Musical Instrument Research and Classroom Recording

[This article won the first prize of the national primary school students' scientific papers appraisal and was published in the third issue of Science Classroom in 2003]

Teaching the lesson "How Sound Generated" showed students a large number of vocal musical instruments, and students showed great interest in exploring the question "Why musical instruments make different sounds". In view of my interest in musical instruments, I have tried to make musical instruments with various materials. The course of Musical Instrument Research is specially designed to satisfy students' desire for inquiry, develop students' scientific inquiry ability and cultivate students' interest in studying high and low voices.

There is a sink with clean water on each table, a beaker, a harmonica, a screwdriver and an envelope. There are seven beer bottles under each table. )

The physical projector shows the harmonica.

Teacher: What's this?

Health: Harmonica

Teacher: Who can play the harmonica? Who wants to come up and show everyone?

Students perform on the stage.

acclaim

Teacher: What song?

Health: Erhu.

Teacher: Is it nice?

Health: That sounds good.

Teacher: How much do you know about harmonica?

Health: The harmonica is called the harmonica because it is played with the mouth.

Health: The harmonica can not only play, but also suck.

Health: Harmonicas are divided into stress harmonica and echo harmonica. The top and bottom lines of stress harmonica sound different, while the top and bottom lines of echo harmonica sound the same.

Health: The sound of the harmonica is crisp and beautiful.

Teacher: What other questions do you want to study about the harmonica?

Health: I wonder why the harmonica makes sound.

Health: I wonder why the harmonica makes sound when it is played or sucked.

Health: I wonder why the sound of harmonica is different.

Health: I wonder who invented the harmonica?

Health: I want to know the pronunciation principle of harmonica.

Health: I wonder how long the harmonica has been invented?

……

The teacher briefly wrote the students' questions on the blackboard.

[Self-evaluation: Students will not walk into the hall of scientific study with empty heads. Understanding students' learning foundation, knowledge reserve and interest direction should be a very important link in science teaching]

Teacher: There are so many questions about harmonica that you want to learn. Which of these questions do you think are of scientific research value and can be done better in this course?

Student group discussion

Student: Our group agreed that the two questions, why the harmonica sounds and why the harmonica sounds different, are of scientific research value and can be completed well in this class.

Student: Our group thinks that the pronunciation principle of harmonica is of scientific research value and can be completed well in this class.

Health: I wonder why the harmonica makes sound when it is played and sucked.

Health: I think why the harmonica makes sound, why the sound of the harmonica is different, and why the harmonica makes sound when it blows and sucks. These three questions are all about the pronunciation principle of harmonica, which should be the focus of our study in this class.

Teacher: Everyone thinks that the pronunciation principle of harmonica is of scientific research value and can be completed well in this class, right?

Health: Yes.

Teacher: OK, we'll choose this problem to study in this class. Please try to solve other problems after class.

The teacher erased other problems with the blackboard.

[Self-evaluation: through students' self-discussion, the research topics of this course are selected from the questions raised by students, which embodies the democracy of teaching, ensures the quality of research questions, and cultivates students' initial cognitive ability on the value orientation of questions. ]

Teacher's demonstration: the harmonica can make sounds, and it can make different sounds. Can you guess the reason?

Health: I think the harmonica can make sounds. Maybe something is vibrating in it.

Health: I think the harmonica can make sound, which may be caused by the vibration of the air we blow in.

Health: I think the harmonica can produce sound, but there are parts in the harmonica that vibrate, and the sound produced by different parts is different.

……

Write briefly on the blackboard according to the students' answers.

[Self-evaluation: "As long as science is thinking, its development form is hypothesis", so students should fully mobilize their existing knowledge and life experience and make bold guesses about the problem. ]

Teacher: Students have so many conjectures. Who is right? How can you find these problems?

Health: You can do experiments.

Student: We can ask the music teacher.

Health: You can look up music books.

Health: You can ask some people who know musical instruments.

Health: I can ask my father. My father is an expert in harmonica. He must know these problems.

Health: You can go to the harmonica manufacturer to see what materials are in the harmonica.

Student: Teacher, I wonder if we can take the harmonica apart. Maybe we will find something. Although the student thought of taking the harmonica apart, he still seemed a little scared. )

Teacher: Cheer for your courage.

[Self-assessment: This is a kind of training that allows students to solve practical problems with divergent thinking, and encourages students to innovate in the process. ]

Teacher: What do you think we can do to solve this problem?

Student group discussion

Health: On second thought, I still think it's more appropriate to take the harmonica apart.

Health: We think so too.

Teacher: Is it really open?

Health: Open it.

Teacher: Just open it. The teacher gave us a screwdriver for each group and asked the students to take it apart. We asked them to observe and study carefully and keep the secrets you saw and found in their minds. If you feel that your brain can't remember it, you can also write it down in the experimental report of group observation and research in the envelope.

The physical projector displays the experimental report (attached).

[Self-evaluation: Pay attention to liberating children in the process of designing research programs, so that children's hands can be "liberated from the bondage of never moving here and there" (Tao Xingzhi's language).

The experimental report designed for primary school students should not be just a few lines in black and white, we should give students passion, imagination and freedom]

Students study in groups, and some students simply take the harmonica parts apart to learn.

The teacher projected the disassembled harmonica in kind.

Teacher: Look carefully. What do you see?

Health: We see two coppers in the harmonica. There are many small coins on the copper plate.

Health: We see that the copper pieces of the harmonica are high and low.

Teacher: Is the copper sheet high or low?

Health: We found that the copper pieces in the harmonica are long and short. And it is regularly listed from long to short.

Health: We found that the copper pieces in the harmonica are not only long and short, but also thick and thin. The long copper sheet is thicker than the short copper sheet.

Teacher: This is a very careful observation.

Health: We found some copper pieces of harmonica outside, and there are some inside.

Teacher: After careful study, what did you find?

Health: We found that after opening the harmonica, we felt paralyzed in the mouth. This is because the copper plate is vibrating and the copper plate is vibrating, so the harmonica makes a sound.

Teacher: Have other groups found this?

Health: Yes.

Teacher: What does this mean?

Health: The sound of harmonica is produced by the vibration of copper plate.

Teacher's blackboard writing: copper vibration

Teacher: What else did you find?

Health: We found that the copper in the harmonica is used for playing, and the copper is used for playing outside.

Teacher: You study very carefully.

Health: We found that the pronunciation of harmonica is regular. Long copper plates make a low sound, while short copper plates make a high sound.

Health: To be exact, the long and thick copper sheet makes a low sound, while the short and thin copper sheet makes a high sound.

Teacher: Do you agree with them?

Health: I agree.

Teacher ban's book: short height and long height; Rough-low fine-high

[Self-evaluation: pay attention to students' description of observed phenomena, guide students to discover laws by themselves, and ask students to listen to others' opinions carefully to form good study habits]

Teacher: I don't know until I open it. I opened it and was shocked. There are so many secrets in the harmonica. Now that the harmonica has been developed, what about a mess?

Health: Put it back.

Teacher: Can you pack?

Health: Yes! (confidently)

Students assemble harmonicas.

Guitarist: When the wandering singer arrives, students who haven't assembled the harmonica will put it away and install it after class, ok?

[Self-evaluation: Use the novelty of guitar to attract students' attention and do a good job in classroom discipline control during the transition period of teaching]

Teacher: Now the teacher will introduce you to a new friend. Who knows its name?

Student: Guitar.

Teacher: Who can tell us how the guitar sounds?

Health: It's caused by the vibration of the copper wire on the guitar.

Health: It's caused by string vibration on the guitar.

Teacher: We call the copper wire on the guitar string copper wire. Who knows what guitar makes different sounds?

Health: My brother has a guitar. I often play it. I found that the thick string below made a lower sound than the thin string above. The thicker the string, the lower the sound and the thinner the string.

Teacher: Is this classmate right? Please listen to the teacher carefully. If you find that this classmate's statement is correct, would you please applaud him?

The teacher demonstrated and the students applauded.

Teacher: Besides the thickness of the strings, the guitar can make different sounds. What other methods can make the guitar make different sounds?

Keep quiet.

Teacher: If the strings of a guitar are shortened, what will happen to the sound it makes?

Health: The voice becomes louder.

Health: The voice becomes lower.

Teacher: Opinions are divided equally. Some students have no opinions yet. In order to be fair, the teacher invited a classmate who didn't express his opinion just now to the stage, and shortened the strings as much as possible, so that other students could listen carefully, and the students who guessed correctly applauded their success.

Individual students came on stage to play and applaud.

Teacher: Comparing harmonica and guitar, do you find any similarities between them?

Health: The same rules of their pronunciation are long and thick bass and short and thin treble.

Health: They can make sounds because something is vibrating.

Teacher: Do other musical instruments have similar rules? Let's study the piano, which is known as the "king of musical instruments". Can any of you play the piano?

A girl volunteered to perform on the stage. (This is a program to play by yourself. I didn't expect some shy students to be so bold now. )

Applause.

Teacher: It seems that the students in our class are really versatile! Who knows what vibration makes the piano sound? How do the different sounds of the piano come from?

Keep quiet.

Teacher: What should we do to find these problems?

A student whispered in private: take the piano apart.

Teacher: Take the piano apart. Who said that?

Laugh.

Teacher: Dare you turn on the piano?

Health: I dare not. (A few students: Dare)

Teacher: Who said no? Do you dare?

Hallows: Dare!

Teacher: OK, let's take it apart and have a look.

Ask two students to cooperate on the stage and take part in dismantling the piano.

[Self-assessment: an unnecessary process, a process of exercising courage and courage. In fact, it is enough for a teacher to take apart the piano. Inviting students to the stage aims to let students participate in the process of inquiry and realize that the piano can be disassembled for research, thus greatly liberating children's minds]

Health: Wow!

Teacher: Please ask a classmate who has never seen the piano to touch it.

Take the stage separately.

Teacher: What did you find?

Health: The piano can make sound because the strings inside are vibrating. The strings inside are arranged regularly. The left string is thick and long, and the sound is low. The string on the right is thin and short, making a high sound.

Teacher: Who else can tell which musical instruments may have such a pronunciation principle?

Student: Guzheng.

Student: Erhu

Health: violin

……

Teacher: Actually, many musical instruments are made according to this pronunciation principle. In the future, if students have access to guzheng, erhu, violin, guqin, pipa and other musical instruments, they can study them to see if there are the same rules.

Teacher: Let's listen to the teacher playing a song "Ode to Joy" by the famous musician Beethoven with a special instrument. Please listen carefully and think about what instrument the teacher is playing.

When the teacher played music, the students raised their hands.

Student: I think the teacher plays with the guzheng.

Student: I think the teacher can play dulcimer.

Health: I know the teacher plays with bottles.

Student: No, it's played on the xylophone.

Show me a beer bottle.

Health: Huh?

Teacher: Do you believe that beer bottles can be used as musical instruments to play music? To prove that the teacher didn't cheat just now, the teacher played the music again.

Applause.

Teacher: Beer bottles are used as musical instruments. Do you want to have a try?

Students are eager to try: think!

Teacher: Don't worry. To succeed, we must first understand the principle of making musical instruments with beer bottles.

Health: I think beer bottles must be filled with water.

Health: I think the amount of water in a beer bottle is directly related to pronunciation.

Health: I think by adjusting the water content of beer bottles, we can bring out all kinds of high and low sounds.

Teacher: Do you want to have a try?

Health: Yes.

Teacher: Let's do it ourselves.

Students work in groups.

Teacher: Which group of students are willing to play a piece of music with their newly developed new musical instrument for everyone to enjoy?

The students raised their hands to play music.

Teacher: Let's drink to our success!

Applause.

Teacher: What did you get from this activity? What experience do you have? Please summarize it in one sentence that you want to say most.

Health: I know the pronunciation principle of musical instruments.

Student: I learned how to disassemble and assemble the harmonica.

Health: You can discover many secrets by taking apart the piano and harmonica.

Health: I know that many things around me can be taken apart to study;

Student: I learned the new skill of making musical instruments with beer bottles. I want to thank teacher Shi.

Student: According to the principle of vocalization, many materials around you can be used to make musical instruments.

Health: We children can actually make musical instruments.

Student: As a common sense teacher, Mr. Shi knows so many musical instruments. I really admire you.

Teacher: Thank you! I am flattered.

Teacher: According to the sound principle of musical instruments, many materials around us can actually be made into musical instruments. There is a pile of music stones in our fishing house, which are made of natural stones. Some musicians can even play beautiful music on their faces. So the teacher asked our classmates to continue to study this problem after class to see who can make musical instruments with other materials around them.

[Self-evaluation: If this course is successful, I think students' gains should be diversified, and it is very valuable for students to establish the following concepts in these gains for their scientific enlightenment education:

Piano, harmonica, etc. Can be taken apart to study; More secrets can be discovered by disassembling the harmonica;

According to the principle of sound production, many materials around you can be used to make musical instruments;

We can also make musical instruments.

Maybe after this, there will be a lot of troublemakers and saboteurs in my life, but I will still secretly say to those children-son, you are great! ]

Published by Shi Changwei at 0: 22: 00 on February 3rd, 2006.

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No.65438 +0 My Four Famous Dishes

Teacher Chen, who gave me the greatest help in my teaching growth, defined my four "famous courses"-the most sensible course: the magnetism of magnets; The most in-depth course "leverage"; The most vivid lesson "Musical Instrument"; The most painful lesson, conductor and insulator, thank you for coming.