2121 Journal of Teachers' Training (6 selected articles)

Everyone has touched the journal in daily study, work or life, so it must be time to write a journal. There are many types of logs, do you know them all? The following is my 2121 teacher training journal (selected 6 articles), hoping to help you.

Teacher Training Log 1

At noon today, Yang Xiaowei (director, professor and doctoral supervisor of the Institute of Basic Education Reform and Development of East China Normal University) gave a report entitled "Cultural Reflection on Classroom and Teaching". Listening to Professor Yang's report, I am seriously digesting and thinking: How should a school have its own cultural heritage?

first, what is culture? Why should there be culture?

Taylor in Britain explained culture as follows: "Culture or civilization is a complex whole, which includes knowledge, belief, art, morality, law, customs and all other abilities and habits of people as members of society."

I feel that a school without a unique culture is like a person without a sound personality, a unique personality and a continuous vitality. Schools should have their own culture.

Second, schools should have their own "hard elements" culture

The hard elements of schools refer to having their own organizations and systems. Establish an organizational system that can inspire all teachers and students to make progress, be proactive and be determined to innovate. This system should be fair, reasonable, democratic and scientific. The founder of this system should be the crystallization of the wisdom of all teachers and students, rather than being formulated by one person or a few people casually.

Third, the school should have its own "soft element" culture

The "soft element" culture of the school refers to having its own unique teaching characteristics, unique culture, quality and beliefs. For example, the martial arts culture of Yuanjia School, the tea culture of Pu 'er Middle School, the beautiful classroom and art education of Shanghai Qisehua Primary School, the reading culture and exercise culture of Wangzhuang Primary School in XX City, and the military camp culture of Potou No.2 Primary School. These soft cultures can make teachers and students living in this school form a unique spiritual temperament, thus affecting their life and forming their personality.

Fourth, the school culture needs to be both "imbued" and "contained"

The "imbibed" in the process of cultural formation refers to the process in which the younger generation accepts the way of thinking and behavior under the instruction, guidance or coercion of the older generation through some conscious and some unconscious learning in the same cultural group. For example, the positive campus culture that has been formed in the school, we must "assimilate".

"acculturation" refers to people of different cultures. Because of lasting contact, the two adapt to each other, borrow and rebuild on the basis of existing unique cultures.

Here, we should pay attention to two extremes:

First, blindly "inculcate" and refuse "acculturation", which is closed and rigid, and it is easy to move towards simplification or even extinction. The Qing Dynasty was transformed from an "empire" into a colony bullied by everyone, which was just too much rejection of "acculturation".

the second is to abandon "inculcation" and blindly "acculturation", which will die faster. If we completely abandon our own culture, school culture will become water without a source and a tree without a root.

To form a unique culture, schools need to choose between inculcation and acculturation, and rely on it to form a positive new culture.

"A flowing water will not rot, and a family member will not be a moth." The construction of school culture should not only actively inherit high-quality culture, but also constantly innovate and introduce advanced culture. I think, in this way, our school can form its own unique charm culture, which will last for a long time and will always have vitality and vitality. Teacher training log 2

Through this training, I know that the new curriculum standard is the core content of China's basic education reform and an important task of implementing education reform. Its introduction has given teachers a broad space for teaching innovation. Through these days' training, I realized that every music teacher should constantly adjust his mentality and update his ideas, and become a teacher working in the research state.

The following questions should arouse my thinking:

First, the change of teaching perspective

The new curriculum standard requires that the teaching content should be linked with students' real life, and it is beneficial for them to solve social problems, thus improving their musical accomplishment. Therefore, the implementation of the new curriculum standard urgently requires teachers to change their original curriculum values, develop curriculum resources, and examine teaching from multiple perspectives. In modern social life, there are a lot of musical phenomena, such as ceremonial music (festivals, celebrations, queues, weddings and funerals, etc.), practical music (advertisements, fitness, dancing, medical care, etc.) and background music (leisure, catering, movies and television, etc.) which are closely related to everyone's life. Understand the relationship between music and life, make students love music and life, and then let music accompany them for life and improve the quality of life. In designing specific teaching, students should be guided to start with life experience, start from their own music experience, closely connect with social life and music phenomena, and actively explore and think about the relationship between music and life, so as to make music learning a vivid, concrete and artistic life experience. For example, in a music class, showing students Flash requires students to evaluate and modify the music sound effects inside. Students' enthusiasm is very high, so this class is very lively and interesting, and it also allows students to learn to pay attention to all musical phenomena around them.

Second, the change of teaching methods

1. From in-class to out-of-class

In music learning, in order to give students practical experience, students can collect music resources outside the classroom and use them in music teaching, and also expand teaching activities to out-of-class. For example, in the teaching of "Into Nature" in Unit 2, Grade 1, I asked students to collect relevant information by means of the Internet, find the content of music in nature, and let them try to express the music in their lives with their own musical vocabulary.

2. From this subject to interdisciplinary

Practice has proved that there are various ways for primary and secondary schools to receive music education. Therefore, music education must have a broad vision and keep an open attitude. For example, Chinese, history, geography, biology and other courses in primary and secondary schools are more or less related to music, which makes it possible to connect music teaching with these courses. Extracurricular music activities and social music education environment have become and should become an integral part of music teaching. For example, music and dance are combined to express music; Combine with art to make music more vivid; Communicate with poetry and drama in Chinese.

Third, the change of teaching focus

1. Enrich emotional experience and cultivate expressive ability

The new curriculum standard proposes to "cultivate students' self-confident singing, playing ability and comprehensive artistic performance ability, develop students' performance potential, enable students to express their personal feelings in the form of music, communicate with others and harmonize their feelings, so that students can enjoy beautiful pleasure and be nurtured by emotions in music practice." In our music teaching, in fact, every class and every music knowledge needs emotional input. Teachers should do a good job of inspiration and guidance, so that students can have their own emotional experience and enjoy beauty in every music learning process.

2. Emphasize the spirit of creation and exploration

The freedom, fuzziness and uncertainty of music provide people with a broad space for imagination and association in their understanding and expression of music. Therefore, music is one of the most creative arts. Professor Zhang Ruiting of He Normal University put forward in the class of Appreciation and Teaching of Musical Works: If music creation is only integrated into other music teaching contents, it is impossible to give full play to the role of aesthetic education of music education. Only when music creation is emphasized as an important content of middle school music teaching independently, middle school music teaching can get the greatest educational lessons. For example, in order to guide students' creative exploration spirit, we should give them appreciation of Tan Dun's "Water" and "Knocking on Scraps of Copper" and let them think about why these seemingly impossible things that are not conventional instruments can actually play such wonderful music. While paying attention to the cultivation of students' creativity, we should pay more attention to the innovation of music education methods. More innovative and exploratory spirit in music teaching.

IV. Transformation of teaching evaluation

Teaching evaluation is an indispensable basic link in teaching work, an important means to improve teaching quality and an important part of educational scientific research. The new curriculum standard requires: "Under the premise of embodying the goal of quality education, the comprehensive evaluation mechanism should be established with the value of music curriculum and the realization of basic goals as the starting point of evaluation." This is very different from our previous "performance assessment". The evaluation of the new curriculum standard includes a comprehensive evaluation of students' academic performance, teaching effect to teachers, teaching management and teaching quality of schools, and the construction and development of this course. In a word, we music teachers can only be an excellent music teacher if we re-examine the standards and concepts of music courses, study hard in the state of research and thinking, constantly reflect and make progress, and realize that music teaching should be as life-oriented, socialized, diversified and personalized as possible. Teacher training log 3

For a long time, there is still a traditional and solidified concept in music teaching, that is, to teach students their own subject knowledge as the professional benchmark of teaching. It is often said that teachers should "be a model", but the connotation of "example" in "model" is ignored. Teachers should set an example and set an example, not only to complete a teaching process, but also to play an exemplary role in teaching.

Music classroom teaching is a process in which both teachers and students complete the training and mastery of knowledge and skills, but more attention should be paid to the role model and demonstration that the sound teacher should have. If classroom teaching is only regarded as a single process for teachers to impart knowledge and skills to students, it can be said that it is a lack of the connotation of "example and demonstration" for music teachers.

For example, in the past music appreciation course teaching for music education majors, most teachers once regarded "teaching content" as the core of classroom teaching, and regarded classroom knowledge imparting as a process that should be completed. It should be said that this is not a perfect and sound teaching purpose. First, it limits students' cognitive ability; Second, it limits the attention to the development of students' abilities other than cognitive ability; At the same time, it also ignores students' learning orientation and their direct concern for teachers' words and deeds, including teaching attitude, extensive knowledge, personal artistic charm, solid professional skills, etc., including teachers' own exemplary role.

With the deepening of quality education, music appreciation class plays a very important role in music teaching in ordinary schools under the guidance of new curriculum standards. We should attach importance to emotional experience and emotional communication in classroom teaching, and influence students with self-identity and role in teaching, and take our own demonstration as a mirror for students.

With the deepening and advancement of curriculum reform, music teachers' educational concept, artistic accomplishment, knowledge structure and professional ability are constantly deepening and improving. In addition, in recent years, a large number of graduates from professional colleges have enriched the ranks of music teachers, which has greatly improved the overall level of specialization of music teachers. At the same time, in classroom teaching, teaching methods are becoming more and more flexible and diverse, and multimedia technology is widely used in music classes, which really brings infinite vitality and vitality to music classes. However, the following problems have emerged. Nowadays, in more and more music classes, teachers' exemplary singing and performance have been gradually replaced by multimedia courseware. Over time, teachers' professional level and basic skills have gradually deteriorated. Faced with this phenomenon, we music teachers should clearly realize that the demonstration significance and role of teachers cannot be completely replaced by multimedia. Therefore, in classroom teaching, teachers' correct demonstration is essential and very meaningful.

From the first class, music teachers should exude artistic charm and be full of artistic passion. Teachers' singing with full voice and emotion and playing freely will deeply attract students to imitate, learn, pursue and surpass. As a mirror of students, teachers should be good at using their own identities and roles to influence students, so that students can admire your solid professional knowledge and excellent basic skills, so that students can enjoy your music lessons.

Imagine what kind of beautiful artistic enjoyment a teacher with beautiful singing, elegant dancing and fluent playing will bring to students. How can students not love and worship a teacher with such good basic skills? If music teachers can do every demonstration in place, then the prestige of teachers in the eyes of students can be imagined. Similarly, the correct demonstration can make students gain a satisfactory psychological feeling while experiencing the beauty of music, dance, piano sound and art, and thus generate great interest in learning music. The music curriculum standard points out: "Teachers should guide students to love music, deepen their understanding of music, fully tap the beauty of music contained in their works, and arouse students' emotions with their own feelings about music; We should constantly improve our music teaching skills and convey the beauty of music to students with our own singing, piano sound, language and movements. We should be good at teaching in a lively form, so that students can get aesthetic pleasure in the artistic atmosphere, and achieve aesthetic education and aesthetic education. "

Teachers use their extensive knowledge and solid professional skills to "conquer" students, which can be described as "loving their teachers and believing in their ways". Only when teachers have profound knowledge and solid professional skills can they creatively guide students to solve problems, enlighten students' thinking, and guide students to learn music. Teacher Training Log 4

By watching the expert lecture of National Training School, I learned a lot of teaching methods and got my own teaching practice, which achieved very good teaching results. By watching interactive dialogues and case studies, I understand the importance of music lessons. In order to have a successful music lesson, teachers must work hard to study textbooks, prepare lessons carefully and use various means to stimulate students' interest, so as to make music lessons more colorful and make students like music lessons. Interest is the basic motivation for learning music. According to the age characteristics and cognitive characteristics of primary school students, cultivating their interest in music is the focus of teaching. Let's talk about some experiences of stimulating students' interest in music lessons based on our own teaching practice.

first, use a variety of teaching methods to feel happy and stimulate students' interest.

"Interest is the best teacher". How to cultivate students' interest? I think that is to make him feel happy in music class. Make full preparations before class. In class, I stimulate students' interest by telling stories, guessing riddles and playing games. For example, in the lesson "Little Crow Loves Mom", I asked students to listen, watch and talk more, let them perform more, participate more and evaluate more, and make creative activities in rhythm and lyrics, so that students can evaluate each other. Infiltrate knowledge into activities and stimulate their motivation, so that students can learn easily and teachers can teach easily. We should encourage them to speak freely and innovate boldly, and allow students to have many different answers, so that the classroom atmosphere is naturally active. Use guessing to arouse their attention, tell stories to arouse their interest, and let students perform dances of various nationalities to feel better.