1. Model essay on primary school music lecture notes
Let's talk about textbooks first. Let me talk about my understanding of the textbook. Defending the Yellow River is a singing lesson in Unit 5, Volume 2, Grade 6, a music textbook published by People's Education Press. It is the seventh movement of The Yellow River Cantata, a work influenced by Xian Xinghai. The song is in 2/4 beat. The whole song adopts the genre of March, which makes the song full of power with short and powerful beats and fast jumping sounds, and vividly depicts the Yellow River, which symbolizes the spirit of the Chinese nation. It appeared in Yuan Ye in Asia with heroic spirit, praising the nation and depicting the magnificent scene of anti-Japanese heroes fighting to defend the Yellow River and all China.
Second, talk about learning.
As a qualified music teacher, we should not only know the textbooks, but also have a certain grasp of the students' situation in this period. Next, I will briefly analyze some basic situations of students in this period.
I am facing the sixth grade students in primary school. At this stage, students have gradually transitioned to junior high school. Their cognitive ability has gradually risen from perceptual to rational, and they are eager to understand the connotation of music at a deeper level. At this time, it is more important for the teacher to explain the musical elements and analyze the musical works. Teachers should let students listen repeatedly and demonstrate intuitively, so as to broaden their musical horizons. At the same time, some students have entered the stage of voice change during this period, so students should be reminded to pay attention to protecting their voices in the process of singing teaching.
Third, talk about teaching objectives.
The new curriculum standard points out that the teaching objectives should include emotion, attitude and values, process and method, knowledge and skills, and these three-dimensional objectives should be closely linked as an organic whole, so the three-dimensional objectives I designed are as follows:
Emotion, attitude and values: Listen and learn to sing "Defend the Yellow River", feel the scenery of the Yellow River and the scene of the anti-Japanese struggle described in the song, and learn the tenacious struggle spirit of Chinese children.
Process and method: Using the method of group cooperation, we can strengthen the understanding of singing in turn and improve the practical ability of music.
Knowledge and skills: know the rotation and its characteristics, recite songs, complete the rotation of two parts and the change of attention.
Fourth, talk about the difficulties in teaching.
Based on the above analysis of teaching materials, the learning situation and the establishment of teaching objectives, I determine that the focus of this class is to be able to recite songs. The difficulty is to understand the rotation and its characteristics and complete the two-part rotation.
Verb (abbreviation of verb) oral teaching method and learning method
In order to better highlight the key points and break through the difficulties, the teaching methods I adopted in this course mainly include: listening, speaking and cooperation.
Sixth, talk about the teaching process.
This is how I think about the teaching process of this class. The design idea is divided into five links: new lesson introduction-initial feeling-learning to sing-expanding and extending-summarizing homework. Below, I will introduce these five links respectively:
The first link is the introduction of new courses.
Good import is half the battle. In order to stimulate students' interest in learning and create a rich music classroom atmosphere, I adopted audio lead-in in this class. Play the song My China Heart and ask: What did you hear about China in this song? Students can answer freely first. Finally, I make a summary according to the students' answers: there are the Yangtze River, the Great Wall, the Huangshan Mountain and the Yellow River … and the song we learned today is related to one of them. This leads to the new lesson "Defending the Yellow River".
Through this design, it can not only attract students' attention, but also stimulate students' thirst for knowledge, so as to better carry out the next new lesson teaching.
The second link is the initial perception link.
This link is the first link of this new lesson, and I will start teaching according to the students' own characteristics.
First of all, I will play a song "Defending the Yellow River" to my classmates and ask them how they feel after listening to it. Students can answer freely. Through the initial audition, students can generally say that the music is firm and powerful, and the rhythm is short and beating. Then listen to the song again and ask: What kind of scene does the lyrics describe? Students are free to answer. Let me sum up: At first, I described the face of the Yellow River. With the gradual advance of the climax of the song, I described that the anti-Japanese hero took up arms and fought tenaciously with the enemy. The scene is grand and passionate. For such works, students also want to know something about the composer. Let me introduce Xian Xinghai while the iron is hot: he is a people's musician from Panyu, Guangdong. In his short life, he created a large number of songs and orchestral music, especially the Yellow River Chorus "On Taihang Mountain" and "To the Enemy's Rear" composed during War of Resistance against Japanese Aggression's period, among which The Yellow River Cantata was selected as "China Music Classic in the 20th Century" and "Defending the Yellow River".
Through listening for the first time, listening for the second time and asking questions, students can capture the most superficial music information of songs, give full play to their own music perception ability, and prepare for the next step of learning to sing songs.
The third link is learning to sing.
Learning to sing songs is the key link of this course. The new curriculum standard points out that performance is the basic content of learning music and an important way to cultivate students' musical aesthetic ability.
In this session, I will choose to start my teaching by using the teacher's demonstration singing, students' singing along, reciting and learning two-part singing in turn, so as to turn boring into vivid and guide students to practice and explore independently.
First of all, I will lead students to do simple vocal exercises to help them turn on their voices.
Secondly, I can sing, and the students will sing along with me in a low voice, and experience the strength of my songs. Next, I play the piano, and the students solfeggio the music to find out where the rhythm is difficult to sing. Generally speaking, you will find that there are many syncopations and dotted rhythms to be grasped in the score. I will lead the students to practice these places alone and ask them what the function of rest is in the song. Students are free to answer, so let me make a small summary: it is a great strength, and it has the feeling of advancing layer by layer, which shows the continuous growth of the people's armed forces and the rising tide of anti-Japanese. Students are familiar with the music score, so they sing the whole song along with the lyrics and try to recite the song.
Finally, I will lead you to learn two twists. First of all, I will understand the characteristics of rotation by listening and making a summary. Then through a slogan game, experience the singing method of round singing. After students understand and practice, try to sing the first sentence in turn, paying attention to the strength of each part. Another difficulty is that at the end of the chorus, both voices must end at the same time. I will let the students practice the ending sentence alone, and the first part can be sung again when we go to the place of "defending North China". After that, it was entirely the students who took turns singing.
Through this design, not only the classroom activities are enriched, but also students can learn to express songs more easily, master new knowledge more comprehensively, and increase their interest and enthusiasm in learning.
The fourth link is the extension link.
In order to better consolidate the new knowledge that has been mastered and improve the interest in music lessons. First, I ask the students to discuss other movements of the Yellow River Chorus freely, and then make a summary: the first movement, the Yellow River boatman song, the second movement, the Yellow River ode, the third movement, how the water of the Yellow River moves out of the sky, the fourth movement, the Yellow River ballad, the fifth movement, the riverside counterpart song, the sixth movement, the Yellow River resentment and the eighth movement, roar, the Yellow River. Each movement has a unique singing form, such as poetry recitation, mixed chorus and so on. Finally, I will ask students to divide into four groups to create small activities. Each group will perform "Defending the Yellow River" in different performance forms, such as poetry reading, other singing forms and dancing. After that, the group went on stage to perform, evaluate each other and comment on the teacher.
Doing so can not only consolidate the new knowledge learned in this class, but also meet the requirements of the new curriculum standard for all students, lead each student to fully participate in the classroom, and at the same time further stimulate students' interest in music courses.
The fifth link is to summarize the operation link.
A good ending can leave a deep impression on students. In this link, I will carry out an emotional sublimation. Let me sum up with the students: Defending the Yellow River has expressed the aspirations of the people of China and embodied the determination of the people of China to win the victory in War of Resistance against Japanese Aggression. In the past, people were not afraid of sacrifice to defend our motherland, so now we have a better life, so we should work harder and contribute our share to building a better motherland.
In the homework section, I will assign an open homework. Please listen to other movements of the Yellow River Chorus after class.
Seven, say blackboard writing design
2. Primary school music lecture model essay
Teaching material analysis: "Whenever I Walk by the Teacher's Window" is a song of the next semester of the third grade of People's Education Press. The structure of the song is two parts, 24 beats, and the tune is beautiful and affectionate. It praised the teacher's hard work and dedication from the perspective of students, and profoundly expressed his respect and love for the teacher.
Teaching objectives:
According to the structure and data analysis of this textbook, combined with students' cognitive structure and psychological characteristics, I have formulated teaching objectives:
1, will sing with emotion,
2. Let students deeply feel that they are thriving under the careful cultivation of teachers, so as to cultivate their respect and love for teachers.
Emphasis and difficulty in teaching:
Can sing songs with reverence, feel the feelings of loving teachers contained in the songs, and feel the heartfelt respect and love for teachers.
Teaching AIDS:
Multimedia, piano, flute.
Teaching methods:
Combine teachers' own professional advantages with children's curious and active psychological characteristics. I adopted the following teaching methods:
1, story introduction method
2. Multimedia situational attraction method
3, live performance method
4, layers of doubt method
5. Associative analogy
6. Activity method
Simplify complicated information as much as possible, so that children can easily master subject knowledge.
Talking about the teaching process.
First, import:
Combined with children's curious psychological characteristics, I use story introduction: starting with the stories around children, in the multimedia pictures and music of Whenever I Walk by the Teacher's Window, I tell a story that Xiaohong, a very naughty student, often opposes the teacher. I told him that Xiaohong walked by the teacher's window and saw the teacher correcting his homework carefully. Then I used the child's curiosity to lead the child to open the textbook and learn this song.
Second, cultivate students' understanding of musical emotion.
Before learning songs: test the students with questions to guide them to have a preliminary understanding of musical emotions. The teacher plays two songs on the flute, so that students can tell which one is cheerful and which one is lyrical and affectionate. The specific information is: (taking out the flute) Under the wonderful performance of the teacher, the students were enthusiastic and answered one after another.
Third, the song teaching:
On the basis of students' understanding of music emotion just now, play the song so that students can listen carefully and ask: What is the emotion of the song, how strong is it, and how many paragraphs can the song be divided into? Encourage students to take the initiative to answer the teacher's comments. )
Let the students play the rhythm with themselves first and read the lyrics according to the rhythm.
On the basis of being familiar with the rhythm, play music and students sing along with the rhythm. Because the melody is relatively simple, many students can basically sing along.
In order to protect the students' voices, the teacher first takes the students to practice their voices. In order to avoid boring vocal training methods, teachers use the sounds of various animals to guide students to practice their voices. The students are very interested.
At this time, the teacher plays songs to encourage students to hum with the teacher affectionately.
Fourth, student interaction:
On the basis of basic singing skills, let students sing in groups, take turns to lead and chorus, and cultivate students' cooperative skills.
Fifth, emotional communication.
3. Primary school music lecture model essay
A, teaching analysis (a, teaching material analysis
Jumping up is a music appreciation class, which mainly appreciates two different styles of music, sword dance and details. One is intense, and the other is soothing and elegant, which constitutes a sharp contrast. And as background music, two pieces of music have appeared in many movies and TV series. It is easier for students to understand and appreciate the music after remembering the past. The fast-paced music of sword dance can improve the classroom atmosphere, stimulate students' appreciation enthusiasm and experience minuet dance with elegant steps.
(B) Analysis of teaching objects
Students in Grade Four have acquired the initial ability of music appreciation, the ability to distinguish rhythm, melody fluctuation and musical instrument performance, and they are more interested in music that often appears in film and television media but is not paid attention to.
(C) Analysis of teaching environment
In this kind of classroom, the purpose and effect of classroom teaching can be better achieved by using modern information technology and classroom practice activities in cooperation with appreciation teaching. Therefore, it is necessary to set aside an open space for classroom practice activities in classrooms equipped with multimedia facilities.
Second, the teaching objectives
(1) Enjoy orchestral sword dance and clavichord solo minuet. Through the comparison and discussion of different styles, this paper analyzes how different styles of music describe different scenes and what elements are used to express different scenes.
(2) In the process of appreciation, use music software to identify orchestral instruments, and experience the musical characteristics of minuet three beats through dance.
(3) Feel the fierce fighting atmosphere in Sabre Dance, and dance in the soothing elegance of the minuet.
Third, the focus and difficulty of teaching
(A) teaching focus: appreciation and comparative analysis of the characteristics of two pieces of music.
Difficulties in teaching: the rhythm of three minuets and "minuets" music in classroom practice
Fourthly, analyze the teaching methods and learning methods.
Jumping up is a lively and interesting appreciation class, and the appreciation ability of fourth-grade students is in the primary stage. Therefore, this class focuses on students' independent discussion and inquiry, supplemented by teachers' situational guidance. Guided by the teacher's situation, language hints let students find the highlights in the appreciation process. In the process of appreciation, we use different angles and different ways to experience and appreciate teaching methods. Sword dance is appreciated from two angles: simple sound effects and live performances. Different appreciation effects are quite obvious, which makes it easier for students to understand music. From listening to music and appreciating it to experiencing music in the form of dancing, minuet allows students to blend in with music and feel the charm of music. In the process of appreciating sabre dance, let students know the knowledge of orchestral music, discuss and summarize the instruments they have heard with the auditory memory of music as a clue, and the teacher will sort them out, gradually making the knowledge points become realistic, from discussion to summary to combing, thus deepening students' memory of the knowledge points. "minuet dance" is mainly a dance activity, with the participation of teachers and students. After the cooperation between teachers and students, the teacher leads the dance and drives all the students. When dancing, he understands music with his limbs and comprehensive senses. Finally, all the students discuss and summarize the comparison after appreciation, so that students can gradually become independent under the guidance of the teacher and sum up their feelings and ideas in appreciation.
Verb (abbreviation of verb) the combination of information technology and curriculum integration
1, with the introduction of video materials depicting the battlefield, fierce war scenes conform to the theme of the textbook, and better guide students to be interested in the materials in this lesson.
2. Enjoy music from both audio and video perspectives. Simple audio materials are familiar with music, and the sound of the concert will show the music to students in a three-dimensional way to deepen their memory and understanding.
3. Show the whole picture of the orchestra with ppt file, so that students have the necessary impression. Use dynamic animated pictures to form the thumbnail of the orchestra, simplify the distribution of the orchestra, and enable students to remember their groups systematically. Using teaching software to show students the instruments of each group in the orchestra can not only show the appearance of the instruments, but also listen to the timbre of the instruments, deepen students' memory and broaden their musical horizons.
Sixth, after-class summary and reflection
There are a lot of materials in this course, and teachers should carefully balance the distribution of classroom links and the grasp of time. Although the two capitals are dance music, the rhythm of sabre dance is too fast, and students are not very good at dancing together, so try to use sabre dance to improve the classroom atmosphere. The minuet professor should be divided into two classes, from easy to difficult, from single to double.
4. Primary school music lecture model essay
Let's talk about teaching ideas first: The Path of Hometown is the teaching content of Unit 5 of Book 9, and it is a beautiful lyric song in two paragraphs. 4/4, 3/4 beats, D Palace mode, smooth and lyrical tunes. This song expresses people's inner excitement when they recall their happy childhood. The first paragraph of the song consists of two phrases, low and deep, all of which start with a weak beat. Smooth tunes express people's thoughts on familiar roads, evoking good memories of the past. The second phrase also has a temporary tone sandhi. The tone makes people feel how kind and emotional the path is. The second phrase is an octave jump, which makes people seem to recall the happy life of childhood. The song jumped into the second paragraph six times, which made the emotions gradually show up and rose high in the sound zone, sincerely expressing the feelings of loving hometown. The whole song ended with a hum of "mm-hmm", but I couldn't calm down for a long time, and the past was vivid, as if the words "how wonderful my childhood was" had to be confided to you.
In the teaching of this class, I stimulate students' interest in learning music and try to use interesting teaching methods to stimulate students' interest; And create scenarios, so that students can participate, explore and acquire knowledge independently. At the same time, make full use of vivid teaching language throughout the whole teaching process, so as to mobilize students' learning enthusiasm and initiative, and make the whole teaching activity become a process of continuous thinking exchange and spiritual communication between teachers and students, thus cultivating students' innovative thinking ability. Therefore, my teaching methods are as follows:
(1) Aesthetic experience value.
(2) Strengthen the group consciousness in music.
(3) Teaching methods from difficult to easy. Fully mobilize children's senses, make them actively participate in classroom teaching, cultivate students' innovative spirit and practical ability, and break through difficulties and solve problems through group cooperation and questioning.
Second, tell the teaching objectives:
The new curriculum puts forward new requirements for music teaching, and puts forward the basic idea of taking music aesthetics as the core, which should run through the whole process of music teaching and cultivate students' beautiful sentiment and sound personality in a subtle way. The study of basic knowledge and skills of music should organically penetrate into the aesthetic experience of music art, and music teaching should be a process in which teachers and students experience, discover, create, express and enjoy the beauty of music together. Under the guidance of teachers, students should actively experience and feel music. The theme of this lesson is similar to that of the previous one. Because "hometown" is an extension of "home" and a big family. Let us know the basic qualities of a person who loves his home and hometown from his music works. So my teaching goal is:
1. People who can sing in a soft voice can express their love for their hometown.
2. Understand the time-varying and tone-changing marks through composing actions, so that students can further feel the characteristics of triple-beat and quadruple-beat music and strengthen their understanding of time-varying.
3. Sing the two-part chorus well and strengthen the cooperation ability between students.
Three, said the key processing:
According to the age characteristics of the students, I think this class is a music class with singing as the main part. The key point is to sing a two-part song in a soft voice, grasp the rhythm of time change in three beats and four beats, and express the beautiful and lyrical homesickness of the song. In this session, I use the teacher's language to describe the situation. Students imagine beautiful scenery to stimulate their emotions and guide them to sing in a soft voice. In addition, in the form of games, solve and digest the difficulty of changing the rhythm of 3/4 and 4/4, and make it an easy thing to pass on.
Fourth, talk about the teaching process:
1. Organize teaching: listen to music with three beats and four beats, and enter the classroom while doing the rhythm (Harvest of Apples, How I Grow Up). By listening to and feeling the rhythm characteristics of three-beat and four-beat music, students can enhance their impression of the rhythm of two-beat with body movements. Students can tell the difference between these two beats. How do you tell them apart?
2. Guide:
The two songs you just listened to were just learned this semester. Do any of you remember which country wrote this?
So, do you remember the time numbers of these two works?
Use children's interest in the competition to stimulate students' enthusiasm for learning new knowledge. And give timely praise and encouragement.
3, rhythm game, interest leading way:
In the teaching of Hometown Road, we should use games to catch their interest at the beginning, let students participate in it, put forward the key points of this lesson, and digest them through games. For example, listening to the accompaniment music of the song "The Road to Hometown", the teacher leads everyone to make a clap game with variable time, so that students can understand the characteristics of the song with variable time through the simple action of clapping. First of all, the teacher stipulated a set of actions to show the law of three beats and four beats, such as: three beats-clapping, clapping and clapping; Four beats-clap your hands, nod your hands, nod your hands, nod your hands. The teacher holds the time sign cards (3/4 and 4/4) to lead the students to do the action. Different cards represent different beats. Secondly, let the students use their brains to create a unique set of actions to share with you; Finally, the teacher once again attracted the students' attention and collectively played music games with variable rhythm:
According to the characteristics of the music beat played by the teacher, make different prescribed actions.
And all this is just for the teaching and singing of the song "The Road to Hometown" and the grasp of the variable beat rhythm in the song. Through the above exercises, the difficulties in music score teaching have been solved, and obstacles have been removed for the teaching of new courses. The lively learning atmosphere created by this kind of teaching can mobilize students' abilities and conditions in all aspects of body and mind. And let students understand that life itself is the source of music.
4. Test listening and identify tone sandhi signs:
Everyone practiced very well just now. Now the teacher wants to test your listening. Please listen to these two phrases played by the teacher. What is the difference?
Play the second phrase of the song, change the tone sandhi once and let the students hear the difference. Practice singing and solve the singing of key sounds.
5, familiar with melody, cooperative learning to sing:
Through the singing and teaching of the old teachers' college, students can be familiar with the melody of songs and understand the lyrics, and clap their hands to convey the form of games in rhythm while reading the lyrics. In addition, let them sing in groups, groups and boys and girls. Gradually reduce the learning difficulty of students from easy to difficult, and make the learning effect get twice the result with half the effort.
Pay attention to the emotional experience in the process of singing, and guide students to grasp the musical expression form and emotional connotation as a whole according to the aesthetic performance characteristics of musical art, and understand the role of musical elements in musical expression. Finally, according to the treatment, the song will be sung completely with emotion.
6, the end of the song:
The design of this course strives to embody the people-oriented idea, pay attention to students' active development, cultivate students' ability and improve their musical literacy through full music practice. Multimedia teaching methods bring vitality to the classroom, inject vitality, make up for the single teaching method in teaching, and give students intuitive aesthetic enjoyment.
Five, said the courseware design:
Page 1: With beautiful pictures as the background, insert music in the third and fourth beats, and do actions while listening to music to stimulate their interest and curiosity.
Page 2: Schematic diagram of the dynamics law of three beats and four beats. Rhythm chart when playing games.
Page 3: the playing spectrum of the changing notes.
Page 4: Lyrics of the song "Hometown Road". Play games by reading words.
Page 5: Atlas of Songs of Hometown Road.
5. Primary school music lecture model essay
1, Analysis of Songs in Spoken Textbooks (1)
"Pick a Folk Song" is a lively and lively children's song. The whole song adopts the rhythm characteristics of Han folk tones, especially the physical accompaniment of clapping and stamping in the song, which adds a happy atmosphere to the song. Verbs such as "stepping", "picking", "running", "taking" and "drifting" in the lyrics vividly describe the happy scene of rural children picking mountains in the rain.
(2) Teaching objectives
A. By listening, participating and experiencing, let students feel the flexible figure and happy mood of children when they pick mountains barefoot in drizzle, and enrich their emotional experience.
B, learn to sing the song "Cai Shan" with a cheerful and lively mood and a vibrant and elastic voice.
C, can take the initiative to participate in group creative activities, boldly perform impromptu songs, and can experience the happiness of cooperation with others in the activities, and learn to love nature and life.
(3) Teaching emphasis: I can learn to sing the song "Cai Shan" by experience and independent inquiry, and I can take the initiative to participate in group creative activities and boldly perform impromptu songs.
Reasons for the key arrangement: this song is close to students' life experience, and students are required to learn through experience in teaching, which is conducive to the emotional expression of the song; On the mountain after the rain, there are many other plants besides mushrooms, fungus and wild fruits. Therefore, the creation and performance of lyrics become the focus of teaching, which can improve students' innovative ability.
(4) Teaching difficulties: the systematic study and understanding of lyrics can better express the emotion of songs.
The reason for the difficulty: Because this lesson is the second lesson for students to enter the third grade, it is still difficult for children to understand the meaning of lyrics and sing songs confidently and expressively. Only by understanding and mastering the lyrics and music notation in songs can we accurately express songs and emotions.
(5) Preparation of teaching AIDS: tape recorder and electronic organ.
2. Oral teaching method
According to the teaching objectives of this course and students' reality, the following teaching methods are mainly adopted in teaching: creating situational method, dialogue, theme synthesis and practice.
3. Speaking and learning methods
According to the teaching objectives of this course and students' reality, the following learning methods are determined: overall perception method, conversation method, group cooperation method, independent inquiry method and practice method.
4, said the teaching process
(1) Organize teaching: Say hello to teachers and students and conduct class ceremonies!
(2) Introduction: Talk about the knowledge about mountain areas, including ethnic customs, products and scenery in mountain areas. , will stimulate children's interest.
Design intention: Friendly conversation can make students feel the beauty of mountains, get interested in things in mountains, and lay a good foundation for learning new songs, thus introducing a new lesson-picking mountains.
(3) Vocal practice: jumping practice (53 1∣53 1∣), with mi and ma as vowels.
Singing requirements: Hold your head high, keep your feet shoulder-width, inhale fancy smells, practice skipping rope with different pitches, and sing simply and flexibly.
Design intention: Simple vocal music training, so that students can practice independently and practice the breathing methods they have just learned to prepare for singing new songs.
(4) New curriculum
A. listen to the tape and perceive the song as a whole.
B, imitate the teacher to recite the lyrics according to the rhythm.
C, electronic piano accompaniment, the teacher sings, and the students sing along.
D, song processing (add the rhythm of clapping and stamping according to the requirements of the textbook).
E. Sing the song completely (pay attention to the prelude).
F, take 2-3 students to sing solo, accompanied by the teacher, evaluate after singing, absorb the strengths of others and make up for their shortcomings.
G, learn to recognize music, and can contact the piano and sing 2-3 phrases.
H, combine songs and learn music scores.
Design intention: According to the physiological characteristics and learning characteristics of junior students, adopting forms that students are interested in, such as rhythm imitation and rhythm, can reduce the teaching difficulty. The learning of songs is to find a breakthrough from the situational characteristics, lyrics characteristics and melody characteristics of songs and learn songs as a whole.
5. Explore performing talents
(1) Free combination (group of 8 people).
(2) Create lyrics. Besides "picking mushrooms", "picking fungus" and "picking wild fruits" in the song, do you have other forms of picking mountains in the rain? Let the students write lyrics, find more fun when choosing mountains, and express them in their favorite form.
(3) Performing in groups.
(4) Group self-evaluation and mutual evaluation.
Design intention: Through group discussion and performance, students can learn and participate in music in their own unique way, express their personal feelings, enjoy the fun of music, and cultivate the sense of cooperation and team spirit. In addition, returning the initiative of evaluation to students and actively guiding them to conduct self-evaluation and mutual evaluation can promote students to face up to themselves, respect others and improve their ability of identification, analysis and expression.
6. Summary of assessment
This paper evaluates students' participation attitude, degree of participation, desire for cooperation and coordination, music experience and imitation ability, performance ability, attitude to explore music and creative ability in music practice.
7. Walk out of the classroom with the music.
In short, in the whole teaching process, we strive to embody the student-oriented thought and pay attention to the individualized development of students. From the presentation of goals to the arrangement of process, the determination of learning methods and even the presentation of learning results, students have greater autonomy, practicality and creativity, and are also influenced by beauty.