The first part-analysis of the current situation of music teaching.
First, the situation of students is not enough.
Pupils are unfamiliar with music because of their young age and lack of knowledge and understanding. This strangeness is the psychological distance between students and music works. The greater the psychological distance, the less interested they are. No wonder some students are dismissive and "indifferent" to music that is recognized as wonderful by the world.
Second, the teaching mode is single.
Coupled with duck-style full-house irrigation, single "question and answer" and "listening and speaking", the teacher is the master of the classroom, and the classroom has become the "centralization" of the teacher. Students dare not cross the line, they can only raise their hands before speaking and get the teacher's consent before speaking. Classes generally seem to be very orderly. Students are "a stagnant pool" in class.
Third, the teaching method is single.
Some teachers focus on themselves, teaching instead of learning. I once listened to a teacher's music class. A song should be sung ten times, dozens of times. The students listened, but he didn't stop. He took pains to teach singing again and again. The teacher was exhausted and the students lost interest in this music class.
Fourth, teachers lack sensibility and ignore students' feelings.
From the perceptual concept, there are still feelings and feelings. Feeling is passive and ruthless acceptance, while feeling is active emotional input. When learning music, whether students are interested or not, teachers will turn on the tape recorder for students to listen to music in order to complete the teaching task, so students are often in a reluctant passive stage, that is, the feeling stage. It can be seen that the teacher subjectively ignores the initiative and emotional input of the educated, leaving the educated in a passive state and staying in the sensory stage.
From the above situation, we can see that the disharmony between teachers' teaching and students' learning, the deviation of teachers' subjective understanding and the blindness in actual operation have formed obstacles between students and learning music, which is the fundamental reason why students are not interested in music. This requires us to try our best to find the link of "something different from what they are familiar with, but something related to them"-interest, skillfully narrow the distance between students and learning music, link them together, remove obstacles, and make students get a good musical feeling and gradually like music.
The second part-strategies to cultivate students' interest in music.
First, the understanding and significance of interest in music
1, the meaning of interest and musical interest. Interest refers to an individual's positive emotional attitude towards something or activity. Interest in music refers to an individual's positive response to music or a certain aspect of music, which is related to the individual's emotion to music. Generally speaking, this persistent interest helps to push people to study deeply and study hard in order to succeed in their careers. Without this quality, it is easy to change their minds and make them progress. Therefore, cultivating students' interest in music is a great motivation to promote students' learning music.
2. The meaning of interest. Pupils' interest in music has a psychological tendency that is easy to stimulate, but not lasting and stable. Therefore, for primary school students, it may be a time to establish musical interest or transfer musical interest. Because music interest is the intrinsic motivation of primary school students' music aesthetic activities, it is very important for teachers to activate and cultivate students' music interests and hobbies in the process of music aesthetic education.
3. Understand the students, paving the way for stimulating their interest in learning.
Teachers must comprehensively understand and analyze students' ideological status, knowledge level, skill base and ability to feel and express music according to their age characteristics. For example, for freshmen, teachers can learn about students' hobbies, sensibility, expressiveness and personal specialties through conversation, observation and singing. According to these actual situations, we carry out our own teaching to pave the way for stimulating students' interest in music learning. Pupils are easy to accept vivid, infectious and interesting things. In view of this feature, some intuitive teaching AIDS should be fully prepared before teaching, and flexible teaching methods should be adopted in teaching to make students love and enjoy learning.
Second, cultivate students' interest in music
(1) Feel the music and stimulate students' interest in music.
Music is the inner cry of people. Let students feel music, understand the different feelings of sadness, happiness, joy, anger, respect and love, so as to stimulate their interest in music.
1. Create a scene to let students feel the music.
Emotion refers to people's psychological activities such as emotions and sorrows, and it is a reflection of people's attitude towards objective things. In teaching, I try my best to let students use their imagination and explore the understanding of the word "emotion". Students are enthusiastic about each other. Stimulate students' interest in music by asking questions from easy to difficult, and emphasize the connection between music and emotion.
Suhomlinski said: "The world enters people's consciousness through images. Children are small and have limited experience. The more obvious and concrete the image in life, the stronger the influence on their thoughts. " Using situational teaching, I try to use "perception-understanding-deepening" three stages.
The first stage: perception creates pictures, introduces scenes and forms appearances.
The second stage: understanding-go deep into the scene, grasp the similarity of shadow play songs when singing and understanding feelings, guide lessons with pictures and shadow plays, and integrate songs with pictures and shadow plays.
The third stage: deepening-reappearing the scene, enriching the imagination and deepening the feelings.
Through this series of process teaching, students will soon have a pleasant feeling when listening to the erhu solo "Horse Racing". Students are "nervous" when listening to Zheng's solo Typhoon War. Students feel sad and sad when listening to the erhu solo "Two Springs Reflecting the Moon". Students never thought that there would be so many emotional factors in music, and class suddenly became active. There is no need to guess whether the music class can make students have emotional experience. As long as the teacher can make students pay attention to music, students will immediately feel the constant encouragement of an emotional stream, and students will unconsciously learn knowledge and improve their understanding of music.
I have seen such an example. A teacher took a music class with appreciation as the main purpose. He first emphasized the importance of appreciation class, and then the whole class practiced listening to music, without letting the students know the feelings described by music. The classroom atmosphere is dull and the students' reaction is very passive. When the listener asks why the class is like this? The teacher replied, "That's what teachers teach us in universities." He also expressed a very good wish: "Let students listen to and appreciate more songs to lay a good foundation for learning music." Obviously, it is not feasible for this teacher to transfer the "appreciation class" in professional music training to music education and teaching in ordinary primary schools.
If students don't even know the basic word "emotion", how can they appreciate it and establish their love for music?
2. Understand the lyrics and feel the music.
Many music teachers, especially those in rural areas, prefer to dictate songs directly, just sing them almost, and don't let students know the meaning of the lyrics before class is over. The problem is that one student union can't do it, and students' interest in music lessons has plummeted. The current primary school music textbooks emphasize the organic connection between people and themselves, between people and society, and between people and nature, so we should first explore the connotation of songs, and we should not be vague.
3. The specific steps to understand the lyrics
First, cause * * * sound. Stimulating students' interest in music can mainly make students get inner pleasure and strengthen the external positive affirmation given by teachers or other students. Therefore, it is necessary to rely on feelings, stimulate students' strong emotional reflection with artistic charm, and guide students to become interested in excellent music works.
Second, arouse students' strong emotional reaction. By reading and tasting the lyrics by students themselves, in order to help students understand the emotion of music works, we must try our best to guide students to have a strong emotional reaction.
For example, when teaching "I love my hometown", let students know about our beautiful Chinese nation and their hometown from the lyrics, and establish a love for the motherland, so that they can't help but want to sing this song well. Let the students understand the lyrics of Romance in Hometown and Thailand, a country with thousands of Buddhas. Through reading and communication, students can feel the lingering yearning of a faraway wanderer for his hometown, just like an elegant landscape painting, which arouses the voices of students and authors.
Through my own exploration, I found that as long as students can participate in their own feelings, the teaching effect of this song will be particularly good, so it is very important to stimulate students' interest in learning in the teaching of lyrics understanding.
(B) the use of practical teaching methods to stimulate students' interest in music.
1, Exploration of Chinese Practice Teaching
In music teaching, many teachers adopt a single "cramming" teaching method. Teachers teach one sentence, students learn one sentence, and students learn songs quickly. But as a result of this teaching method, some students like music lessons, while others don't. Some students accept knowledge quickly, while others are more difficult. In the long run, this teaching method is single, with little information and activities, and the teaching process lacks artistic and creative teaching mode, which will definitely cause students with poor ability to dislike music lessons.
After learning the new curriculum standard, I try to make full use of teaching, speaking, discussion and discovery to arouse students' enthusiasm for learning music. When using the teaching method, I pay attention to inspire students to use their brains actively and guide them to do various exercises according to the questions raised by students. Pay attention to teaching students in accordance with their aptitude when using the conversation method, and ask questions from the actual situation of students. The application of discussion method in teaching can give full play to students' initiative and enthusiasm in learning, which is conducive to cultivating students' ability to analyze and solve problems. By using the method of discovery, students can think and discuss, practice and learn knowledge by themselves, and arouse the enthusiasm of every student in learning music. For example, in Yangliuqing's teaching, I let the students collect relevant Jiangsu folk songs first, and then let the students explore the collected materials themselves. Through inspiration and guidance, students can feel the prosperity of the motherland, the changes and development of Jiangsu, and the charm of songs.
Attention should be paid to language practice teaching;
First, put forward research or problems to be solved to students, encourage students to question books, and inspire and induce students' ability to constantly discover and solve problems in the process of research.
Second, verify students' questions and answers, so that students can master some scientific research methods.
Third, revise, supplement and summarize the conclusion.
We should change teachers' focus on teachers' "teaching" and students' single "learning" in traditional teaching, so that students and teachers can really interact and embody "people-oriented" and "student-centered development". Teachers and students can create a good atmosphere for studying problems, so that every student can concentrate, think actively and be full of energy, and cultivate them not only to discuss independently, but also to cultivate * * *.
2. Innovative practice teaching exploration.
In the new curriculum, creativity is everywhere, and giving full play to students' imagination and creativity is also an important part of mobilizing students' interest in learning. For example, in the teaching of "Spring Dawn", by making students read, write, draw, move and discuss, students can be intoxicated with their own creation and feel that creation is around them, and it is not "profound" or "out of reach" in their study and life.
3. The specific steps when creating.
First, establish creative content. The choice of creativity is the key to the smooth implementation of creative practice teaching. Good creative content can stimulate students' thirst for knowledge, stimulate students' inquiry thinking, stimulate students' creative confidence and achieve the purpose of autonomous learning. Therefore, we should pay attention to the novelty, value, interest, practicality, challenge, practicality and creativity of the content.
Second, establish creative forms. The form of music creation should be based on the content and actual situation, so that students can freely choose individual creation, group cooperation and collective exploration. Knowledge and skills acquired through independent thinking and collection under the guidance of teachers.
Third, form a result.
Fourth, express communication. In the process of communication, students form information interaction, emotional interaction, ideological interaction and method interaction, so as to achieve the purpose of sharing resources and sharing happiness.
At the same time, our creative teaching should be life-oriented, which will greatly enhance students' love for music lessons. For example, write actions for songs. If songs are easy to be expressed by actions, it is necessary to inspire students to combine imagination with life and write their own actions to express songs. For example, when I was teaching Little Dragonfly, I tried my best to inspire students to imagine and create beautiful dance movements with my own life experience. Inspired by me, the students created many beautiful dance movements: when singing "Flying from West to East", many students imitated the flying posture with their arms, either back and forth, or left and right, or rotating; When singing "Don't eat vegetables, don't eat vegetables", some students shake their hands, and some students shake their hands with one hand, as if to tell others that little dragonflies don't eat vegetables. Students have special feelings about their movements, so they practice carefully. Arrange the lyrics for this song. In teaching, by inspiring students to connect with their real life and existing knowledge, creating new lyrics or adapting some lyrics into familiar songs can not only cultivate students' creative ability, but also improve their interest in singing new songs and develop their language expression ability. For example, when teaching "The Painter", after students know the songs, I will inspire students to contact their own life reality and create lyrics according to the painter's tunes. After group discussion, some students changed the title of the song to "I am a student on duty": I am a student on duty, and I am responsible for my work. I want to clean that big classroom. Wipe the table and clean the window, and the rag is busy flying. Oh, my hands are so sore. Some students created "I am a good student", "I am a pilot" and "I am a small policeman". The students sang their own songs, and their creativity was immediately stimulated. After one student finished singing the song with his own lyrics, other students scrambled to sing their own lyrics to teachers and classmates. "Life-oriented music classroom teaching design" is constantly summarized and refined from the practice of music classroom teaching. It is not only a teaching idea, but also the guiding ideology of classroom teaching and the basic criterion for evaluating classroom teaching.
Through creative teaching with rich content and various forms, students are urged to pay more attention to the process of experiencing creative writing, improve their musical cultural quality, and truly aim at "cultivating and developing students' creative thinking, innovative spirit and practical ability, and cultivating students' musical interest", so that students can become comprehensive and high-quality modern people.
(C) the use of rhythm teaching to stimulate students' interest in learning music.
In the past teaching, because the teaching methods used by teachers were relatively simple, students moved less. This teaching mode makes students' musical rhythm ability poor. The new primary school music textbook has the characteristics of short structure, beautiful melody, bright rhythm and vivid image. In view of these characteristics, I try to insert rhythm music teaching in the classroom.
1, doing middle school. For example, in the teaching of understanding percussion instruments, I let students knock and listen by themselves, so that students can become explorers and performance creators, so that they can learn knowledge by doing and reflect the interaction between teachers and students.
2. Le Middle School. "All for the development of students" is a new concept of modern music education, which emphasizes the development of students as the center and cultivates students' interest in music. The ultimate goal of all music teaching activities is to make students love music. For example, when teaching Happy Clapping Songs, I let students clap their hands to beat the rhythm, and at the same time let them try to stimulate their interest in music by stamping their feet and patting stools. Letting book knowledge present vivid life is an important symbol of classroom teaching life. For example, in the rhythm teaching of the song "Heifer", I skillfully let students read the rhythm with the cries of various small animals that they are familiar with and love in life, and musicalize the life experience in the cries of happy small animals, so that students can easily complete the rhythm teaching of the whole song in a game-like life situation, which not only keeps students' interest in learning, but also completes the teaching task well.
3. play middle school. Every healthy child likes to play. According to the age characteristics of primary school students, I try to let students "play" music in teaching. For example, through the intervention of multimedia in the teaching of "Back to the South", I make students feel like they are in the south of the Yangtze River, let them have fun in beautiful pictures, let them learn knowledge in playing, and let them enjoy music in playing. Games are one of the favorite activities in children's lives. Introducing new lessons with games can stimulate students' interest in learning to sing new songs. Let students acquire knowledge in the game process and solve difficulties in songs, which fully embodies the concept of "teaching life". For example, the teaching of the song "Giggling" focuses on solving the rhythm of sixteenth notes. I first lead the students to play the game of hen catching insects, and then the hen is full. I also played the game of laying eggs with the children and asked the students, "Do you know that hens are happy to lay eggs? What's their name? Let the students imitate the teacher's cackling and master the rhythm of sixteenth notes in the happy game.
Under the guidance of teachers, students have fully experienced the beauty of lyrics, melodies, rhythms and dynamics of music works by actively learning by doing, enjoying and playing ... They have cultivated students' correct aesthetic taste, actively carried out aesthetic experience, fully mobilized students' enthusiasm for learning music and established their self-confidence in learning music.
(D) Stimulate students' interest in music with rich singing forms.
If a class is taught in a unified way, students will feel very boring. How to solve this problem requires teachers to adopt colorful singing forms. Usually, chorus, chorus, solo and duet can be used, and the following two points should be noted:
1, cultivate students' emotional singing
"The essence of art is not technology, but the mind. Once the mind can express itself freely without obstacles, it can create a sound musical effect. " Therefore, dealing with the relationship between emotion and technology in singing teaching is the key to solve the problem. In teaching, teachers' emotional model concerts have a subtle influence on students. Through the analysis of students' song emotion and other performance factors, we can enhance our understanding of song emotion. Using a variety of means to express songs is helpful for students to properly express the feelings of music works. Choose excellent Chinese and foreign children and folk songs and accumulate a certain number of singing tracks. In teaching, teachers should try their best to cultivate students' interest and hobby in music, and at the same time pay attention to discovering and encouraging the development of students' musical ability, so as to promote the improvement of students' musical level.
2. Training of singing basic skills in singing teaching.
It is necessary to cultivate students to establish correct singing concepts and develop good singing habits. We should find and correct the wrong singing methods in time.
In teaching, we should always pay attention to the protection of students' voices. Teachers should guide students to participate in music activities in other ways while guiding them to sing correctly.
(5) Let multimedia intervene to stimulate students' interest in music.
Multimedia teaching is the most direct teaching method for students to acquire perceptual knowledge. Its intuitive performance enables students to obtain concrete, vivid and true perceptual knowledge, stimulate students' interest in learning and develop their observation ability.
1, demo. Provide students with audio contrast materials to facilitate students' imitation and training. Teachers should use flexible methods to guide students.
2. Contrast. Provide students with audio comparison materials and guide them to analyze and compare. For example, when students appreciate the abstract music "Guide to Youth Orchestra", if only the wall chart is used to simply introduce musical instruments and situational association appreciation, not only will students be less interested in learning, but the effect will not be too good. The use of multimedia teaching not only has vivid images, but also perfect sounds, so students have a strong interest in what they have learned, thus achieving the purpose of stimulating students' interest in learning.
3. The combination of sound and image. In the process of music teaching, music and painting should be organically combined to realize the synchronization of sound and painting, so as to help students better perceive and experience music works, arouse association and enhance teaching effect.
In classroom teaching, the application of modern teaching means makes the problems that traditional classroom teaching is inconvenient to solve simple, makes abstract music knowledge vivid, makes students feel and understand music, stimulates students' curiosity, has positive significance, and greatly improves students' interest in music.
Interest is the best teacher. Only when students have a strong interest in music can they have a strong thirst for knowledge, and then learn music actively and without fear of difficulties. The new curriculum emphasizes the connection with life, society and students' reality in content, and emphasizes exploration, practice and activities in methods. Through my exploration and research on students' interest in music learning in music teaching, students have changed from passive learning to active learning, which has added vitality and fun to their music lessons. Students have learned knowledge, exercised a variety of abilities, and more importantly, established their interest in music and self-confidence in learning music. The teaching methods are rich in content and diverse in style. I will continue to explore and learn to make music lessons more exciting.