Teaching and research topics: student-oriented, optimizing classroom teaching content and promoting students' autonomous learning.
Teaching philosophy:
"New Curriculum Standard" advocates that students should experience, create and express more in teaching. In this class, my goal is to take students as the main body and let every student in the class move to participate in music activities.
Vision-Stimulating Learning Interest
Dynamic express music
Playing-improving musical skills
Singing-Meeting the Teaching Requirements
Teaching content:
1, learn to sing Wahaha.
2. Performing song and dance performances and instrumental accompaniment of songs.
Teaching material analysis:
Wahaha, 1 song, is a folk song in Xinjiang, which depicts the beautiful rivers and mountains of the motherland and the happy life of the people in Xinjiang with children's language and rhythm with Xinjiang characteristics. The meaning of the song is simple, the rhythm is lively, and the one-paragraph form makes it easier for children to remember the melody.
The second class is mainly to let students get a preliminary understanding of Xinjiang folk songs and dances, and to highlight national characteristics in teaching.
Teaching objectives:
1 emotional goal: through the study and performance of songs, let students have a deep love for the life and culture of the motherland and other ethnic minorities; Cultivate students' yearning and pursuit of a better life and a positive and optimistic attitude towards life in a subtle way.
2 cognitive goals:
(1) Through imitation, students can learn songs intuitively and master the melody and rhythm of songs in imitation;
(2) In the interaction and cooperation between teachers and students, learn the basic Xinjiang dance movements. Cultivate students' ability to understand and express music.
3 ability objectives:
(1) Through the learning process of learning to sing-knowing to sing-performing this Xinjiang folk song, cultivate and improve students' sensitivity and expressiveness to music.
(2) Through the training of seeing, listening, singing and acting in the process of learning songs, we can strengthen students' ability of composing rhythm and movements, cultivate students' initial ability of music creation, and improve students' ability of mastering and expressing music.
(3) Training students' ability to coordinate and cooperate with each other through the accompaniment of percussion instruments.
Teaching focus:
Students can sing songs cheerfully and enthusiastically, and can use simple Xinjiang dialect.
Free combination of dance movements.
Characteristics and rhythm of Xinjiang songs.
Teaching tools:
Computer, CD, tambourine, castanet, triangle, grape map, courseware.
Teaching hours: one class hour.
Teaching process:
Students dance into the classroom at will to the beat of the music, and then sit down.
First, say hello to teachers and students.
Second, the introduction of new courses.
1, enjoy the Xinjiang scenery video
Teacher: The teacher wants to take us to a beautiful place today. When we get there, let's see who can tell us where that place is.
Improve students' interest in learning through suspense and watching Xinjiang scenery videos. )
Health: (enthusiastically) Xinjiang.
Teacher: Yes! It's Xinjiang, so who can tell the teacher which of our 56 ethnic groups mainly lives in Xinjiang?
Health: Uighurs.
Teacher: You are great! Yes! They are Uighurs.
Teacher: (Introduce Xinjiang customs-Xinjiang is located in the northwest of China and is an inseparable part of our Chinese nation).
Design concept: The new curriculum standard also advocates that students should experience, create and express more in teaching. With students as the main body, let every student in the class move to participate in music activities. )
Vision-Stimulating Learning Interest
Dynamic express music
Playing-improving musical skills
Singing-Meeting the Teaching Requirements
They are our Chinese sons and daughters. We should love them and unite them closely.
Through the dialogue between teachers and students, students can have a deeper understanding of Xinjiang and carry out ideological education at the same time. )
2. Show the topic Wahaha, play songs, answer questions and play games.
Teacher: Who can tell me what is the specialty of Xinjiang?
Health: (enthusiastically) grapes and cantaloupes.
Teacher: Yes, the most representative local products are cantaloupe and grapes. Hami in Xinjiang is rich in cantaloupe, and Turpan is rich in strings of purple grapes. Therefore, Xinjiang people like to warmly entertain guests from afar with grapes and cantaloupes. Now let's pick grapes. What kind of grapes can we pick? As long as the elements on the grapes are consistent with the current songs, you can pick them.
A kind of pain, sadness; B lively and cheerful; C lyrical and soft; d X×××； e XXf X；
3. Evaluate the correct answers and beat the rhythm.
Design concept: Learning while listening to music, that is, learning songs imperceptibly and solving teaching difficulties in games. )
Third, teach new lessons.
Teacher: The teacher made the rhythm more difficult. Do you have the confidence to beat it?
Health: Yes!
Teacher: Show the rhythm courseware xx ∣ xx xx ||
Design concept: Rhythm training cultivates students' sense of rhythm, and also consolidates and strengthens the difficulties, making it easier for students to learn songs. )
Health: practice rhythm.
Teacher: I'll put the melody up now, and you can hum it with Lu.
Health: Hum.
Teacher: Just now, you have successfully completed the task assigned by the teacher. Can we have another drink? (Showing the second rhythm) xá××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××
Health: practice rhythm.
Teacher: Play music on the piano, and students will hum along with Lu.
Design concept: Humming melody is the basis of singing songs, which can make songs easier and more accurate when singing. )
Fourth, extend teaching.
Teacher: The students sing accurately and beautifully. In order to reward you, the teacher invited friends from Xinjiang to dance for you. Let's clap.
1, play Xinjiang dance video.
Teacher: Uighurs in Xinjiang can sing and dance well, and the students in our class are very clever. Let's dance to the music.
2. Play Wahaha songs repeatedly, students dance freely, the teacher walks into the students while dancing, and invites some students to perform on stage.
Design concept: Students can listen to songs while dancing, enjoy themselves, cultivate their interest in music, coordinate the harmony between body and melody, and learn songs through repeated listening and moving. So in the end, the students couldn't help singing. The scene was singing and dancing. )
Fifth, the aesthetic teaching of songs.
Teacher: Instruct students how to sing beautiful voices.
Student: Sing it to your deskmate (softly) and everyone (casually).
Design concept: Let students form a good habit of singing, listen before singing, then speak softly and learn to sing with beautiful songs. Pay attention to both auditory training and aesthetic experience. )
Sixth, skills training.
Teacher: Please take out your little musical instrument (show me the rhythm table).
Bells and drums: ×××||
Double castanets: ××××|||
Triangle iron: × 0 ∣ × 0 ||
Student: Practice freely first, and then play with individual instruments.
Teacher: Point out the shortcomings and do intensive exercises.
Design concept: cultivate students' ability of cooperation and coordination and improve students' interest in music. )
1, music, class ensemble.
Step 2 perform casually
Teacher: After studying Wahaha, the teacher found that the students in our class are really versatile. Now, I play music, and the students can dance if they want, sing if they want and play if they want.
Design concept: Cultivate students' ability to dare to express music, and fall in love with music while enjoying entertainment. )
Seven. abstract
Teacher: I see you have shown so many talents happily in your study in Wahaha. I hope you are happy in your mother's arms and unite people of all ethnic groups to grow sturdily. Dissolve the class
Student: Students dance Xinjiang to the music and walk out of the classroom.