning.

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