Students' music foundation is uneven. With the deepening of the new curriculum reform, not only new requirements are put forward for students' learning concepts and learning methods, but also new expectations are put forward for teachers' educational concepts, comprehensive quality and teaching ability.
Images before the concept of 1.
As we all know, the traditional teaching method is "first concept, then example, then practice". In a "connection" teaching, I found it difficult for students to distinguish between continuous lines and smooth lines, so I changed this traditional practice and tried the practice of "image first, concept later", and the effect was really unexpected.
First of all, I started with sensibility, and I showed "~". Ask questions; "Students, have a look and think about it. What does this fox line look like? " . Students' imagination is very rich and their enthusiasm is fully mobilized. At this time, I told them: "In the melody of music, it is called connection." . Then I let the students listen to the model sing, and then try to sing in the beat part, so that the students can understand the sound lines firmly. This teaching method is much easier than clinging to concepts and forcibly memorizing. Students are also very happy to learn, achieving the goal of students trying themselves and cultivating students' innovative ability.
2. Subject participation, encourage innovation
Modern classroom teaching believes that students are the main body of classroom learning, and active participation is the true meaning of innovative education. In music classroom teaching, teachers must take students as the main body, let them boldly try new knowledge and new problems, and encourage students to actively participate in learning, thus greatly cultivating students' innovative ability. In the process of singing the song "Dragon Boat Race", I first asked "What expression can make the song sound more lively?" The students had a heated discussion. Some students suggested that half of them could sing and the other half shouted "Come on, come on". The students were very excited and eager to try, so I divided them into two groups and felt the actual effect of this form together. Sure enough, this song sounds rich and lively. Then I encourage my classmates to think: the scene of dragon boat race is very lively, and everyone is scrambling. One minute you're quick, the other I'm quick. I asked, "Can students try to change its singing form to express this fierce dragon boat race scene?" In this way, students are initially exposed to the harmony and richness of music, and their innovative ability has also been greatly cultivated.
Second, provide space for speech and opportunities for expression.
1. Talking about ideas and experiences
Ideas, that is, feelings, are students' aftertaste and summary of the teaching process. Positive thinking requires a good attitude. Psychologists' research proves that when students' behaviors are affirmed, encouraged and appreciated by teachers, they will have a pleasant and proactive emotional experience, and they will devote themselves to their studies with full enthusiasm and confidence. In music teaching, teachers need to encourage students to explore and innovate boldly with love, so that all students can actively participate and give full play to their subjective initiative and innovative thinking. Let students have independent creation and practice according to teaching tasks, let each student's thinking be unrestricted, and let every bright spot of his thinking be fully encouraged. During the activity, I divided the students into several groups and let them freely design the content of the activity.
2. Say the title and think about the content
The work contains the author's thoughts and feelings, which are reflected in the lyrics, melody and rhythm, in the background of creation and in the title given to the work by the author. It can be said that the title is the central idea of the work. For example, after telling the students the title of the music, let them imagine the title and then talk about their own understanding. Some students said, "I seem to see a man driving a carriage and waving a whip to transport food." "No, there should be many carriages, so as to highlight the busyness of transporting grain," the teacher took the opportunity to enlighten the students. "Can you imagine what kind of scene it is?" The students soon thought of warm, busy and festive scenes. "Teacher, I also heard the happy songs of farmers' uncles." "The farmer's uncle's heart was full of joy because of his bumper harvest." ... The students expressed what they wanted to say, but I didn't expect that the simple seven words on the topic could cause the students to say so much. The more active students speak, the deeper their understanding of music will be. Talking about the topic purposefully and selectively like this can get twice the result with half the effort and lay a very good foundation for the next "listening". Third, combine life experience to expand creative space.
Music creation teaching is an effective way to cultivate students' innovative ability. In music teaching, there are many contents suitable for students to carry out simulation exercises and divergent creation. Teachers must be good at grasping this opportunity, fully tap the factors of teaching materials, guide students to consciously try to create, and let students learn and create in practice through creative practice.
1. combined performance creation
In teaching, teachers should grasp the characteristics of pupils' liveliness and expressiveness, provide them with the opportunity to perform, let them try to create their own performances, and improve their ability to understand and express music. For example, students can perform songs, express rhythm with actions, and perform self-made actions according to music, etc., and have emotional experience and image thinking in a proactive state, so that students can develop rich imagination and creatively express music. In the teaching process, teachers guide students to express their feelings and emotional experiences about songs objectively and vividly. When students experience the emotion of songs, they have certain feelings about the inner beauty. On this basis, guide them to vividly express the emotion and inner beauty of songs, which is a manifestation of creating beauty.
2. Combined with song creation
Plan and consciously arrange students to combine the interchangeability of song content to create and edit activities, and encourage students to learn to draw inferences from others, learn to be flexible and try boldly. Singing while performing is a kind of teaching form that primary school students especially like, especially junior students prefer to express their feelings with actions. If songs are easy to be expressed by actions, it is necessary to inspire students to combine life, use their imagination and write their own actions to express songs.
Musician Xian Xinghai said: "Music is the greatest happiness in life, music is a clear spring of life, and music is a melting pot for cultivating temperament." Nowadays, innovative education has become a major development trend of education in the world. Every musician should use innovative teaching ideas in teaching practice, and constantly explore and study new teaching methods, so that students can spread their wings of imagination and innovation in actively and independently contacting music, participating in music and creating music, and wander in the music hall full of creating happiness.
Fourth, take students as the main body and cultivate students' innovative spirit and creativity.
The teaching process of music class is the process of music practice, and different students' understanding and imagination of music works will be different. Teachers should create a harmonious relationship of democracy and equality according to students' age characteristics and different living environments and experiences, adopt reasonable and effective teaching methods and means flexibly and pragmatically in teaching, enhance students' confidence and courage, actively participate in teaching, stimulate learning enthusiasm and effectively realize teaching objectives. The new curriculum view holds that "music teaching should be a process in which teachers and students experience, discover, create, express and enjoy the beauty of music together;" It should be aimed at all students, not at cultivating specialized talents, and all teaching activities of music class should be student-centered. "However, the traditional class teaching system is based on classes and organizes teaching materials according to the contents stipulated in the subject syllabus, which limits students' subjective status and independence, students' exploration and creativity in learning, and students lack opportunities for communication, cooperation and hands-on. However, in traditional music teaching, our common problem is that teachers sing "one-man show" and students seldom participate. Students often become passive listeners and mechanical imitators, and their subjective status and independence are limited. Over time, students will lose their psychology of independent study and their interest in music. The key to solve this problem is to establish students' dominant position, show students' personality, straighten out the relationship between teachers and students in the teaching process, change teachers from "teachers" to the main body of music practice, and let more students participate in music activities.
Fifth, take the classroom as the main channel, draw materials from life and develop innovative thinking.
Art comes from life and is also rooted in life. Making use of students' existing life experience to serve teaching will get twice the result with half the effort for innovative education. Students often see their parents cooking for them at home and busy in the kitchen, so I apply it to the teaching of Shopping, so that children can be "parents" at one time, form various "small families" in groups, and carry out "cooking competitions", so that students can cook with pencil boxes as cooking tools and erasers as dishes. When reporting the names of dishes, students are required to say the names of dishes in the rhythm of "××××××", which will replace the lyrics of the rhythm of "××××××××" in songs and introduce their "achievements" to others in the form of singing. In teaching, students extract life experience from life, summarize and create it under the guidance and encouragement of teachers, and finally return to life. These designs make music teaching vivid and ordinary, and let students deeply feel that music is actually around us.