Experience of junior high school music teaching (1) Classroom teaching is the main way to spread knowledge to students. How to accomplish the task of classroom teaching better is an important topic in front of me. Through the continuous exploration this semester, my teaching ideas have been further broadened. Let me talk about my little harvest.
First, classroom teaching
Adhere to aesthetic education as the core and attach importance to cultivating students' interest, hobby and emotion in music. Strive to cultivate sentiment, enlighten wisdom and stimulate students' love and pursuit of beauty through music education. Pay attention to students' subjective position, let students discover, explore, feel, understand and express music automatically in pleasant music practice activities (listening, watching, singing, discussing, associating, imagining and rhythm), and invent music on a certain basis. The junior middle school music appreciation class also participated in a practical activity, which allowed students to introduce music, express their artistic opinions and exercise their abilities.
The deficiency is that it focuses on the cultivation of emotion and interest, but slightly ignores the teaching of music theory knowledge to junior one students. After all, these three factors influence and promote each other. Only by mastering the knowledge of music theory can we feel and understand music at a deeper level.
Second, classroom management
In order to make students enjoy music lessons easily and happily, we should encourage students to show good quality. Try to catch the students' attention with good design. I also criticize and correct the behavior that undermines the classroom order in good faith.
Insufficient: There is not enough criticism on students' behavior of disturbing the classroom. Because of non-quality monitoring teaching, students' academic attainments are not measured by closed-book exams, and students who fail exams are not required to make up lessons and leave homework to change the status quo. In short, it is easy to learn, but it is also affected by the teaching conditions, and there is also a lack of certain music equipment for students to learn, control and use musical instruments, which makes the teaching activities very lively and has no good effect.
Third, the exam.
In order not to be stereotyped and rigid in the music examination, so that students can express music more naturally, express their understanding of music, and let me have a basic understanding of each student, I adopted the music examination this semester: using what we have, a tape recorder and a microphone, let students play a song with such acoustic effects in the classroom, and I also tried to accompany the students with an electronic piano. The students' reaction was positive and lively. They get along for a semester, and the understanding between classmates is temperament and habits. However, they can show themselves in literary performances in this way. Some students are too timid to sing. One of them later completed the music exam with the help of his classmates.
Experience of junior high school music teaching (2) Pay attention to cultivating students' interest, preference and emotion in music. Strive to cultivate sentiment, enlighten wisdom and stimulate students' love and pursuit of beauty through music education. Pay attention to students as the main body, let students actively discover, explore, feel, understand and express music in pleasant music practice activities (listening, watching, singing, discussing, associating, imagining and rhythm), and invent music on a certain basis.
First, classroom teaching
In teaching, on the basis of preparing lessons carefully, we should use the method of demonstration singing to infect students with the artistic image of music, inspire students' artistic image thinking, make them sing with emotion, and complete ideological education through the infection of artistic image.
In singing teaching, on the one hand, we should guide students to sing with good posture, correct breathing and accurate pronunciation, and articulate clearly; On the other hand, students should be gradually required to have a mellow and natural timbre, improve their singing skills from time to time, improve their understanding of musical images on the basis of understanding intonation and rhythm, cultivate good hearing and create "ear music" of music. This semester, I focused on the cultivation of emotion and interest in teaching, but neglected the teaching of music theory knowledge to students. In the future teaching, we should pay attention to the teaching of music theory knowledge. In the final analysis, these three aspects interact and promote each other. Only by mastering the knowledge of music theory can we feel and understand music at a deeper level.
Second, classroom management
In order to make students enjoy music lessons easily and happily, students are encouraged to show good quality. Try to catch the students' attention with good design. We also criticize and correct the behavior that undermines the classroom order in good faith. However, it may not be enough to criticize some students' behaviors that disturb the classroom. They always think that students are not malicious, but not naive, so give them a relaxed environment so that they can't really realize their mistakes and have nothing to hide.
Third, performance.
This semester, I actively participated in various competitions organized by my superiors. The three-independence competition won a third prize in Wuxi, * * a first prize, * * two top 100 prizes, in addition to two second prizes and a third prize; In * * city middle school students' cultural performance, also won the third prize; In addition, the teacher's thesis won the third prize in Jiangsu Province in the competition.
Fourth, the direction of efforts.
1. In the future, we should pay special attention to clear rewards and punishments and master the scale.
2. Introduce the common sense of music theory. In the teaching of songs, we often encounter some signs, such as repeated marks, rising and falling marks, sliding sound, sliding sound, rest, leaning sound and so on.
3, strengthen the study of business knowledge, improve their professional level.
4. Flexible use of teaching methods in classroom teaching to guide students' learning and embody the teaching concept of student-centered and teacher-led.
Experience of junior high school music teaching (3) After the curriculum reform, junior high school music classes have been divided into music classes in Grade One and Grade One and art classes in Grade Two and Grade Three. Compared with comprehensive and diversified art classes, music classes should highlight the characteristics of subject-based, and use musical means and methods to finally achieve the core educational goal of cultivating students' aesthetic experience ability.
Here, combining with some effective measures I have taken in junior high school music teaching, I will talk about my experience.
First, take music as the main line, and rationally organize and integrate the contents of teaching materials.
The content of the new textbook is thematic, such as "folk songs handed down from generation to generation" and "European folk song and dance music". Each theme is a unit, which is divided into music humanities, appreciation, singing, creative activities, music common sense and other sections. At the same time, the unit themes of each semester correspond to each other. When dealing with teaching materials, teachers should take music as the main line, closely focus on the music and humanistic themes of this class, and organically connect the contents of listening, singing, acting and knowing, so as to make the whole class focused, clear in structure and smooth in artistic conception, thus stimulating students' strong aesthetic motivation and desire for music; At the same time, pay attention to the internal relationship between the parallel units of the textbooks in each semester, review the previous learning content by introducing, transitioning and summarizing music and humanities, and also pave the way for the new curriculum, stimulate the interest in further exploration, and enable students to achieve mastery.
Second, grasp the basic elements of music and comprehensively apply the means of music to all teaching links.
Although each lesson in the textbook is divided into listening, singing, performance, common sense, inquiry and other sections, we can't use these musical means in isolation when dealing with section teaching. For example, in appreciation teaching, besides listening, rhythm imitation, momentum rhythm or singing are added; Emphasize auditory guidance and kinesthetic cut-in in singing; Through appreciation and browsing, we can draw a summary of music humanities or review-practice has proved that the comprehensive use of various musical means in different teaching links can obviously deepen students' feelings about music and their memory of melody, thus improving the teaching effect.
Thirdly, teachers and students interact and communicate with each other through music.
There are many ways of communication between teachers and students in the classroom, the most of which is language communication. Teachers should be good at making use of the particularity of music discipline, seize the appropriate opportunity, and use the language of music for special communication, so that the effect of learning and interaction will be twice the result with half the effort: for example, rhythm imitation, singing dragons, no need to preach and talk, so that students can improvise with the rhythm of teachers clapping; The teacher sings the last sentence, and the students sing the next sentence; Or contact each other between classmates; These friendly and casual ways can encourage and drive students to participate in activities more actively and boldly, and experience the fun of music and the tacit understanding of cooperation.
Experience of junior high school music teaching (4) Music itself is an art. How to make students accept this art and stimulate their desire for learning is an art in art ... How to let students roam freely in the ocean of music and let beautiful music and happiness coexist? This is a thought-provoking question. Looking at the development of music education, we find that music education seems simple, but in fact students' understanding, appreciation and performance of music are far from enough. How to make students interested in music and develop their musical ability? I think, first of all, let the music be vivid and students are willing to accept it.
First, in music teaching, teachers are good at creating vivid atmosphere, paving the way for students to understand and express music.
1. First of all, you can skillfully use the image method when telling the knowledge of music theory.
Music theory knowledge is often monotonous and complicated. If students simply explain, they are not easy to understand and bored. At this time, teachers should use teaching AIDS to make the language vivid and clear. For example, when they know the signs of getting stronger and weaker, the teacher can ask the students first, "What sounds in nature have the law of getting stronger and weaker?" At this time, students will be curious and try to explore the imagination space. Some will say, "When the train comes into the station, the sound gradually fades from the sound." At this time, students are very active and will tell many phenomena related to life, such as wind, rain, the roar of cars coming from afar and so on. When introducing the rest, the teacher can say in an anthropomorphic tone: "The little notes keep singing. She can work hard and sometimes have a rest. When she is very tired, she will take a few breaks, or have a rest. If she is not so tired, she will take a breath, that is, take a break. " In this way, students find this metaphor lively and interesting, and unconsciously learn knowledge through entertaining. It is a qualitative leap for students to learn from boring, from passively accepting knowledge to actively acquiring knowledge.
2. Before introducing music works, students can use visual dialogue and intuitive computer courseware to fully understand the works. student
Students can deeply understand music, often relying on beautiful imagination. How can teachers make students feel music and draw a full musical image in their hearts? When teaching Yao dance, I found a lot of materials and used computer courseware to let students know Yao customs, watch the dance of the minority-Yao, master the characteristics of the dance, and pay attention to the guidance of action essentials. The teacher taught easily, and the students got the message and learned freely. In the class of "Spring is Coming", let the students talk about the spring scenery first, and then let them watch the spring scenery made in the computer. The students' hearts were suddenly caught. Seeing their focused eyes and expressions, teachers can easily convey the information of spring to students, which lays the foundation for the emotional creation of teaching the song "Spring is Coming". Then the students sang passionately and expressed themselves from the melodious songs.
Second, in the appreciation class, we should make full use of the image method to let students deeply understand the musical charm contained in the works.
Listening to music often depends only on hearing. For students, they are active, and sitting still can't let their thoughts enter the music track. What should we do? Let the students listen to the music carefully first, then use their imagination boldly to associate the pictures expressed by the music theme, and then make courseware with the computer. When students imagine happily, they are often full of bright colors, and their happiness is self-evident.
Third, in the comprehensive course, the image method has played a powerful role in fueling the flames.
The lively and interesting games in the comprehensive class are also a beautiful landscape, such as picking fruits, listening to music, tapping musical instruments according to the sound, finding homes with notes, imitating the rhythm of animals walking and so on. These activities are all enjoyed by students, and the intuition of the game has been fully demonstrated. Students not only mastered the basic knowledge of music, but also cultivated beautiful artistic sentiment in unrestrained activities.
In short, students' understanding of the world around them is intuitive and one-sided. Only when teachers naturally operate the image method in teaching activities can they stimulate students' enthusiasm and continuously strengthen their learning motivation. In this way, students can expand their imagination in the temple of music, feel the ubiquity of music, find real happiness in music and let their hopes fly!
Experience of junior high school music teaching (5) Our music education needs to be reformed, but it does not mean that we should completely deny the previous teaching methods, accurately reflect the concept of the new curriculum standard, and require teachers to have higher basic skills than before, have excellent music knowledge and skills, master modern educational technology, and have the ability to grasp the physical and mental changes of students. Here, I want to talk about my experience in the practice of new music courses.
First, attracting interest is the first link in classroom teaching.
In actual teaching, it is gradually found that no matter how wonderful the classroom teaching content is, if students lack interest in learning, the teaching effect is always poor, and even normal teaching cannot be carried out. The new curriculum standard points out that interest is the best teacher, and it is a great motivation for people to keep close contact with music, enjoy music and beautify their lives. Therefore, stimulating students' interest in learning is an important guarantee to promote students' learning music. Therefore, according to the teaching content of each class, I studied and brewed a suitable lead-in method. Due to the proper methods, students' interest in learning is gradually mobilized and the learning effect is getting better and better. For example, in Edelweiss class, students will play the recording "Duo Duo Mi" when they enter the classroom, and guide the students with audio-visual pictures and descriptive questions: What song did the students just hear? Do you know the origin of this song? Want to see this movie? Immediately, the students watched a clip of the movie The Sound of Music. After watching carefully, the students not only have a deep understanding of the creative background of this song, but also are familiar with the music in the film. Therefore, it is easier and more devoted to learn these two chorus. Because the melody part of edelweiss appeared three times in the movie "The Sound of Music", students have basically memorized the theme melody and listened to it in the process of watching, so teachers only need to enlighten the second voice and the difficult part of song processing.
The purpose of lead-in is that teachers consciously design the content that students are interested in, and adopt effective ways and methods to skillfully bring students into new teaching content, so the selection of content is particularly important. The content of the design must be closely related to the theme. Therefore, when preparing lessons, we must first carefully analyze the subject content, and then brew the appropriate lead-in content, because in music teaching, "lead-in" is a teaching art and an indispensable and important link, which plays the role of induction, bedding and cohesion. A wonderful lead-in can stimulate students' interest in learning music, make students actively and intently participate in classroom learning in a pleasant atmosphere, and make the teaching of a class achieve twice the result with half the effort. In short, as long as we continue to explore, accumulate and summarize in teaching practice, we will definitely sum up a more perfect design and design an excellent lead-in for each music lesson.
Second, proper teaching methods are the key to classroom teaching.
Nowadays, students are rich in knowledge and may know more about various fields than teachers. We should infiltrate new spirit and ideas into music teaching and constantly update classroom teaching methods. Don't talk and listen to the students in the same way. The only consequence of this is that students are tired of learning and make a lively music class dull. According to students' age and physiological characteristics, we should start the emotional teaching mode, fully tap the contents that can arouse students' interest in the teaching materials, seek the combination of some teaching materials with students' actual needs, and stimulate students' emotions, which is more suitable for middle school students.
I have also made some achievements in my teaching exploration in recent years. For example, when I was enjoying Beijing Opera, I took some masks and costumes and asked the students to choose one person from each group to communicate with the teacher face to face. Teacher: "Now the question begins. Which of these faces we just saw is raw, bold, clean and ugly? " For students, this form of question and answer is very common, but if the teacher changes the form, it will receive good results. Other students who were not selected were also very interested and even stood up and raised their hands. Everyone answered the teacher's questions in a warm and orderly atmosphere, not only learned extracurricular knowledge, but also got a preliminary understanding of music works. For students, teachers adopt some forms and various teaching methods close to life and society, which can make students actively participate. Interest in music has emerged unconsciously, and students' emotions are also heartfelt. It is easier for students to enter the state in a specific scene, and it is also easier to quickly enter the role in a short time. Through the experience of the role, students' inner feelings are transformed into external feelings, which also plays a very good role in promoting other students. What teachers should do is to guide students to further cultivate and sublimate their feelings.
3. Flexibility and variability are the magic weapons to solve students' learning music knowledge and skills.
1. How to avoid the boring problem of instrumental music teaching?
In the basic practice of instrumental music teaching, students can quickly master repeated scale exercises, but it seems boring. Using a variety of novel teaching methods in teaching can greatly improve students' comprehensive quality and achieve twice the result with half the effort. In music teaching, I always aim at stimulating and cultivating students' interest in music. Interest is the foundation and source of innovation. The joy and fun of success greatly mobilized students' enthusiasm for innovation, so that students can constantly enjoy the fun of learning music and gaining innovation.
2. Adjust vocal music practice in singing teaching.
In the past, vocal music practice was the first step in the process of singing teaching. Some students either laugh or make faces. Although there were a few minutes of vocal music practice, the sound quality didn't improve when singing, which caused me to think: Is it necessary to practice vocal music before singing teaching? Are these music standards too "professional" for students? How to combine vocal music practice with singing songs? Therefore, I think and explore boldly in the process of singing teaching. I will not only do vocal exercises, but guide students anytime and anywhere in the process of singing, remind students to sit still, stand up straight, open their noses and pout, experience the artistic conception of songs with emotion, and give students a demonstration of singing at any time, plus flexible accompaniment, and integrate singing methods into the whole teaching process. The students' singing voice is very good after adjustment, and the effect is incomparable to a single vocal practice.
3. Do you want to teach reading music, and how?
Many colleagues have different views. In the process of teaching, I really realized that some students have poor foundation and are not interested in reading music at all. If you don't teach reading music, it will really reduce the difficulty of knowledge, and you can also experience musical emotions when singing; Teaching reading music is boring, and students are not interested. For music teaching, it is necessary to learn knowledge and skills, because with certain knowledge and skills, students can have further interest in music and really improve their musical literacy.
These are my teaching experiences after the implementation of the curriculum reform. In the new century, our music education needs progress and reform. In the reform, we must learn to reflect, learn to get rid of its dross, take its essence, and inject fresh blood into traditional music education.