In study, work and life, when it comes to journaling, everyone is certainly familiar with it. At this time, we need to write a log. Then how to write a good diary? The following is my collection of primary school music training logs (usually 7), welcome to share.
Primary school music training log 1 music theory, as the basic knowledge of music learning and development, includes pitch, rhythm, beat, range and timbre, which must be mastered in learning vocal music, instrumental music, dance and creation. Therefore, in the primary school music class, we must help students acquire and correctly use music theory knowledge through various effective means, so that students can enjoy music theory knowledge, actively participate in the teaching of music theory knowledge, become the real masters of learning, be happy, develop their vitality and ability, and make music theory knowledge learning full of fun. Stimulate interest in classroom teaching in various ways to improve the effectiveness of music theory knowledge teaching for senior primary school students.
First, use games to arouse the enthusiasm of learning music theory.
Music game is a very important part of music class. Game teaching makes boring knowledge transfer and abstract music score full of emotion and vivid images, which not only conforms to the sports characteristics of music art, but also conforms to the characteristics of children's activeness and fun, which fully embodies happy teaching. We have added many games that students are interested in, to help students improve their interest in learning and improve their learning efficiency. For example, the four themes in the orchestral "Four Seasons Songs" are all reproduced with different strengths. We have added the game mode of listening to the sound intensity in teaching. Students use their body language to express the intensity of the sound they hear. The stronger the sound they hear, the more stretched their bodies are, the weaker the sound they hear and the more curled their bodies are. Students use rich body language to express the strength of the theme and accurately express the strength of mp, F, mf, etc. Let students have fun while listening accurately. For example, in the lesson of "Playing My Beloved Pipa", in the second paragraph, "Climb on a speeding train, like riding a galloping horse ..." The speed here suddenly changed. We use the lyrics to express the signs of "slow, slightly faster and original speed", and use the process of "starting-speeding-arriving at the station" to let students sing while using their bodies.
Second, stimulate the interest in learning music theory by reciting formulas.
Formulas are jingles made of vivid, vivid and concise language, which make students easy to understand and remember, and help students consolidate their knowledge and master various application methods. Therefore, in the teaching of music theory knowledge, we make some knowledge into easy-to-remember, easy-to-memorize and easy-to-understand formulas for teaching. For example, in the song La Cucala Cha, there are many repeated marks ||: || |. Although it is the knowledge of music theory, it is easy for students to sing the wrong lyrics if they are not careful. I said, "The four lines are divided into two sides, and there are four points in the middle. If you see it in the song, please sing it again. " Students can sing songs accurately by understanding such simple and easy-to-understand formulas. For example, when learning syncopation rhythm XXX, we should first review the formulas we have learned, such as "quarter notes go, eighth notes run, sixteenth notes jump, jump, jump". The formulas in syncopation rhythm teaching can be transformed into running, which can reduce the tedious process of repeated explanation, that is, shorten teaching time and improve teaching efficiency.
Third, strengthen the study of music theory knowledge by means of competition.
Primary school students like competitions, which can not only exercise students' divergent thinking, but also make the classroom particularly active. We take the last lesson of each month as a music theory knowledge competition class, and use the music theory knowledge learned in one month to get together for a "knowledge star" competition. Another example is the "concert tabloid" competition held at the end of each semester. Such activities enhance students' memory of music theory knowledge, students' enthusiasm is greatly improved and students' interest in learning is stronger.
Music is an artistic discipline full of beauty, but it cannot be materialized and conceptualized separately because of its abstract and fluid characteristics. Therefore, it must be combined with other specific arts. Therefore, in classroom teaching, we should not focus on "teaching", but should promote the flexibility of space and time, the activity of students' thinking and the diversity of organizational forms, so as to reconcile a good classroom atmosphere. Emphasize students' autonomous learning, and promote students to move their eyes, ears, brains, mouths, hands and hearts to experience.
There is a song "Saint Lucia" in "European Style". I pay attention to students' emotional experience in teaching and encourage students to study actively. In teaching, I use multimedia to introduce the Italian scenery, the artistic style of European nations and the music genre of Venetian boat songs to students. Let the students have a visual experience, and then let the students experience the characteristics of boat songs in the process of singing: three beats give people a shocking feeling, and its emotional color is cheerful, bold and warm.
In a word, interest is a tendentious psychological feature, and he will explore it actively, actively and persistently. Zankov believes that "interest is the catalyst for developing intelligence". Practice has proved that students will be tired of learning if they have no strong interest in learning. When interest is less than infatuation, there will be no inspiration, let alone creativity of thinking. Therefore, in the process of music teaching, teachers should first stimulate students' deep desire to explore, and then stimulate students' cognitive interest. With strong interest, students' spirit will be rich, and their thinking will be flexible and fluent.
First, stimulate interest and cultivate students' self-confidence in singing
Confucius once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." To cultivate students' self-confidence, we must first stimulate their interest. Interest and confidence always complement each other. With interest, you can sing with confidence. Interest is not innate, it depends on the guidance and cultivation of the day after tomorrow. Teachers should stimulate and cultivate students' interest with colorful teaching contents and lively teaching forms according to the laws of students' physical and mental development and aesthetic psychological characteristics.
Music class has its own characteristics, and each song has its own music situation. Teachers should create practical teaching situations according to teaching needs, and guide students at different levels to actively participate in the teaching process through scene reproduction, language description and music appreciation, so that students can happily participate in singing teaching.
According to students' psychological characteristics, games are used to entertain and educate. If the music class only stays at the level of letting students listen to songs and sing passively, it will inevitably make students feel boring. If you learn to sing in the game, such as playing train games while singing, playing ball games while singing, and playing red and green games while singing, you can not only relieve the psychological pressure of students when singing, but also experience the fun of singing. The singing potential of students at the same level makes some students with learning difficulties and unconfident reduce their fear of singing and establish their self-confidence in singing.
Second, create an emotional atmosphere and cultivate students' self-confidence in singing.
Emotion is a person's inner experience and attitude towards objective things. In teaching activities, emotion directly affects students' participation and internalization in teaching activities. It can be said that emotion is a catalyst for the success of teaching, which has the functions of enlightenment, guidance, encouragement and reinforcement. In teaching, teachers should maintain psychological contact with students at the same level with a democratic and equal attitude, and can really squat down and talk to students instead of always facing students with a condescending attitude.
Different students gradually realize themselves and their ability to sing a song well in the process of achieving their goals. In this way, every student can feel the joy of success and give full play to the singing potential of students at different levels, so that some students with learning difficulties and students without self-confidence can reduce their fear of singing and establish their self-confidence in singing.
In short, teachers should skillfully design competition activities that are in line with students' characteristics and easy to be accepted by students according to specific songs, so that students can love music and sing from the heart.
In teaching, I always think that moral education, intellectual education, physical education and aesthetic education are mutually infiltrated, combined and promoted. Therefore, all the courses offered in the primary school stage are only different in the number of courses, and there is no difference between positive and negative courses. As long as it is a course arranged by the school, it must complete the task unconditionally.
In a word, music education not only has the function of assisting and strengthening moral education and intellectual education, but also has the unique educational function that moral education and intellectual education cannot replace. Music education plays an important role in cultivating students' all-round development in morality, intelligence and physical education.
Music teaching in primary schools includes classroom teaching and extracurricular activities. Combined with the teaching equipment of music class in our school and students' music foundation, the realization stage is mainly singing class. My specific approach is:
First, guide the students to read the lyrics.
After the demonstration, students can be instructed to recite the lyrics in standard and fluent Mandarin. Pay attention to the accuracy and clarity of pronunciation and articulation, and require clear pronunciation. At the same time, according to the contents of the lyrics, students are educated in patriotism, love for the party and love for socialism.
Second, guide students to understand the artistic conception of songs.
Song emotions such as "sincerely", "joyfully", "cordially", "warmly" and "solemnly" often appear in the upper left corner of a song, so that students can combine the meaning of the lyrics and try to handle it properly when singing.
Third, reading music training.
When reading music, first give the students the standard sound, that is, the key signature of the song. When students have some difficulties in singing according to the standard sound, they can carry out scale training. Because students' range is narrow, it is really difficult to reach the standard tone, so students can be appropriately reduced and encouraged to practice scales frequently to broaden the range.
Fourth, teach to sing lyrics.
This step is the comprehensive training of the first four steps. First of all, the teacher should sing to the students and listen to them two or three times. For longer or more difficult phrases, we can teach them to sing in sections first, and then we can successfully complete all the teaching. Students can't practice singing until they fully learn this song, because students' reading ability is limited, and once individual phrases are sung wrong, it is difficult to correct them.
In addition, according to the differences of mastering methods in different age groups, I adopt the following teaching methods, and the teaching effect is remarkable.
1. For the students in Grade One and Grade Two, self-control is poor, but they are very energetic, so I adopt the "rhythm teaching method", that is, the songs learned in each class are performed in the form of rhythm, which saves time and effort and also improves students' enthusiasm.
2. For the third and fourth grade students, they have some self-control, but their reading ability is poor. I use the "listening and singing teaching method", that is, in the process of learning, give full play to students' listening and finish the teaching task in the process of listening and watching repeatedly, and the effect is good.
Fifth, use various methods to improve students' interest in learning music.
According to the characteristics of our school, with the new curriculum reform, we use digital piano to teach music while learning music textbooks to stimulate students' interest and improve classroom efficiency, specifically:
1. In the music appreciation class, we can use the existing musical instruments in the school and demonstrate some music to students in combination with the requirements of the new curriculum standard, and change the previous teaching method of playing recordings for students to simply appreciate, so that students can broaden their horizons and improve their aesthetic ability while enjoying.
2. In the teaching of music theory knowledge, in order to avoid the boredom of simply learning theory, situational association teaching is adopted to let students gradually understand and master music knowledge. For example, when learning the true value of notes, students can distinguish different notes by imitating the length of animal calls, which makes it easier for students to master them.
3. Enjoy large-scale symphonies and national orchestral works with multimedia, television, audio and other teaching equipment, so that students can further understand and feel music.
4. In class, let the students sing on stage, cultivate their participation and practical ability, and make the music class more lively.
The above is my experience in the teaching process. I sincerely hope that more students love music and love music.
The four music teaching fields set in the Music Curriculum Standard for Primary School Music Training Volume IV are an interrelated and interpenetrating whole. Teachers should fully understand and master the contents and requirements of various fields of music teaching, integrate them into an organic whole in teaching, and comprehensively improve students' music literacy. But in teaching, teachers often ignore this principle and find a lot of audio materials, and the whole music class is used to enjoy music. This single class type does not conform to the music classroom teaching principle of general education. Teachers ignore their leading role and confuse them with audio-visual education managers. The application of modern multimedia technology makes the "audio-visual combination" of music teaching a reality, which greatly stimulates students' interest in learning and greatly increases the classroom teaching capacity. However, in the process of feeling and enjoying music, teachers often rely too much on multimedia equipment and ignore their leading role in teaching, turning themselves into managers or operators of audio-visual education.
As a music teacher, we should first make it clear that the goal of music education is to cultivate students' perception of music, take aesthetic education as the core, infect students with the beauty of music in the whole music teaching process, and cultivate students' rich emotions in music, so as to gradually form students' healthy musical aesthetic ability. In order to achieve this goal and promote the new curriculum reform, I think that in teaching, students should first have a strong interest in music and feel, experience and express the rich emotional connotation in music. Only in this way can students gradually like music and have a deeper understanding of music. We should actively guide students so that they can benefit not only now, but also for life. Therefore, in music teaching, I will educate and train students from the following two aspects:
First, plan the overall goal of the semester or school year, and realize the long-term goals of students with my small goals.
At the same time of teaching, the teaching goal of music teachers is easily limited to the teaching content of each class, and it is difficult to clearly understand and analyze the actual needs of students. Therefore, although each class is completed according to your own ideas, there is still a deep sense of regret. Teaching practice has proved that the reason is that the overall development goal has not been established. The overall goal is to cultivate students' knowledge, ability and emotional value within a semester or a school year. For example, children in rural areas have become the biggest problem and obstacle in learning to sing because of the limitation and lack of professional music teachers' resources. Then as a music teacher, visual spectrum is the most fundamental ability. In this case, I will make a long-term training goal according to the students' situation, starting with the naming and intonation of scales, so that students can accurately remember and sing seven sounds in a school year, even if they master one sound in a semester. If we set this goal for them from the first grade, we should always train with this small goal. I believe that after graduating from primary school, students can sing any music they like. For another example, junior children like to listen to music and sing according to their favorite rhythm and rhythm with their emotions at that time. In this case, we can set a distant goal of rhythm training, and we can remind you to beat the time gently in ordinary singing and reciting lyrics. Rhythm training runs through the whole process of the classroom, and it has become a habit and implanted in the heart over time. The higher the grade, the more complicated the rhythm, and you will feel comfortable and enjoy the happiness brought by knowledge. Only in this way can the practical purpose of "teaching is for not teaching" be realized.
Second, in the actual teaching process, the pursuit of purpose, effectiveness and innovation.
1, make full preparations with an exploratory heart before class. As a teacher, I think preparing lessons is a necessary link. When preparing lessons, we can find the characteristics and level of students, so as to formulate feasible teaching objectives. In this process, I think teachers should first thoroughly understand the content and requirements of the textbook, refine, discover and explore the three-dimensional goal, teaching content and implementation methods of "my students are my masters", which can correspondingly reduce or improve the teaching requirements, prepare music content closer to children's lives in the textbook, and make children believe that music is around me, simple and happy.
2. At the beginning of class, bring vivid, interesting and vivid language. Vivid, interesting and vivid language description is the main medium to enter music. For music teachers in primary schools, while observing the principle of speaking less, they should pay more attention to using children's language, especially music teaching in lower grades. Teachers should understand students' thoughts and put themselves in their shoes. When designing language in teaching, try to use the language close to their life, and the tone and intonation should also conform to their psychological characteristics, so as to turn boring exercises into students' interest in learning. For example, in the lesson "Little Crow Loves Mom", the little crow in music can be figuratively compared to a sensible child. I described it this way: "The little crow is always in a hurry after school these days, and never has time to play with her classmates. One day, his good friends Du Fu Xiao and Xiao Yan quietly followed the crow to find out after school. Driven by curiosity, we can build a bridge between students' emotions and music through vivid language, so that students can have a strong * * * sound with music when singing, and the performance of being sensible and filial will be touching.
3. In the process of demonstration, it is one of the most direct methods to stimulate students' desire to learn to sing with lively performances. With multimedia equipment, it can't replace the exemplary singing skills of teachers. The teacher's model singing method has more intuitive and vivid advantages than the recorded model singing method. Mainly in primary school students also have a strong sense of learning from teachers, so the teacher's performance singing is more infectious than recording singing. Whether students can better understand and feel music in the teacher's model singing depends on the teacher's basic skills. From children's eyes, you can see their love, understanding and interest in learning music.
Primary school music training log 5 Today's training is taught by two other teachers in the practice group. The two teachers learned the advantages of yesterday's class and combined with their own teaching characteristics to design their own unique style of flowers.
Teacher Yu starts with emotion, creates an atmosphere and guides students to learn songs with beautiful handmade flowers. In order to let students know the style of Beijing folk songs, take the song Clapping Flowers as an analogy to guide students to discover the characteristics of Beijing folk songs. However, because students spend less time on "speaking style", they are not familiar with the lyrics, the overall performance is not very accurate, and they are not sure about the timbre. In terms of intonation and timbre, Mr. Yin has a good grasp of every link from singing details to song style, which is very detailed. Students can accurately grasp the folk song style of songs, and at the same time can create and compose music on the basis of accurate singing. But the fly in the ointment is that the teacher talks too carefully, which reduces the freedom of students' independent thinking. How to give full play to students' ability of independent inquiry and how to intervene and guide teachers are all issues we discuss together.
In recent years, with the diversification of primary school music teaching, various teaching forms have added a lot of elegance to primary school music classes. Among these teaching forms, game teaching plays a vital role in music class. Faubel, a German educator, believes that "games are a tool for children to know the world, a source of happiness and a means to cultivate children's moral quality, which can best show children's enthusiasm and consciousness in the process of playing games. Games are children's instinctive activities and a reflection of their inner world. " The game in primary school music classroom is different from the game teaching in other disciplines. It is not a pure game, but incorporates musical features. We call this special form "music game". "Music game" is just a means of learning music, and it is a game teaching with music as the main body. It must be accompanied by music to achieve the purpose of music teaching. In the past, music teaching in primary schools only focused on whether students learned a song or a certain music knowledge point. The classroom atmosphere is rigid, which makes students not interested in music lessons. What's more, it was considered a minor course at that time, and it didn't matter whether they listened or not. The long-term past will obliterate the instinct of children's all-round development. Then, if music games are added to music lessons, students can give full play to their imagination, make boring music knowledge lively and interesting, and greatly improve the quality of classroom teaching.
Below I will elaborate my four views on music games:
First, the particularity of music games Primary school music class is a unique subject. It learns by singing, dancing and playing, turning boring music knowledge into vivid game teaching, and the classroom atmosphere is relaxed, lively and happy. For example, learning scales, in the past music teaching, teachers only played the piano and students sang along. Now I use the game of "climbing stairs" to let students use their hands and feet together: hands go up one level, feet go upstairs, and then sing scales with the piano. Through this kind of teaching, students' learning enthusiasm is very high and they can master this knowledge point quickly and well.
Second, the fun of music games Music games play a role as a flavoring agent in music teaching, which can make the whole classroom full of vitality, and students can experience the fun of music lessons through music games. For example, when learning animals to talk, show pictures of various small animals and their walking movements. After class, put the animal headdress made before class on the students' heads, and let the students imitate the movements and languages of animals according to the headdress. As a game to regulate activities, its role is to enliven the classroom atmosphere, stimulate children's emotions, adjust the classroom order and improve students' learning enthusiasm. This game is fun-oriented, which can make the classroom atmosphere relaxed, eliminate students' fatigue and let students continue to actively participate in the next link of teaching.
Third, music games can give full play to students' subjectivity. In music class, students should be the masters, and let them give full play to their imagination. Every student is an active participant and creator of music activities, so that learning is no longer a burden. For example, "Twinkling Little Star" in Grade One uses multimedia to show the pictures of stars all over the sky, so that students can create their own actions to show the twinkling stars. Whoever performs well will get a beautiful star. Objective: To cultivate students' creativity, imagination and sensibility to music.
Fourth, in music games, cultivate students' participation ability. In music classes, there are often some timid students who are not good at performing. For such students, we can start with group games and then participate in groups, focusing on their performance. Through such a step-by-step method, these students can actively participate in the activities. For example, in the musical mime "The Story of the Fisherman and the Golden Fish", students like this can let them sing the following songs as a collective chorus first, and other students can play different roles according to their own preferences, so that the whole class can participate in the performance, thus realizing the fun of participating in the performance. To sum up, music games are a bridge for students to learn happy music lessons. Gorky once thought that "games are the way for children to know the world". Only by making children happy in the process of music games can they arouse their heartfelt love for music lessons. In music games, students can not only learn related skills and experience the joy of music activities, but more importantly, they can learn to learn and communicate with others in cooperation, thus exercising their courage and enhancing their self-confidence. Music game is a golden key for students to open the music hall, a bridge for children to learn music, and a pair of vigorous wings for them to roam the music world. As primary school music teachers, we should make continuous efforts to let students learn music, listen to the beautiful melody of music and feel the happiness brought by games.
Poets often say that "Kung Fu is beyond poetry". Art performers also have a famous saying: one minute on stage, ten years off stage. The same is true of music teaching. A good music teaching design lies in the fact that the designers of music teaching usually strengthen their self-cultivation, improve their quality, accumulate wealth and make full preparations.
Through the study in recent days, I think music teachers should first make it clear that the purpose of music education is to cultivate students' understanding of music, take aesthetic education as the core, infect students with the aesthetic feeling of music in the whole music teaching process, cultivate students' rich emotions in music, and let students form healthy musical aesthetic ability step by step.
In teaching, students should first have a strong interest in music and feel, experience and express the rich emotional connotation in music. Only in this way can students gradually like music and have a deeper understanding of music. We should actively guide students so that they can benefit not only now, but also for life. Therefore, we should educate and train students in many ways:
1, through the form of music appreciation, let students know and understand all kinds of musical instruments, and let students participate in their own practice, so that students not only have further contact with musical instruments, but also have a strong interest in all kinds of music in China. So as to improve students' musical aesthetic concept and aesthetic taste.
2. Stimulate students' interest and hobbies in learning music through colorful music teaching forms, enliven the air, and adjust emotions after intense cultural classes, which is beneficial to the study of other classes.
3. Try to improve students' interest in music learning through various methods.
4. In class, let the students sing on stage, cultivate their participation and practical ability, and make the music class more lively.
As mentioned in the course, music classroom teaching is not what the teacher wants others to see, but what the teacher wants students to learn. The concept of the new curriculum is different from before, mainly caring for students' love for music. Therefore, a clear teaching object and teaching purpose is the premise of a good class. If learning to sing is the main purpose, you must sing well; The main focus should be on learning to sing; If the main purpose is song expression and artistic processing, we should work hard on the analysis of song connotation and the training of playing skills; If appreciation is the main purpose, it is necessary to do in-depth research in music appreciation, emotional experience, paragraph analysis and so on.
In short, the truly meaningful classroom teaching is dynamic, interactive between teachers and students (but by no means rehearsed in advance), and it is a contingency process with teaching plans instead of "walking around", designing and improvising at any time. This kind of teaching gives full play to students' dominant position, respects students' unique feelings, embodies the authenticity of classroom teaching, embodies teachers' teaching wit and teaching art, and embodies the dynamic generation characteristics of music discipline itself. Only by taking students as an important resource factor can students spark in the collision of teaching environment, teaching texts and the thinking of teachers and classmates, and classroom teaching can continue to glow brilliantly.
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