With the continuous improvement of people's quality of life, parents' demand for preschool teachers is growing. Early childhood development and health management, a new specialty, is gradually favored by everyone. As one of the core courses of this major, piano is particularly important. Due to the differences in teaching objectives, teaching methods and teaching resources, there are many problems in teaching, such as teaching divorced from reality and students' separation of learning and application. This paper will elaborate and analyze this problem based on the author's own teaching experience.
Teaching status quo
Teaching objectives are divorced from reality
The talent training goal of infant development and health management specialty is to train teachers for kindergartens and early education centers. As one of the core courses of this major, piano is an important skill that students need to master skillfully. Teachers from different departments will play Cherny 299 or 740, or take Grade 8 or Grade 9 according to the teaching mode of the Conservatory of Music. However, in actual teaching, it is difficult to achieve the above teaching objectives because of the weak foundation of students, numerous courses and limited course time. At the same time, the professional teaching mode of music colleges often emphasizes performance and ignores accompaniment, and rarely combines simple music with nursery rhymes, which can not effectively cultivate students' professional practice ability. Students don't have the ability to improvise and sing while playing. They can only play according to the music score, and they can't teach children singing lessons.
Unreasonable use of teaching materials
In the existing teaching materials of infant development and health management, technology and professionalism can be reflected, but there is no scientific consideration on the degree to which students can master these tracks and whether these tracks conform to the teaching situation in kindergartens. Some textbooks are more in line with the students' foundation, but they are mainly etudes with few children's songs. Although these etudes can improve students' playing skills, they often lack interest and practicality, which is not conducive to the cultivation of students' interest and practical teaching in kindergartens.
Single teaching form
Through investigation and study, it is found that the piano teaching form of children's development and health management major in most higher vocational colleges in China is relatively single and lacks diversification, which does not meet the teaching objectives and requirements of this major in the new era. In the process of teaching, teachers do not fully consider students' piano foundation and learning ability, lack targeted teaching methods, and just blindly follow the traditional teaching methods. Many teachers have never used individual teaching, group teaching, collective teaching and massive open network course teaching. In the actual teaching process, there is a lack of communication between teachers and students, and the learning atmosphere is not strong enough to fully mobilize students' enthusiasm for piano playing.
The assessment mechanism is not perfect
Piano lessons for children's development and health management majors often adopt the assessment method of music majors in professional colleges, that is, teachers specify tracks in advance and students play them. This assessment method can test students' mastery of piano performance to a certain extent, but it also has certain limitations. Students of this major have a weak piano foundation, and tend to pay too much attention to the exam repertoire, and some students ignore their usual practice. At the same time, playing according to the specified music is not conducive to improving students' improvisation level, which is divorced from kindergarten teaching practice.
Reform strategy
Clarify the teaching content and objectives
For the specialty of infant development and health management, most students have no foundation before entering school. The teaching goal should not be to train musicians or professional musicians, but to enable students to improvise and sing nursery rhymes, and to carry out teaching activities smoothly, laying the foundation for the early enlightenment of infant music. The content of piano teaching should be unified with professional characteristics, and more consideration should be given to practicality, rather than focusing on piano playing ability.
In the teaching process, we usually train students to have the basic skills of playing through basic training such as non-Legato, Legato and Jumping. The ultimate goal of students majoring in child development and health management is to have the ability to improvise accompaniment for children's songs. They are required to complete the harmony arrangement in a short time and choose the appropriate accompaniment sound type to play and sing. Without systematic training, it will be more difficult for these zero-based students. Therefore, in the teaching content, students should not only be able to play to the music score, but also integrate modal tonality analysis, chord interpretation, harmony analysis and other contents into the music explanation process, so as to urge them to lay a solid foundation for the study of impromptu accompaniment on the premise of laying a good foundation for playing.
In piano teaching, etudes, nursery rhymes and impromptu accompaniment can also be organically combined. For example, in Cherny's piano etudes, the left hand accompaniment is rich, which students can learn from and apply to children's songs accompaniment. For example, article 14 of 599 uses the accompaniment sound pattern of broken strings, and we can guide students to accompany children's songs such as Little Red Riding Hood and School Song with this accompaniment sound pattern. With the perfection of etudes and the diversification of accompanying sounds, the accompaniment forms of children's songs are gradually enriched, which enables students to improvise accompaniment for children's songs.
Reasonable selection of teaching materials
In order to cultivate kindergarten teachers with improvisational singing ability, the proportion of practice tracks and nursery rhymes should be reasonably allocated from the perspective of textbook selection. In practical music, the teaching materials such as Cherny Etudes and Bayer Piano Basic Course are the most widely used. Through the above exercises, students can effectively improve the flexibility and coordination of their hands and lay a solid foundation for piano playing. The selection of these textbooks has little to do with the future work of students majoring in early childhood development and health management, and students are also boring to learn. Therefore, teachers can focus on the piano, a textbook for preschool education majors, and practice scales and arpeggios by explaining various playing methods such as non-Legato, Legato and staccato, so that students can master piano playing skills. At the same time, with the etudes of Cherny, Baie and Hanon, the corresponding tracks are selected for practice, so that the students' basic skills can be improved to some extent. While using the above-mentioned teaching materials, we should also combine the teaching materials with a large number of children's songs such as "Children's Songs Playing and Singing Course" and practice playing and singing in each class to improve students' interest in learning, so as to facilitate students' practical teaching in kindergartens in the future.
On the basis of students' performance ability, we can choose improvisational accompaniment teaching materials, such as "Improvisational Accompaniment Course", with children's songs with chord, semi-broken chord and broken chord as the main line, combined with the method of chord arrangement, and through transposition exercises in D major, F major and G major commonly used by children, students can have certain performance ability, improve piano playing skills to improvisational accompaniment skills, and better adapt to children's music education.
Innovative teaching mode
1. Combination of group class and small class
The traditional piano teaching is based on one-on-one teaching, which can not only improve the teaching content and methods according to the students' personal situation, but also solve the problems encountered by students in the learning process. With the increasing number of students in colleges and universities, the difference between teachers and students is becoming more and more obvious, and the traditional teaching mode of small class is easy to cause the shortage of educational resources. Therefore, the piano teaching of this major often adopts the form of collective teaching. The piano classroom includes a teaching piano and dozens of digital pianos for students. Students in the classroom can plug in headphones and play independently without interference. This teaching mode greatly improves the teaching efficiency and is conducive to classroom interaction. However, collective teaching also has some limitations. The teaching effect is not as good as the traditional small class teaching mode. For students who understand well and master quickly, they will feel that the pace of the course is slow and cannot be further improved; For students with average understanding ability and slow acceptance ability, they will feel that they can't keep up with the rhythm of the course, which will reduce students' enthusiasm and is not conducive to the realization of teaching objectives.
In view of this situation, we can take the form of combining group classes with small classes. After the students have a certain performance ability, the teaching content is set according to the students' learning situation, and the students are taught in different levels and categories. Teaching in small classes can not only help students who master faster to get further promotion, but also lay a more solid foundation for students with relatively weak mastery ability. This teaching form is beneficial to all students, thus improving their learning efficiency, achieving the best teaching effect and improving their piano playing level.
2. Combination of online and offline teaching.
Piano is a practical course. If you want to master it skillfully, you can't do without a lot of practice after class. Because most students majoring in infant development and health management are zero-based, it takes some time to accept knowledge. Therefore, when students are playing, there is often a situation that they understand as soon as they listen in class and get confused as soon as they practice after class. At the same time, teachers also need to spend a lot of time checking students' playing situation, urging students to ensure the time of practicing the piano and keep abreast of students' mastery. There are a large number of students in this major and the class time is limited. Returning to class can only involve a small number of students, which is not conducive to the improvement of students' grades and the mobilization of students' learning enthusiasm.
With the progress of Internet information technology, the course has a promotion platform, and the network teaching mode has been widely used. Making good use of these platforms provides a new idea for the reform of this course. We can combine online and offline teaching. Offline, the teacher needs to solve the technical problems in the process of students playing one by one. Online, with the help of online teaching platforms such as college students' eager class and superstar learning, the task connection before, during and after class can be realized.
Before class, teachers should arrange new lesson tasks in advance, and students will preview and discuss with each other on the platform to improve their participation and enthusiasm in learning. In class, the teacher elaborates and explains according to the students' pre-class discussions and questions, and explains and guides the students one by one according to the course content. After class, teachers refine and summarize the course knowledge points, and upload the content to the platform in various forms, so that students can review the knowledge points that have not been absorbed in class in time and effectively. At the same time, teachers use the superstar learning chain and other network platforms to arrange homework after class. Students record their own music into videos and upload them through their own study and practice. Teachers can grasp the actual playing situation of each student in time without taking up class time, and explain the common problems in class one by one in a centralized way, so as to improve classroom efficiency, enhance students' enthusiasm for practicing piano and comprehensively improve their playing level.
3. Make full use of all kinds of apps. In the Internet era, all kinds of mobile apps have flourished, which has facilitated everyone's life. If piano teaching is well combined with related apps, it can not only make students get twice the result with half the effort, but also greatly enhance their enthusiasm and participation in learning.
In the process of practicing piano, students majoring in infant development and health management are prone to problems such as weak musical theory foundation, staff, difficult keyboard recognition, unstable rhythm and many mispronounced sounds.
In order to solve the problem of recognizing staff and weak keyboard, you can use the "Shell Conservatory of Music" APP. The software contains a large number of interactive music theory exercises, such as staff recognition and note pitch value recognition. It allows students to brush a lot of questions regularly every day at the beginning of their study. In this way, students can quickly get familiar with the staff and notes in a short time, and prepare for the smooth piano performance.
In view of the unstable rhythm of students, we often use metronomes. However, it is not convenient to use metronome in group teaching. Therefore, students can use the metronome APP for rhythm training anytime and anywhere, which greatly increases the portability of teaching AIDS.
In the teaching process, we find that students often make many pronunciation mistakes unconsciously, and it is difficult to play the piano completely and accurately. At this time, you can use apps such as "Simple Piano" and "Little Leaf Intelligent sparring". Through the AI intelligent technology of this kind of software, you can find the wrong sound and wrong rhythm of students' playing in time, and give hints, so that students can find and reduce the wrong sound in time, and carry out targeted exercises according to the hints, which greatly improves the playing efficiency.
4. Students form a "mutual help group"
There are individual differences in students' learning. After a period of study, the gap between students will become wider and wider. At this time, students with relatively weak learning ability often find it difficult to learn. At this time, we can divide students into groups according to their piano performance, and each student with good mastery will lead several students with weak learning ability to form a "mutual aid group" according to his own ability. On the one hand, it can help students with weak foundation to study better, so as to achieve the purpose of "learning from each other's strengths"; On the other hand, we can urge each other to practice the piano and make progress together.
Improve the assessment mechanism
1. Increase the proportion of assessment at ordinary times.
Piano learning depends on teachers teaching three points and students practicing seven points. Therefore, it is particularly important for students to practice independently after class. A few students don't practice hard at ordinary times, hoping to cram for the exam temporarily, and want to practice the exam in a few days, which is very unfavorable for laying a good foundation for piano performance. In view of this phenomenon, in order to further ensure students' usual practice time, we can increase the proportion of usual exams, combine the final exam with the process exam, keep students in a tense and serious practice atmosphere, and help them better maintain their enthusiasm and enthusiasm for practicing the piano.
2. Add evaluation form
The piano exam for this major is mostly about the form of music performance. Students already know the range of music before the exam, and most of them can master the playing skills of music through diligent practice in a short time. However, unlike students in conservatory of music, students majoring in infant development and health management need to have better improvisational accompaniment ability. Therefore, in the form of assessment, we should appropriately increase the assessment content of children's songs' sight-reading and improvisation in different semesters, test students' mastery of sight-reading ability and improvisation accompaniment ability in time, help students practice improvisation persistently, and better meet the professional requirements of preschool teachers.
3. Actively organize and report performances.
In addition to the reform of examination content and form, we can also organize students to give performance reports and skill competitions for piano majors every semester. Through performances and competitions, students and teachers can better understand everyone's mastery and realize the effect of promoting learning and teaching through competitions. At the same time, many students can play the piano freely when practicing alone, but they are very nervous and stumbling when playing in front of teachers or classmates. Participating in various competitions and performances can improve students' performance ability and psychological quality.
To sum up, teachers majoring in infant development and health management can refer to the above suggestions when teaching piano. Teachers should clearly understand the current situation of teaching, improve the problems existing in the classroom, combine the characteristics of the subject, innovate teaching methods, formulate reasonable and effective programs, and then promote the progress of teachers and students.
refer to
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[2] Jin Lingling. On the reform of art skills teaching mode in preschool education [J]. Journal of Jixi University, 20 12,12 (08):16-17.
[3], Ji, Hong. Exploration and Reflection on Piano Teaching Reform of Preschool Education Major [J]. Curriculum Education Research, 20 15( 14):209.
[4] Su Hongshuang. Research on Piano Teaching in Normal Universities [J]. Chizi (Middle School), 20 15(23):334.
[5] Wang Sijia. Thoughts on the Reform of Piano Teaching Mode in Colleges and Universities Based on Diversification [J]. Song of the Yellow River, 20 19( 15):79.