I want to cultivate students' spirit of exploration and creativity in teaching, so that students can get aesthetic edification and enjoyment from music. This kind of beauty enjoyment comes from the relaxed music atmosphere, which can make students form a positive learning attitude and make them feel "I can do it!" Students can benefit from this feeling and put it into some practical actions, which have achieved good results.
1. Teaching appreciation
Music appreciation takes music works as the object, and enables students to form a whole-hearted aesthetic experience of the works through auxiliary means such as listening and association. Teachers should firmly grasp the musical image shaped by melody, rhythm, timbre, beat and other factors, guide students into the artistic conception of songs (music), and let students devote themselves to the wonderful ocean of music.
For example, to appreciate Yao dance music, I play music to students in stages, so that students can experience the musical image shaped by musical elements and gain aesthetic experience. First of all, after a brief introduction, we enter the first theme, which is beautiful and lyrical, depicting the graceful dancing state of the girls. The second theme is derived from the first theme. The rhythm is accelerated, the rhythm is constipation, the music mood changes, and it is more enthusiastic and cheerful, even a little rough, showing the unrestrained dance of boys. The middle part has a beautiful melody in triple time, which shows young people's sincere love and yearning for a happy life. The third part reproduces the first and second themes, and people join the group dance one after another, jumping, rotating and singing. The atmosphere is getting more and more warm, the feelings are getting more and more unrestrained, and the music is pushed to a climax in a strong and full performance. Through the appreciation of this piece of music, students love the music of their hometown and ethnic minorities more.
2. Guide students to write their own actions.
Music teaching in lower grades focuses on "movement". Because junior students are active, curious and emotionally unstable, according to their characteristics, students can make up their own movements and jumps by using their body rhythm to achieve the purpose of self-study and self-entertainment.
3. Inspire students to write lyrics
For junior students, the lyrics of new songs are mainly based on the teacher's "teaching and reading", but there are also some songs that can guide students to write their own words. For example, when teaching fifth-grade songs, teachers encourage students to adapt the lyrics boldly, and many students fill in their favorite people or things in the lyrics. And sing catchy, learn to use it.
For example, in the teaching of chorus songs, I broke the habit of teachers giving students parts in the past, but asked students to adopt a positive learning attitude and tell them that "you can sing which part you like", and students are very interested in learning. Then the teacher encouraged the students: "Can you try to sing the more difficult part?" See who can sing both voices? "Such inspiring words greatly enhance students' confidence in overcoming difficulties and challenging themselves, thus making them feel that" I can do it. "
In this teaching process, my teaching experience has been accumulated and students have been well trained. I believe that as long as I keep working hard, my music class will be full of beating notes.
Music teacher education narrative 2 students have the right to receive education, and teachers have the obligation to implement education. In my concept, every student is a happy bird in school and class, and they enjoy the knowledge and happiness given to them by the teacher, the engineer of human soul. However, an unexpected discovery in a music class made my concept suspicious.
As usual, I will review and test the songs I have learned in the middle of each semester. On this day, I walked into the classroom with a relaxed mood, because I was very happy to have a happy review class with the children. After announcing the task of this class, the children scrambled to sing in front of the classroom. Some students sang very well, and our teachers and students applauded. Some students are wrong in tune, rhythm, lyrics or voice, but I can see that such students have tried their best. While correcting their problems, I constantly encouraged them to be brave and once strengthened their self-confidence. The class is going on in an orderly way. At this moment, a female classmate came up (I was deeply impressed by her, and the head teacher once told me that she didn't study well and no one liked her): "The song I sang is …" "Teacher, you don't have to listen to her singing, and the teachers in our class don't care about her." Many students said. I was shocked and even more uncomfortable when I heard such words and saw such a scene. It is conceivable that such a lovely girl is treated in class. Indifference, rejection, contempt, abandonment ... I remember it all. What should I do if this girl is me? Suddenly I feel how pitiful, lonely and helpless the girls around me are! So, I motioned for everyone not to talk and said to the girl with encouraging eyes: "It doesn't matter, the teacher believes you!" " The girl's nervous, dim and hesitant eyes strengthened just now, and she began to sing confidently. The classroom slowly quieted down until it was silent. After singing, there was warm applause in the classroom.
"If everyone gives a little love, the world will become a beautiful world." A music teacher's sentence "Never mind, I believe you!" In exchange for the girl's clear and loud singing voice, what can the class teacher and the whole class get from their love? Maybe it's a girl's happy childhood full of good memories, maybe a singer, photographer and entrepreneur in the future ... For the flowers of the motherland and the tomorrow of the motherland, teacher, please don't be stingy with your love!
Music teacher education narrative 3 Music activities are inseparable from feelings, so it is very important for children to fully feel music in music. The main purpose of our education is innovation. Children are rich in creativity and sensitive thinking ability. It is necessary to integrate children into music activities and promote the development of children's multiple intelligences. Teaching children to learn music by feeling music can stimulate their interest and improve their desire for expression and self-confidence. Being able to perform and compose music is active, impressive and memorable, which changes "learning" into "learning" and then into "creative learning", so that children can learn knowledge in a cheerful atmosphere full of music, use the skills they have learned to innovate, and develop and improve their performance ability and creativity.
When teaching songs, first let children feel the music and understand the lyrics, thus inspiring children to express. When I was learning the song "Tall Apple Tree", I drew a tall apple tree and two children sitting on the ground simply and clearly. Let the children think about what they will do under the tree. On the basis of enriching the actual feelings, we have a further understanding of the meanings of words in lyrics, so that we can have corresponding feelings. Then I use the lyrics to recite its content according to the rhythm of the song, so that children can learn. Children have confidence in themselves and are interested in activities when they study easily, which also urges them to feel and express music naturally according to their own wishes. Then I demonstrate singing. Let the children learn to sing three times, and then I erase the apples on the painting and replace them with some oranges, so that the children can learn to compose new songs. Finally, let the children know which fruit trees can be replaced. Singing and dancing at the same time is the development characteristic of middle-class children. Their performance has superficial skills and experience. They not only like to express their feelings with songs, but also like to supplement them with actions. Usually, they let children observe some inspiration from nature and life, and at the same time give them some demonstration actions and teach them some expressions. When composing movements, when singing "We Sing and Play Games", children will combine music with things in life to compose various movements; Such as: clap your hands in pairs; Several people pull into a circle and turn around happily; Stand on the ground and nod, etc. In the creative action, the joy of children's input is vividly displayed.
I think this has several advantages:
1, replacing the original picture with a stick figure is simple and clear, which reduces the time for teachers to prepare teaching AIDS, but does not affect the development of teaching activities. I think this method can be used more.
2. These activities are clear and gradual. From learning to sing, imitating to composing, the difficulty gradually deepens, making the activity challenging, rather than mechanically repeating. Moreover, when learning to sing and imitate different fruit trees, children are also familiar with and learning the rhythm and melody of songs.
3. Enrich children's relevant experience. During the activity, some children proposed to change it to "watermelon", so immediately some children objected: "Watermelon doesn't grow on trees". Through discussion, communication and collision, children's experiences have been enriched.
For more educational narrative model essays, please click the following links: