Elementary school music second grade teaching reflection 3
As a teacher who arrived at the post soon, one of our work is to teach, on the learning of new ways of teaching, we can record in the teaching reflection, how to write the teaching reflection is more can play its role? The following is what I have organized for you in the second grade of elementary school music teaching reflection, just for reference, I hope to be able to help you.
Primary school music second grade teaching reflection 1
First, the basis of the material
This lesson is the human education version of the "experimental textbook of compulsory education curriculum standards? Music" (third grade next book) Unit 8 colorful life second lesson.
Second, the requirements of the standard and analysis
The teaching process of music class is the process of practicing the art of music. Therefore, all areas of music teaching should pay attention to the students' artistic practice, and actively guide students to participate in various music activities, as the basic way for students to enter the music, music aesthetic experience. Through the practice of music art, enhance students' self-confidence in music performance, and cultivate a good sense of cooperation and team spirit. Therefore, this lesson "dove" teaching through the study of the song two-voice rounds, or rounds can hear the two voices, feel the ability to teamwork.
Third, the analysis of teaching materials
The White Dove is a Czech folk song, two-voice round song, **** there are three phrases composed of the song melody using the cascade way, rising, falling, melody clear and smooth, but the same tone repeatedly at the same place, the pitch is still a little difficult, the direction of the melody and the intensity of the changes in the tightly coupled, for the third grade students to be good. The melodic direction and the change of intensity are closely related, which should be a good practice for third graders.
Fourth, student analysis
Third-grade students personality differences, is the formation of self-confidence in the critical period, the natural world and a variety of sound curious and interesting, able to use their own voices and musical instruments to mimic the ability to familiarize themselves with the song and the music humming, or in the physical response, happy to participate in a variety of singing activities and They can gradually master and utilize their singing skills, and can sing solo, chorus, and rounds with their natural voices. They are also willing to participate in a variety of performance forms.
V. Teaching objectives
Through the study of this lesson, let the students learn to look at the "pigeons" of the song sheet for two-voice rounds of singing, can play the melody with the mouth organ, and, ensemble, rounds of playing; can listen to identify the two parts of the voice, feel the two parts of the voice of the performance of the beauty of the harmony, and can emotionally sing the "doves" to show that the dove's lovely, and also guide the students to more love of life. At the same time to guide the students more love of life, feel the beauty of things around.
Six Teaching Points
Key points: accurate and emotional learning to sing, can use the mouth organ to play the melody.
Difficulties: accurate, hierarchical rounds of singing.
VII. Teaching strategies
In order to complete the lesson standards and teaching tasks, I designed the following teaching strategies:
1, to create an emotional atmosphere, stimulate students' interest in learning. Before learning a new lesson, play a video of a square dove release accompanied by a wonderful song, today is your birthday, my China, early in the morning I release a group of doves. Let the students feel from the inside of the beautiful white doves, on behalf of world peace, which is the flight of peace, the flight of friendship.
2, guide students to feel the music, cleverly designed teaching links, according to the content of the song, cleverly designed teaching links, so as to play a half-hearted effect. Learning songs, the teaching focus on the song's understanding and performance as well as two-voice singing and processing, first of all, through the storytelling introduction to the new class, so that students have curiosity, stimulate the students' interest in learning, and then through the design of the scale game skillfully mastered the melody of the song, so that the students have a better grasp of the tone of voice, for the next step of the two-voice singing play a good role in the rotation.
3, feel the mood of the song, cooperative exploration. Students in small groups as a unit to discuss, according to the content of the song, the mood of the song to create practical activities to cultivate the students' sense of subjectivity, sense of cooperation. When learning the song, the teacher let two students for a group of lyrics diatonic recitation training, monophonic harmonica training, diatonic harmonica training, for the performance of diatonic song rotation training to lay a good foundation for the students to fully feel the beauty of the diatonic harmony, and finally, let the students after class to collect about the dove of some songs, feel the different musical styles.
Preparation before class
Multimedia courseware, electronic piano.
Eight, the teaching process and design intent
(a) passionate interest
1, the video introduction: flying pigeons
Today there is a small guest with us a piece of it, who is it?
Tell us where the dove was released?
Which student will describe the form of the dove, what does it look like?
The dove is beautiful and gentle, so what does it do?
It can deliver letters for us, is a good partner of mankind, legend, in the Bible, the book of Genesis recorded that: there was a huge flood, Noah built an ark floating on the water. One day he released a dove and asked it to inquire about the rising and falling of the floodwaters. The dove flew back with a fresh olive branch in its beak, and Noah was happy to know that the flood waters had begun to recede and land had appeared, so the dove and the olive branch became the origin of the symbol of peace.
(Design intention: by watching the spectacular scene before the release of the dove, touched the students, so that the students initially understand the lovely image of the dove,)
2, music games: scale climb climb climb
The classroom display of the C major scale animation, to attract the attention of the students to familiarize themselves with the scale of each tone, because the melody of the song using the cascade way, up, down must be sung!
3. Sound practice, imitate the sound of a dove.
Do you know how to coo like a pigeon? (coo coo coo) It's so beautiful! The teacher guides the soft imitation.
4. Feel the melody:
(1) Listen to this cute little bird want to sing!
The teacher sings: 5444∣4333∣22∣5-∣5444∣4333∣22∣1-∣
Hum it with a coo
(2) The little dove calls out to everyone to sing along!
(3) Come, raise your head and chest to be a godly little dove.
(4)Singing is really good, the little doves sound lighter, a little elasticity would be better
(Design intention: to let the students through practice exercises, feel the music, stimulate interest, and lay a foundation for learning new songs.)
(B) learning a new song
1, enjoy the song (play the song, show the monophonic sheet music)
Today, the little pigeon has brought you a nice song called "White Dove". Does it sound good?
(play the first time)
2, listen carefully, how many lines in the song ***? First listen to the teacher read the lyrics, you try. Which of the three lines of the melody we are familiar with? By the way, these two melodies are the same, but the lyrics have changed. (Play it a second time)
3. Let's read the lyrics together. (Rhythmic and clear)
4. I'm going to have a hard time, who can sing the first line of the song?
(Students can give different opinions, try to sing) (play the third time)
5, really good, let's sing it in full.
6 The students mastered the song melody and practiced playing the mouth organ.
6, What do you think the little pigeon is doing flying to the window?
7, the little boy sleeps so well! What kind of emotion do we use to call him? Sharp, affectionate, jumping sounds.
(through the appreciation of the song, practice singing, mouth organ playing, etc., so that students fully feel the song, learn the song)
(D) song rounds and improve
1, the little white dove is so cute, then the teacher is going to organize a little white dove chorus, you say we sing in unison in addition to singing there are any different singing styles? Leader, sing in unison.
2, today we will try to sing in rounds. Rotational singing is characterized by two voices, one before and one after the singing. (Show the two-voice dynamic sheet)
3, let's see, the first part and the second part of the melody is the same? Then which voice part sings first? Notice that the first voice has one more fast get up than the second.
We all divided into two parts, sing together.
4. Divide the students into groups of two to try to practice and better complete the song, performance of the song.
5. Sing in a natural voice, and hear the other voice while you sing.
6. Students sing the song in its entirety.
7, the song performance "Dove"
Our little dove in addition to singing well, when it is also very elegant dance Oh. Who would like to dance with the pigeons (play the song)
(E) Summary
May we all love the pigeons and maintain peace, and hope that the pigeons can send our blessed songs to all parts of the world. In the sound of the song, guide the students to perform and sing the song as they walk out of the music classroom to end this music lesson
Elementary School Music Grade 2 Teaching Reflection 2"Lovely Home" is a two-part chorus song. The song depicts a warm and lovely family, the music is beautiful and lyrical, the rhythm is stretching, the melody is smooth, and it shows the praise and yearning for a happy life. The focus of the teaching of the song is to sing the song with a beautiful, peaceful voice, and the difficulty is to perform the song with a harmonious two-voice chorus with an infectious feeling.
The whole class, the teacher through music activities, singing teaching, creating lyrics and other forms of teaching, so that students in the "love" feeling to feel the music, in the "love" call to arouse the students to learn the desire of music. Through the study, students feel the love of father and mother and the warmth of the family, which inspires children to love their own home. Fully embodies the "music-based", "education-based" art principles.
Teaching I strive to express the musical image on the basis of "together", so before the chorus teaching, let the students look at the melody of the low voice, the whole listening to the chorus part of the melody, so that the students in the listening to "find" the melody of the low voice, and sing along. In the process of singing, the melody of the high and low voices is designed as the voice of a character in the family, and the melody modeling method is used to learn to sing the two voices, or practice singing the melody of the corresponding character independently in small groups and sing the melody interchangeably. The first time I saw this, I was able to get the ball rolling, and I was able to get the ball rolling, and I was able to get the ball rolling.
In addition, in the teaching process, the unity of the students' voices is very important. On the one hand, in the usual teaching of students, I pay more attention to their singing habits of routine training. Have a good tone, the chorus of the song can produce harmony, more beautiful effect. In this lesson, I asked the students to harmonize their voices, so as to achieve a better aesthetic experience in the auditory, so as to achieve the purpose of choral teaching.
This section of the music class teacher passion, commitment and infectious is not deep enough. In the new song teaching link, the students are not enough to point out the difficult points. Due to the influence of students' family conditions, living environment and music foundation, many students rarely contact music outside the classroom, students are unfamiliar with music knowledge, music terminology, in the absence of a systematic review, the accuracy of students' classroom speeches is not high. In response to this phenomenon, teachers in the future music teaching process should actively think, create a suitable method for our students to learn music, so as to improve students' musical literacy.
First, the subject of analysis
"Cat and Tiger Song" is the experimental textbook of the standards for compulsory education curriculum human voice textbook music in the fourth book of the "King of Beasts" in the teaching of a theme, the material content is taken from a folk tale, portraying a clever and cunning cat image, humorous and witty, very rich in children's interest, catering to the lower grades students love to learn, and the students are very interested in the music. The material is based on a folk tale that portrays a clever and cunning cat, which is humorous, witty, and very interesting to children, and caters to the nature of lower grade students who love small animals. Through the study of this lesson to make students feel the music portrayed by the music image, educate students to love and care for human friends - animals.
Teaching Objectives
1, through listening and singing, feel the music portrayed by the image of the animals, educate students to love human friends - animals, and enhance the awareness of animal protection.
2. Cultivate students' creative interest and ability to create, and actively cooperate with classmates to create performances to express the theme of this lesson.
3. To be able to sing the song "Cat and Tiger Song" with clear biting and spitting, and to perform it emotionally.
3. Teaching key points and difficulties.
1. Mastery of the rhythm of the closing phrase.
2, through a variety of experiential activities, give full play to the students' imagination, with a variety of forms of creative expression of the story of the cat and the tiger.
Fourth, the teaching process
(a), create a situation,
1, the media show the big forest scene, the little animals playing in the forest. Teachers use language to depict the picture scene.
2. Question: Who is the king of the forest? (The media show the tiger picture)
3, with a variety of ways to express the image of the tiger.
(1) Teachers ask: can you sing songs about tigers?
(2) Teachers ask: use voice, movement or percussion instruments to imitate the tiger's demeanor and expression.
(By imitating the tiger's demeanor and expression of this practical activity, stimulate students' interest in learning, attract students to actively participate in learning, on the one hand, to meet the students' desire to perform, but also to make students initially perceive the concept that the tiger is powerful, for the next part of the learning to make a good preparation.)
4, the performance of the image of the kitten.
Teacher: There is an animal and the tiger looks like, do you know what it is? (Elicit kitten)
Teacher: Can you use voice, movement or percussion instruments to imitate the kitten's demeanor and expression.
(a), the story of the introduction of the subject
1, the teacher narrated the story: children's performance just now is really great, in order to reward you, the teacher will tell you a story about the kitten and the tiger. (Media display pictures of cats and tigers) In a long, long time ago, there was a tiger had to worship a cat as a master to learn the skills. The cat master will teach the tiger one by one, the tiger thought of their own skills have been learned, the spirit of the living specifically to bully the small animals in the forest. The little animals were very afraid, and the tiger was even more powerful. At this time, the cunning fox gave the tiger an idea and said: king king, if you can eat the cat, then you can be "the world's first", the tiger thought: hey! The tiger thought, "Oh, that's a good idea! The next day, the forest animals are playing in the forest lively, a loud roar, scared the small animals are trembling, one by one all fled. The cat did not expect the tiger will come to eat it, when the tiger to pounce on the "master" of the moment, but the cat was not eaten by the tiger, you think: the cat master with what a good way to fight the tiger?
(Tip: Teacher to say while showing the cat's cleverness and the tiger's vigor, majestic image)
(Through the teacher to tell the story of this practical activity, on the one hand, to stimulate students' interest in learning, attracting students to participate in the study actively, on the other hand, also stimulate the students' desire to perform, will be following the performance of a good pad.)
2, students to discuss, free to express their views.
(Tip: here to take into account the student's dispersal of a variety of thinking, skillful evaluation, and can be a good collection of this kind of thinking back) [such as the cat master left a "tree climbing" skills did not teach the tiger, the cat dexterously climbed a tree, the tiger's ambitions did not succeed and so on]
The cat's ability to climb a tree, and the tiger's ambitions did not succeed, and so on. Strong> (2), teaching for fun Doubtful introduction, learn the song Teacher: Transitional language: Wow, everyone is very capable! The cat master has thought of a lot of ways to help! The cat master in the end with what good way it? We came together to listen to a listen! 1, play the model song "Cat and Tiger Song", students listen to the feeling. (Set up suspense, inspired the curiosity of students, so that students can learn the song with questions.) 2. Teachers and students discuss the content of the lyrics. Method one, say: "lions and leopards are cats, and the tigers are made to be confused ah". A. Students imitate the tiger being confused. B. Naming students to read the lyrics while acting, "The tiger was confused". C. The teacher reads "The tiger is confused" in rhythm. D. Read the lyrics in rhythm. Method 2: I'm your master", the king of the forest! Teacher: Transitional language: the tiger was confused ah, by the time the tiger froze, the kitten quickly climbed up the tree, and loudly asked the tiger; king of the forest, you serve or not! A. Named students to learn a kitten said "king of the forest, you serve or not!" The tone of this sentence. B. Teachers and students commented and concluded that the kitten was proud and pleased. C. Students read the lyrics in rhythm D. Inspire students to imagine the kitten shouting to the tiger under the tree, so that students can grasp the tense of the word "king". (This link allows students to say that the cat fights with the tiger to use the method, to solve and break through the rhythm of the lyrics of the difficult, deepen the students' understanding of the lyrics. Learning to sing the song laid the foundation) 3, the teacher summarized, revealing the subject: this is really a smart and witty kitten, let's come back to the kitten to fight the big tiger to recall the process of singing and acting (once again, play the recording of the model singing). (1) The teacher played the piano slowly, and the students hummed the first verse softly. (2) Teacher sings the first verse, students listen to learn to sing (3) students to put forward in the singing of the need for help, ask the students who can sing the sentence to sing, and be a small teacher to teach a lesson. (4) Sing the first verse collectively (5) Learn to sing the second verse in the same way (6) Sing the whole song in its entirety (7) Ask the two groups of students to sing the song, and the other students to comment. Ask to master the rhythmic difficulties of the two concluding lines, as well as sing the tone and demeanor of the cat and the tiger. (8) Collective song performance "Cat and Tiger Song" (C), creative performance Teacher: Transitional language: the song of the kitten encountered a tiger, with their own cleverness, resourcefulness, and saved themselves, so the kitten encountered the tiger again, they will be what happened between the story? Here we group to make up, tell, act. A storytelling 1, the students group to create a story 2, the group to tell a story made up, teachers and students randomly comment B acting story Teacher: Transitional language, the children speak really wonderful, so that we know a lot of stories that happen between cats and tigers, can you through the following forms of your story to act out a story? (percussion instruments, situational drama, skits, mime, etc.) 3, students free to choose the form of the program, group rehearsal, the teacher distributes gongs, drums, cymbals, triangles, clanging bells, sandballs, and homemade percussion instruments, ready to provide assistance to students. Four, the perfect end of the lesson Students this class we have learned the song "Cat Tiger Song", which is a folk song style song, humor and witty, very rich in children's interest. Teaching Reflection "Cat and Tiger Song" is a very interesting song, it is adapted from the story, so I designed the introduction is "tiger worship" story. The story is told vividly, the expression is done, and sometimes students are also allowed to say a little, so that students can grasp the cat and tiger personality traits. At the end of the song, I let the students perform the song in order to consolidate it. Because of the previous story as a foundation, the students have a better grasp of the cat and tiger's personality. In the whole teaching activities, I use a variety of means to create a harmonious, democratic and pleasant learning atmosphere for students, and arranged percussion accompaniment, song performance and other teaching content, the formation of a teacher-led, student-oriented music classroom teaching mode, so that the students of the whole class are immersed in a happy atmosphere. The design of each teaching link emphasizes the cultivation of students' creative interest and creative ability, so that students can learn music, feel music and express music in a relaxed atmosphere. In the compilation and creation activities, students are encouraged to make artistic innovations, thus causing the sublimation of feelings. But the whole lesson down there are some regrets, such as in the song teaching time is arranged less, expansion and introduction of the part is too much; in the sound requirements did not do meticulous in place. It has been proven that contextualized teaching in the lower grades can stimulate students' deep interest in music. Through the teaching of this class, I y feel that in the teaching process, the teacher should be based on the teaching objectives, the use of students curious, active, inquisitive psychological characteristics, and closely combined with the characteristics of the music class, the use of a variety of means to create a real, novel, interesting learning situation, so that they are in the lively, lively, pleasant, harmonious atmosphere to cause positive emotional **** Ming, so as to obtain the best teaching results.