Reflections on Moonlight Music Teaching in Primary School Chinese 1 Moonlight Music tells the legendary story that a famous German musician played the piano for poor shoemakers because of his sympathy for their brothers and sisters, and improvised moonlight music because of blind girls' obsession with music. This text has a necessary distance from the current sixth-grade students in knowledge, thoughts and feelings, artistic conception and so on. And it is necessary to know about it.
When I was teaching, I designed the lesson plan like this: first, let the students guess the name of the music by playing moonlight music. Some students have heard it before, and it can be understood as moonlight music, which naturally leads to the topic. Then, I asked the students to exchange information about Beethoven before class, so as to learn more about Beethoven and his works and pave the way for the following study.
In the reading experience, I grasped "What touched Beethoven's heart?" This question is for students to discuss and study. Repeatedly realized the dialogue between the blind girl and her brother: "How difficult this song is to play! I've only heard others play it several times, but I don't remember how to play it. If only I could listen to how Beethoven played himself! " "Yes, but the tickets for the concert are too expensive, and we are too poor." "Don't be sad, brother, I'm just saying." Tell your own experience and read these words with this feeling. In this place, students don't pay much attention, and only a few students express their experiences. Maybe I didn't guide enough, didn't have enough passion, and didn't render this atmosphere well, which led to this.
Finally, the extension time is a bit tight, and it is handled in a hurry.
In the future, we should strengthen our self-cultivation, improve our cultural background and strive to be a qualified teacher.
Reflection on Moonlight Music Teaching in Primary Schools February Moonlight Music is an intensive reading text, which tells the legendary story that Beethoven, a famous German musician, played the piano for poor shoemakers because of his sympathy for them, and improvised moonlight music because of blind girls' obsession with music. Texts and materials are meaningful in artistic conception, beautiful in literary quality and full of aesthetic factors. Whether it is music, language or emotion, students can be influenced by beauty. When teaching, I mainly guide students to feel and experience from the following three aspects, and get better teaching results.
First, appreciate the beauty of personality from vivid images.
The text portrays two kinds of characters: Beethoven and poor brothers and sisters. In teaching, grasping the external image of characters and revealing their spiritual beauty can make students influenced by personality power. Beethoven is a famous German pianist. When understanding this character, I mainly introduce his life story and his famous saying "My music should only benefit the poor." .
How happy I would be if I did. From Beethoven's story of playing music for poor brothers and sisters, students can feel Beethoven's tireless spirit of composing and playing the piano for the people. As representatives of working people, poor brothers and sisters have a hard life, but they love music very much and are full of optimism about life. By guiding students to fully read the dialogue between brothers and sisters, we can deeply understand the kindness of poor brothers and sisters, such as caring for each other, caring for each other and relying on each other.
Second, feel the beauty of the article from vivid sentences.
"Moonlight Song" is worth listening to repeatedly, and the words and expressions in it are worth reading repeatedly to help students appreciate vivid and beautiful language.
For example, when reading the ninth paragraph aloud, I instructed the students to grasp the words such as "water meets the sky", "sparkling", "sparkling", "wisps" and "choppy", and let the students imagine and practice saying, "What kind of picture seems to appear in front of your eyes through these words?" So as to guide students to read this passage with emotion and experience the change from calm to rough sea, from soothing and smooth music to high-pitched and passionate music. At this time, students can imagine the basic melody of the moonlight song through the language full of beautiful artistic conception, although they don't listen to it with their own ears.
Third, taste artistic beauty from beautiful music.
Moonlight music is one of the classic pieces created by Beethoven, and its beautiful melody has fascinated countless music lovers. The wonderful piano sound in the text deeply intoxicated the two brothers and sisters, and Beethoven had already left the hut when he woke up, all of which reflected the great appeal of music art.
In teaching, after students experience the artistic conception of the text through language, I play the music of Moonlight Song with multimedia, so that students can read it with music, thus experiencing the melody of Moonlight Song and feeling the charm of art.
Disadvantages:
This passage is beautiful and affectionate. When reading aloud, it should be a slow and lyrical tone. There are only a few places, such as the sentences that describe the surging clouds, and the tone is passionate. When instructing students to read aloud, we should show the changing degree of characters' thoughts and feelings.
For example, the blind girl is eager to listen to Beethoven's performance, the shoemaker has a dull pain because he can't afford tickets, Beethoven's sincerity and enthusiasm when explaining his purpose, and the blind girl's admiration and surprise after listening to a song. You should read all the feelings contained in it. In class, students are eager to finish the teaching task of this class, so reading aloud in some places is not in place. In the future teaching, we will continue to improve and improve to achieve the ideal effect.
Reflections on the teaching of moonlight music in the third volume of primary school Chinese let children read freely and think about the changes of music while reading, so as to further understand the text materials. After that, let the children try to read this change, understand the language, and arrange for the children to read the change of this piece layer by layer, so that the children can realize that this change is actually a change of Beethoven's emotions. Finally, after the children naturally reached the emotional reading, I have further requirements, that is, the soundtrack allows the children to read these words associated with the shoemaker again to further understand the changes in music. If there is still time in class, students can be arranged to recite this part of the material in time, so that the language in the text can become the language accumulation of children.
In this way, I guide students to make a fuss about reading step by step, layer by layer. Reading is not empty or monotonous, and the reading quality and charm are generally successful. The whole class conforms to the requirements of "Chinese Curriculum Standard", which is "pay attention to emotional experience, have rich accumulation and form a good sense of language". "Being able to initially understand and appreciate literary works, being influenced by noble sentiments and interests, developing personality and enriching the spiritual world." In the process of reading, pay more attention to the understanding and application of language, and lay a solid Chinese foundation for students.
The last part is listening to songs and writing. I prepared the song "Morning in Miao Ling" in advance. I think this song is easier to understand and imagine. Originally, I wanted to limit the scope of students' imagination and introduce the background of this song. But then I thought, since I want to listen to music clubs, let students be free and unconstrained, and don't limit their thinking space. However, due to lack of guidance, students' imagination is still limited to the gathering of forest animals.
I was very confident before this class, because I prepared this class carefully and made great efforts, and I felt quite confident, but the classroom effect was not as wonderful as I expected. I want to do every step in a solid way, but because there are too many, it seems cumbersome and circuitous, wasting some unnecessary time. For example, when solving the three problems raised by students, the three problems are interrelated, but I failed to guide the students to solve them well together. In addition, the sensory teaching design is relatively balanced and lacks focus. Personality is the key point for students to break through the teaching difficulties: understanding the creation process of Moonlight Music and the relationship between Beethoven's emotional changes and the association between music and poor brothers and sisters, and guiding them thoroughly, it is estimated that some students still have a little knowledge.
In short, this class is over, leaving me with a lot of thoughts, both successful and insufficient. I think my teaching level will gradually improve in such repeated tempering!
Reflections on the teaching of moonlight music in primary school Chinese Part IV Moonlight music is an accidental opportunity. Inspired by the plight of a poor brother and sister, Beethoven improvised moonlight music. It is unrealistic to complete all the teaching objectives in 30 minutes. I made a bold choice about the teaching content. The focus is on reading scenes related to brothers and sisters, feeling the melody of music and understanding Beethoven's emotional changes.
In the lead-in, I chose two pieces of music with different melodies, so that students can feel different melodies and express the author's different psychological feelings. Understanding music melody: soothing and high-pitched. Pave the way for the later research. The students like music very much and tell the reasons why they like music. Because I was nervous when I participated in the district-level competition for the first time, my language expression was not fluent enough, which affected the teaching effect. This also reflects my lack of exercise, insufficient psychological preparation before class and insufficient training for myself.
Then, read the text stage. I designed three paragraphs of reading through the text, which are the first reading: reading the correct pronunciation, reading the sentences and reading my favorite places several times. Silent reading: thinking about the question, what did this article write? Scan the text quickly: find sentences. Read it three times, and it is basically correct and fluent. However, in the implementation of teaching, there are loopholes. When students read freely, they don't finish reading at once, but read in cycles. I didn't expect this, and I didn't pay attention to it when I was on patrol. Seven minutes passed when it was found. I had to change the teaching design and cancel the second reading of the full text. From this mistake, I feel that I lack teaching experience. When reading aloud, I only paid attention to the form and didn't find the problem in time.
Key reading stage. In teaching, I make full use of my body language, voice and facial expressions to stimulate students' passion, so that students can be absorbed by their emotional contagion, thus integrating into their passion and creating a good teaching environment. And students can gradually understand the moonlight song under my guidance. After teaching, I still can't understand the sound. It's not loud enough. I need to raise the volume next time. Due to the time, it is a pity that the designed reading between teachers and students has not been realized.
In short, this class is over, leaving me with a lot of thoughts, both successful and insufficient. I think my teaching level will gradually improve in such repeated tempering!
Reflections on the teaching of moonlight music in primary schools The fifth part tells the story of Beethoven's creation of moonlight music.
I read the text repeatedly, understand every sentence of the text, read it carefully, and have a deeper understanding of the text.
As a musician, being able to come to a remote town to perform, there must be no gorgeous concert hall and not so many people in the upper class, which shows that he wants to spread his music to every corner and bring his music to more ordinary people to enjoy. He walked on a quiet path, and only in a quiet place could he hear the intermittent sound of the piano. In such a remote place, there is only a low hut, but you can hear his music. Such a poor man can't listen to his concert, but plays his music. How can he not be curious? So he approached the hut.
The dialogue between the poor brother and sister once again caused me to think deeply. Beethoven is a famous musician. His music is definitely not easy to play, but the girl didn't read the score. She just listened to others play it several times and then she can play it intermittently, which shows that this girl is really not simple, and it also reflects the girl's musical talent. However, the poor music performance annoyed the girl. She is very eager to hear Beethoven play this piece himself. The girl's words revealed her love and desire for music, while my brother's words made me understand her family. Although the poor brother and sister are poor, they still understand and care about each other. At this point, what will Beethoven's reaction be after hearing these words? Send them two tickets? Or write the scores to girls? When he saw that the girl turned out to be blind, the only thing he could satisfy her was playing a song for her. Beethoven didn't sign up, but chose to play the piano for girls. He thinks it doesn't matter whether the girl knows him or not, as long as she hears the melody she longs for. In front of the girl, he did not regard himself as a musician, but brought the beauty of music to the girl's messenger. When the girl's longing piano sounds, the girl is naturally fascinated. Because only Beethoven can play so skillfully, the girl's musical talent made her recognize Beethoven as the person who plays the piano, but she couldn't believe it, but she clearly felt that it was Beethoven, because she really felt the feelings in Beethoven's music, and her understanding of music was exactly what Beethoven understood of music. It can be seen from here that the girl and Beethoven have a tacit understanding, which is "however, I feel the harmonious heartbeat of the sacred unicorn". Beethoven didn't think that there were such people who loved music in such a remote town, nor did he think that a blind girl had such a talent for music, nor did he think that this girl could experience his inner world through music. She is his bosom friend!
For Beethoven, such a bosom friend is hard to find. He couldn't restrain his inner excitement. He was deeply moved by the poor brother and sister's love for music and life, and the feelings in his chest were like a rough sea. Then a gust of wind blew out the candle and the moonlight shone through the window. The moon is a beautiful symbol, expressing blessings. Beethoven met someone who knew his own music in such a remote place and such a poor family. At this point, his heart is warm. He has too much to say and too many blessings to give to this girl. In the quiet moonlight, as a musician and a music speaker, he
What the shoemaker thinks of is the change of Beethoven's mood, and the rough sea in the girl's heart is the surging and pouring of Beethoven's feelings. When the music stopped and Beethoven was calm, brothers and sisters were still reminiscing about the artistic conception of music and experiencing Beethoven's mood and creative passion, but Beethoven had quietly left. Beethoven came and went quietly, leaving his younger brothers and sisters with blessings, joy, infinite reverie and happiness intoxication ... leaving us immortal music and beautiful feelings.
When I really approached the text, I really walked into Beethoven's inner world and the root of the creation of Moonlight. At the same time, I consulted relevant materials of Beethoven. Beethoven himself once said, "My music should benefit the poor. If I can do this, how happy I should be! " "Why should I compose music? Because I have a lot of ideas to release. " His two sentences deepened my understanding of the article. Yes, why does he play the piano for that girl? A musician only has compassion, and only by bringing happiness to the poor with music can he be driven to play the piano for this girl. He was very excited when he met his bosom friend. How to release his inner world? Just music.
Besides, I also watched the composing process of another famous Beethoven song "To Alice", which was also written for a dying poor man. When the poor man was dying, he satisfied his wish with music, saw the beautiful scenery he dreamed of, and left the world with happiness and joy. Beethoven is such an emotional person, such a kind person, such a person who brings happiness to people with music, and his musical glory in his life is also based on this.
Therefore, I want my children to appreciate Beethoven's great personality charm through the creation process of Moonlight Song. In the design class, I pay more attention to children's emotional experience, focusing on the creative process of Moonlight, and the picture shown in Moonlight is the embodiment and release of Beethoven's emotional changes. When the children really understand the creative process and really walk into Beethoven's heart like me, I think the emotions reflected in the picture are not difficult to understand.
After class, I am also constantly reflecting on some problems.
1, how to catch children's attention
Use language to mobilize children's emotions. Plain language will make children feel boring. When the teacher's own language is cadenced, the child's mood will also rise and fall, which can naturally guide the child into the classroom and enter the learning state.
Smiling brings the distance between teachers and students closer. After a class, if the teacher keeps a straight face, the child will alienate you invisibly and feel tired of learning. Because he thinks the teacher doesn't like him, he doesn't like the teacher, and he doesn't like the teacher's class.
Stimulate children's interest with evaluation. Every time a child answers a question, what he expects most is that the teacher will give him a proper evaluation of his answer. When you give him positive comments, he will have a sense of accomplishment in learning; When your evaluation encourages him, he will have the motivation to learn; When your evaluation gives him advice, he has a direction to learn. But when your evaluation criticizes him, he will feel depressed, hurt his self-esteem, and make him feel inferior and even tired of learning; When you don't comment, he will be lost, because he didn't attract your attention, thus losing interest in continuing learning.
2. How to achieve the preset classroom effect?
Read with feelings, and then read with feelings. By reading the text, let children feel what is between the lines, let them return their feelings to the text, and express and emphasize their own experiences through reading, so as to deepen their understanding of the text. In this process, teachers should give timely guidance and guidance. When the child doesn't understand well, the teacher should emphasize it through model reading and let the child feel it through sound. When understanding the dialogue between brother and sister, I let the children read it by themselves first and hear something from the dialogue. Through reading feedback, let children understand the text from different angles. I let them read with their own experience. For example, a child said that she heard that blind girls love music very much, and asked her to show her love for music through reading. Children's reading will be more experienced and emotional, and they will naturally enter the article and enter the role. At the same time, teachers can only lead their children's emotional input if they enter the country by themselves.
Teachers' language must be tempered. Children's attention is limited. The longer the preset topic, the less you can accurately understand the teacher's intention. Children's active thinking is often unexpected by teachers. The preset questions must be concise and accurate, and the deviation of a word may lead to the ambiguity of children's understanding. If you ask the same question in different ways, you will get different classroom effects.
Reflections on the Teaching of June Light Music in Primary School Chinese; Moonlight Music is a traditional text with quality and beauty. I have heard this lesson from different teachers on many occasions, and I have taught this text many times myself. Every time I listen to someone telling this lesson, or study my own textbooks and walk into the classroom, I will have new feelings and new thoughts. Although the writing is "legend", it truly describes the process of composing Moonlight by Beethoven, a world-famous classical musician. The writing is fresh and beautiful, and the plot is vivid and full of stories. In particular, the whole emotional process of Beethoven's creation of Moonlight is full of twists and turns, which makes readers moved.
This semester, I will teach moonlight songs again. Although the words are familiar and can be memorized, after careful reading, I am deeply moved by this beautiful story: Beethoven is a famous musician in the music industry and a caring mortal. It is precisely because of this that he can create such beautiful songs, and he can persist in writing and persist in his career after hearing loss. Now I choose the fourth-grade music theme unit in Beijing Normal University Edition, and I chose the fifth-grade book in People's Education Edition before. Different times and different themes, the instrumentality and humanity of the text should have their own emphasis. After carefully studying the curriculum standards and textbooks, I boldly adopted the block teaching method in Xue Fagen, so that children can become the masters of the classroom and learn words by themselves. I try to sort out the context according to the words provided by the teacher, summarize the main contents of the article, and explore cooperatively: what touched Beethoven's heart and made him enter the hut, play music and create masterpieces handed down from generation to generation? Ask the children to read aloud, read the dialogue between brothers and sisters in different roles and fill in the blanks. "My music should only benefit the poor. How happy I will be if I do this. " "Feeling the brotherhood of blood is thicker than water, and the affection of great men is the lofty feelings of working people" clearly shows that Beethoven was moved by the beauty of human feelings and the love of poor brothers and sisters for life. Then listen to music, read associations, feel the soothing and passionate melody, and learn the writing method of combining realism with associations. Play "Silent Mountain Forest" and let the children express it in words while listening. It took two class hours to complete the teaching task, and the children were in high spirits. The wonderful expression infected me. Looking back on this lesson, I am sure of the following:
First, chunk teaching, from words and sentences, from recognition to reading, from whole to part, from reading to feeling, is step by step, in line with children's cognitive rules, let go of children's learning behavior, and children become the masters of the classroom.
I designed a learning disability table and trained the team leader in advance. In the classroom, the main way to organize activities is to carry out inter-group evaluation, so that children can be grouped into learning disability lists and pass the tests continuously. The first level: word memory. Show the mistakes and confusion between the words and the students in this lesson, let the group leader know the words, read aloud and explain them, and standardize the writing of words. The team leader is like a little teacher, demanding and organized. Children are full of energy, devotion and standard writing posture. They are particularly serious and finish memorizing words in a short time. Next, the first test of academic performance pays attention to the whole, locates the students' error-prone points twice, and the children are full of energy. In the second level, under the leadership of the group leader, the children read aloud carefully and discussed "Who plays the piano for whom?" Why do you play the piano? The task of summarizing the main content of the article with a few sentences provided by the teacher. In the presentation report of learning achievements, the teacher interspersed with a summary of the main contents to answer "Who did what?" "The problem of learning methods. The third level: text perception. In the process of silently reading the text, sketching and annotating the sentences that show the poor brothers and sisters' love for music and life, the children had a spiritual dialogue with the text and the poor brothers and sisters and felt the spiritual height of Beethoven. The report shows different forms of reading and guidance, vividly shows the dialogue between brothers and sisters, the brotherhood of mutual love and understanding between brothers and sisters, and the pursuit of elegance in life, which solves the problems of grasping key sentences and understanding text ideas, and also understands the reasons why Beethoven entered the cabin to play the piano. In this process, teachers are always participants, organizers and collaborators in learning activities, giving way to the classroom of children who are full of interest in learning.
Secondly, the pragmatic function of Chinese class has been well reflected. In the first level of academic performance feedback, the teacher designed four activities: reading words by train, reading and emphasizing words that are easy to make mistakes, finding and writing down polyphonic words, looking up the difficult word "you" in the dictionary and choosing the meanings in different contexts, so as to firmly implement the foundation in class and gradually enhance the awareness of training. Provide students with words, give method guidance, and learn to summarize the main contents in the first reading comprehension; Different reading teaching methods cultivate students' reading ability and oral expression ability while feeling their love for music and life. Students can combine listening, speaking, reading and writing organically in listening to music and describing the fragments that music brings them. Learning Chinese means learning to speak and write. The pragmatic function of the text is better played.
Respecting students, trusting and letting go of students, adopting the organization mode of group cooperation, applying the idea of block teaching, and based on the subject orientation of improving students' Chinese ability, allowing students to have a class, carefully designing teaching and exquisite classroom teaching can achieve a lesson and a child's Chinese ability can be steadily improved. In addition to joy, I am also worried about the problems presented by middle school students in class:
1. Three years of massive reading, massive literacy and classic recitation have solved the problem of students' independent reading in advance, and laid the foundation for students' cursory reading, with low requirements; I can't remember similar words clearly, and typos are full of criticism. People who can read have two eyes, one sees the words and the other sees the back of the words. Few people can do it, and few people actively use reference books to solve words they don't know when reading, but only rely on guessing. I thought it was a problem for the children in my class. Later, after listening to several classes, I found that the children in Chinese class responded quite well. Tracing back to the source, we neglected the necessary intensive training in pursuit of setting foot on the fast lane of reading in advance, emphasized more recognition and less writing, and neglected the training of slow children's ability to consciously find difficult words in reading for the sake of unified reading activities in class. In order to recognize more, the necessary writing is ignored, which leads to the problems of slow writing speed and low writing quality. It seems that every reform should be based on increasing quantity while improving quality. At present, it is a problem that must be solved for students to read and understand the text thoroughly.
2. Compared with previous years, there is still a certain gap in the organizational ability of the group leader. The training of the team leader before class, the exchange of the team leader's work experience in a week and the evaluation of the team leader's work should be persistent. As long as there is effective assistance, the effective classroom teaching effect of small class can be realized in the background of large class.
Give an enterprising child a grape, and the child will taste it bit by bit and show it off in front of the whole class. The expression and action clearly say: Look, the teacher likes me! I am a good boy, too. Don't look down on me! Don't be stingy with your reward, give him an A. A score of 150 has nothing to lose with you, but it is far from her.
Today's supporting exercises are better than in the past, and cultivation and harvest always complement each other. As a teacher, only by extensively learning from the wisdom of masters and keeping pace with the times can we gain the dignity and self-confidence we deserve.
Parents' open day opens the classroom and our cognition!