[Keywords:] music education, music survey, thinking, exploration, music interest, aesthetics
[Introduction] Music, as a cultural phenomenon in human society, is a disciplinary system based on various disciplines and backgrounds. The culture it embodies is a dynamic, open, mobile and dynamic discipline. It adapts to or influences people to express their thoughts and emotional wishes with constant changes, and plays an important role in the formation of people's thoughts.
Text: In today's society, the competition for talents is fierce, and the world is changing rapidly. People's comprehensive quality is valued, and music is a very important part of it. Therefore, music education has aroused widespread concern. As a middle school music teacher, the responsibility is also great. But now there is a popular saying: "students like music but don't like music lessons." Why is this happening? This should be analyzed from two aspects.
First, students:
The psychological development of middle school students is at a special stage, and their psychological characteristics are different from those of children and adults, which is the "semi-adult" period. Middle school is one of the peak periods of their growth. With the great changes in physiology, psychological development is bound to go through a process from quantity to quality. Petrovsky of the former Soviet Union once pointed out that middle school students are at the end of adolescence when discussing their psychological characteristics. They have the characteristics of "naivety" and "adulthood", need self-esteem and autonomy, show considerable independence in life, and have a certain dependence on their parents. Their musical cognition is developing from naivety to maturity. Compared with primary school students, the cognitive function of middle school students has made great progress. Compared with adults, they tend to be superficial and one-sided. When they enter middle school, they know new teachers and classmates, add many new subjects, and have more extensive contact with music. However, due to students' limited age and knowledge level, their understanding of music is still superficial, and they are often influenced by society. They just think that fashion is beauty. Under the rapid impact of pop songs and rock music trends, many students like it very much.
In addition, middle school students generally like singing, but junior high school is entering a period of voice change. Many students' songs are not as good as children's voices, especially boys. Obviously, when they hear other people's sweet songs, they will inevitably feel anxious and inferior. In class, they don't want to sing, or prefer to sing together, so as not to expose their "shortcomings". Moreover, with the increase and differentiation of middle school subjects, for music, the middle school stage is not only a time to establish music interest. It may also be a period of transfer. They have been able to look at themselves. What kind of consequences will be caused by every move, how others look at themselves and how to evaluate themselves will be their concerns. Although some people will boldly show themselves in public, most middle school students will still show some "locking". When they ask questions to teachers in primary schools, they can always raise their hands without any worries. In middle school, they never raise their hands when they are uncertain. The reason is that I am afraid that my answer is wrong, which will damage my "image". For example, I will tell the students in Grade Two of Senior High School about staff knowledge, and then I will test them. I will draw high clef and low clef on the blackboard. If I say, "Who can do it, please raise your hand and go on stage." That student will never stand up, even if I say "it doesn't matter if I draw it wrong" or "I will get extra points if I draw it right".
First of all, some teachers who are influenced by traditional educational concepts regard "double basics" as the leading or only goal, while ignoring students' interest, emotion and self-expression ability. There is only one class a week, and students come on impulse, but what they encounter is boring music theory and old-fashioned teaching mode, which does not bring real musical beauty to students. Secondly, some music teachers are always alone. Due to the lack of mutual learning and communication, it has long been a self-enclosed teaching mode, and some of them are complacent because they have made some achievements in teaching. These are out of step with the development of music education. There is a saying that students are always new. If our teachers stop, they will be eliminated by history. Third, the content and form of teaching tend to be monotonous, and many schools only have * "Say Rap and Sing" and. "tape recorder" and so on. In class, besides singing, I just listen to songs. Some teachers are too lazy to design teaching plans, make teaching AIDS and use existing advanced courseware, so they only use monotonous mode to teach. In other words, some teachers like to dominate everything, and students can only listen attentively, and the atmosphere is serious and boring. Fourth, some teachers should put on a "Mr. Shelf" in front of their students. In this case, there is a gap and distance between the two.
So, how to change this situation and attract middle school students to have a good music class?
Premise: I love students and like them from the bottom of my heart! I regard students as a treasure house to be opened. Although they sometimes make you angry, I always try to find their bright spots. At the same time, music is an art class, and our teachers should be as good at "getting into the role" as artists. For the "object" of students, in line with the purpose of always serving teaching, teachers should be both actors and directors. Under the guidance of Music Teaching Syllabus for Middle Schools,
The task of music basic theory teaching in middle school is to make students know, understand, master and apply knowledge on the basis of feeling music, and to improve their independent solfeggio ability, feeling, understanding and expression ability. The ability to create music! However, in practice, this aspect is rather boring and difficult to understand. Therefore, we should take some special lead-in to increase their enthusiasm for learning. For example, when I teach the knowledge of "phrases", I first show some short melodies with various beats and rising tones on the blackboard, as shown in the figure: 1=C 3/4.
(Previous sentence): ∣ 5-65 ∣ 3-36 ∣ 5 ∣ 6 ∣ 5-∣ (Next sentence): (Other omitted)
They will write many good sentences, and then I will inspire "Is this like writing poems by ancient poets?" Let the students sum up the concepts and requirements of phrases by themselves. At the same time, I ask them to hum a beautiful melody, or they can add some changes and show their little works to everyone. The students are very enthusiastic.
For another example, in solfeggio, I adopted the mode of "competition, competition" to let students strive for high marks for their groups. Teaching contents such as solfeggio, listening, listening, debating and taking notes are compiled into games, competitions and answers. They will be very serious in the competition. 2. Singing deeply:
Singing teaching activities in middle schools are to guide students to correctly express the ideological content and emotions of songs. Teachers should design appropriate leads for songs with different emotions. For example, when teaching students to sing "Sea, Hometown" (the second music textbook for junior high school), I will let the students talk about our hometown Huzhou first. They talked noisily about the geography and products of Huzhou. Huzhou has scenic spots and historical sites; Some people say that Huzhou celebrities; There are songs praising Huzhou; And some poems related to Huzhou. I finally concluded: "This shows that you know and love your hometown. Today, there is a man who loves his hometown very much, but he expresses it by singing. Let's listen with a few questions. " Question: Where is the hometown of "I" in the song? How does this "I" express his love for his hometown now? Let the students understand what this song wants to express. Let them learn to sing with love for their hometown and affection for songs. In the process of singing, they can handle their emotions well. Use strength properly. Finally, they learned, and I took out a poem, "Hu is."
Southeast America, looking at a thousand miles! " Ask the students to compose music for this poem. Students who have written it can hum it themselves, or they can ask a "singer" to sing it. Excellent works can be posted in the column of works, thus stimulating their creative desire. Another example: When I was teaching Riverside Tune (the third volume of junior high school music), I used multimedia courseware to show a short film of war. Let them talk about the lives of ordinary people during the war. Students can describe what they have learned from books and what information they have got from watching movies. Then, I will show them the lyrics in script mode and give them a few minutes to prepare. Ask the students to act as actors and act out this clip. They will want to try very much. If they want to perform successfully, they will certainly understand all the emotions of this song. Then, I will give them guidance like a "director" Finally, the rap came out. The classroom atmosphere was very warm and achieved good results. Unconsciously, students not only learned revolutionary songs, but also made them feel that such works are equally attractive and meaningful, unlike some popular songs, which are all "love" and "love". 3. Concentrate on them:
The focus of music appreciation class is to feel the works from "listening", but if we improve and strengthen the artistic conception design of music class, each class will be wonderful, interesting, vivid and lively, and it will also play a great role in cultivating sentiment, improving appreciation ability and cultivating interest. But students prefer pop music at present, so how can I make them listen to operas and other works? For example, I told students a story about the tragic fate of the protagonist emotionally, which aroused students' emotions. I also heard Sister Xianglin sing "Listen to His Bitterness" to match the performance of the role. For another example, when I was enjoying the woodwind quintet "Window Dance" (the fourth textbook of junior high school), I used my expertise in dance to make up a simple dance clip to match the appropriate dance rhythm. Attracted students' interest in learning. Sometimes, I let students create freely and cultivate their emotional expression. The enthusiasm of students is also high, which plays a very good role. 4. Playing with great interest:
Now many students know a little about instrumental music. This aspect of teaching can improve students' reading ability, consolidate basic knowledge of music theory, enhance musical expression, and make students' musical quality develop in an all-round way. For example, in an instrumental class, I talked about percussion instruments (the second textbook of junior high school), and I found them: drums, cymbals, cymbals, bells, wooden fish, and so on. Let them "play" (understand) first, then give them a short rhythm and try to knock. Other students who don't have musical instruments will cooperate by clapping their hands or patting their legs. After training, the students can master it, so I play the music melody and movie scenes on the multimedia screen to the students. After feeling and understanding, let the students use their own musical instruments to give the music and scenes a simple rhythm. Although they can get better and better through training. Although it's a bit messy, every student listens attentively, feels attentively and actively participates, for fear of missing the opportunity. The effect is very good! 5. Charm creation:
In music education, students' creation is the most precious. In teaching, as a teacher, I use the most popular midi music production software in personal computers, and I can make my own wonderful music through learning. When I open Cakewalk, I can see the trace window, which is the main window. It is divided into two parts, the parameters of each track on the left and the parameters of the whole track on the right. The two sides correspond to each other one by one. I'll take them back, too. It's easy to tell. The second main window is the piano shutter. Click on it from the view menu to enter this "mysterious zone". For example, I will show my music during recess to students: 1=C 2/4.
5│ 1 1 2 1│0 5.6│65 0│06 62│22 02│22 1.6│5 3 0│ 6.5 6.5│3 5.3│6 6 0│ 12 22│02 03│5 ì│ì -‖
By discussing my "recess", the students showed strong interest and stimulated their creative desire. So I showed a series of scenes, such as: in a restaurant; At the banquet; Rowing on the lake; At the sports meeting; Cats and mice, etc. Let students create from phrase to phrase and then to paragraph, let them experience, think and express from scale, melody and rhythm, and finally cultivate students' aesthetic ears and noble interests.
[Summary] To sum up, it is my thinking and exploration on attracting middle school students to have a good music class. Practice has proved that my five-point method is effective and loved by students. It also conforms to the law of music education. I will continue to think and practice on this road of music education.