As a new people's teacher, classroom teaching is one of our tasks. With the help of teaching reflection, we can improve our teaching ability quickly, so let's refer to the teaching reflection we need! The following is my reflection on the teaching of Pastoral, which I collected for you. I welcome your reference and hope it will help you. Reflection on Pastoral Teaching 1
I think the key to success in pastoral teaching lies in liberating students from the traditional teaching mode in the whole teaching process, giving them the greatest opportunity to feel, experience, imagine and express themselves in space, so that they can fully display their talents, tap their potential, release their emotions and experience success.
In the teaching of this class, I created an equal and harmonious teaching atmosphere, paid attention to students' emotions, and fully let students speak, play, sing, dance, imagine and create from conversation, praise and activities, so that children can feel the joy of learning, the charm of music and the joy of success. It is mentioned in the new "Standard" that all teaching activities of music class should be student-centered, with interaction between teachers and students, and students' feelings about music and their participation in music activities should be placed in an important position. This class pays attention to students' development, fully believes in students' ability, and makes every student actively participate in teaching activities.
The famous educator Suhomlinski said: The perception and understanding of beauty is the core and the main point of aesthetic education. This lesson puts perception in an important position. Listening is a prerequisite for perceiving and understanding music, and it is also the most important process of artistic practice. Therefore, we should start with listening, let students feel the mood of music and be familiar with the melody of music, and then guide students to feel the emotion of songs from the lyrics, and feel the life reflected by songs through imagination and imitation. Finally, through students' perception, students are guided to express the beauty of music from singing, dancing, accompaniment and creation. In addition, this class also gives many students the opportunity to show themselves. Each student is both a creator, a performer and an appreciator.
However, there are also some shortcomings in this class. For example, students can learn songs in a more flexible and diverse way to stimulate students' interest in learning songs. It takes a long time to learn lyrics, so we should fully believe in the ability of junior high school students. A relatively simple rhythm teacher can help students learn independently with a little guidance. Reflections on the Teaching of Pastoral 2
Pastoral is based on the lyrics of the song of the same name of Zhaowuda League in Inner Mongolia, "There are white clouds floating in the blue sky, and snow-white sheep are covered under the white clouds. The sheep seem to be stained with silver, so they love people scattered on the grassland." A violin composition based on the melody of folk songs.
The piano plays a calm and soothing accompaniment sound pattern in the prelude, which leads to a long and beautiful first part of the music theme. This is a long tune in a typical Mongolian folk song, melodious and elegant, with a low tone, which makes people indulge in the picturesque artistic conception of the blue sky, white clouds and sheep, and then the theme melody is repeated in the high-pitched area, giving people a feeling of being vast on the grassland and deep and clear in the blue sky .. The music expresses people's feelings about the grassland.
Before learning "Pastoral", students also learned to sing the Inner Mongolia song "On the Prairie", so in the lead-in part, I lead out "On the Prairie" so that children can feel the length and breadth of Inner Mongolia songs with songs. At the same time, PPT will broadcast the grassland scenery in Inner Mongolia in turn, so that children can have a direct visual experience. By singing folk songs in Inner Mongolia and enjoying the scenery in Inner Mongolia, the teaching is paved. The "long tune" in Inner Mongolia folk songs is long and broad, and "Pastoral" is a typical long tune song in Inner Mongolia. In order to make children more impressed by the melody of pastoral, I let the children enjoy the folk version of "Pastoral" and show the lyrics, at the same time, I also performed a model singing. The children deeply felt the beauty of folk songs in the process of listening, and then I showed the melody separately, so that the children could hum the theme melody with the piano. After having a deeper impression on the melody, they listened to the violin version of Pastoral completely, and at this time the children became familiar with the tune when listening. The theme melody * * * appeared three times. In the process of listening, I asked the children to listen. Listening to the theme melody * * * appeared several times, and the children listened and thought with questions, thus achieving the purpose of listening to music.
The violin's timbre is moving, like a human voice, and it has the aesthetic feeling of expression. The Pastoral, which is interpreted by the violin, is moving. Every time the melody appears, I will daydream infinitely with the music, as if I were in the boundless Inner Mongolia prairie ... touching and reluctant to part ... Reflections on the teaching of Pastoral 3
Pastoral was adapted by Sha Hankun in 1953. The music stretches beautifully and is rich in grassland flavor, which embodies the artistic conception of "the sky is grey and the wild is vast, and the wind blows grass and cattle are low" in the folk song Chilechuan of the Northern and Southern Dynasties. The music is a violin piece based on the folk melody.
The theme of the music is melodious and melodious, which is difficult for fourth-grade children to understand, and it is hard to imagine the scene for children who have never been to the grassland. Therefore, the introduction of this lesson starts with "Pastoral" sung by Buren Bayaren. The songs are sung in Mongolian and Chinese respectively, with pictures of hulun buir grassland, bringing the children into the picturesque artistic conception of blue sky and white clouds and sheep.
After creating a situation and introducing children into the beautiful prairie, they began to appreciate the theme melody of the violin "Pastoral". Listening to the theme melody, listening for many times in the form of various musical practices: humming the main theme, expressing music with scarves, drawing melody lines by hand, etc., especially using scarves to express music links is more brilliant. When using silk scarves for the first time, let the students express themselves freely. Some students wave blindly and irregularly, some melodies can't keep up, but they show the characteristics of slow speed. Some students with good sense of music can dance with the melody and show the differences between the upper and lower phrases. It can be said that they are in the stage of exploring feelings for the first time. After the melody is presented and sung, the scarves are waved again, and most of them can be divided into phrases according to the melody, showing the characteristics of pastoral. Using silk scarves to express music is an educational idea of Dalcroze's body rhythm.
Another important content of this lesson is to let students experience the timbre characteristics of the violin. Kneading the long bow is the main means for the violin to express "Pastoral". By watching the performance of the violinist Sheng Zhongguo, students can intuitively see the violin's playing mode, then show the real violin, let students touch it, and ask the students who can play to perform it. I believe students will deeply engrave the characteristics of the violin in their minds. The timbre of the violin is moving, like a human voice, and there is a sense of beauty. The "Pastoral" interpreted by the violin is moving. Every time the melody appears, the children seem to be in the boundless grassland of Inner Mongolia, which makes people moved and reluctant to part. Then they expanded their listening to the song "Beautiful Grassland My Home" by Mongolian singer Dedema, which deepened the students' infinite yearning for the grassland and the Mongols.
The design of this course has the characteristics of emotional introduction and touching sound. The students in the class are fully engaged and immersed in the artistic conception of vast grassland and deep and clear blue sky, which has achieved good teaching effect. Reflections on the teaching of Pastoral 4
I always thought that music was my love, and I took it for granted that students were as crazy about music lessons as I was, so I never paid much attention to students' inner feelings, but what happened in the music appreciation class this week changed me a lot.
Pastoral is the appreciation song of the second lesson in the fifth grade music appreciation textbook. It is an Inner Mongolia chorus folk song accompanied by Kubinashi. When I was in Class Two, Grade One, I let my classmates know what cappella is, and asked them to understand the living environment of herdsmen in Inner Mongolia, and then asked them to enjoy Pastoral. After listening, I asked the usual question: "Students, who will tell you how this unaccompanied song makes you feel?" My voice did not fall, and suddenly a boy's voice "was like mourning, like someone whose family died." As soon as the voice fell, the whole class burst into laughter, and several students echoed it. "Yes, yes, yes, we all have this feeling, just like a dead person." In the face of the noisy classroom, I was really angry and surprised at that time. I didn't expect them to answer like this. I asked them to be quiet, but the students were inexplicably agitated. Some boys even smiled and asked me, "Teacher, listening to this song is like mourning, isn't it?" After telling myself to be calm, I didn't scold them, but calmly said, "Please be quiet" and then stopped talking and looked at them quietly. At this time, some students said, "Stop laughing and listen to the teacher." I didn't say it right away. When everyone was quiet, I said, classmates, I personally think this folk song
written by the famous poet Harmo and adapted by the composer Qu Xixian is beautiful. It not only describes the natural beauty of blue sky, white clouds, green grass and sheep, but also praises the hard-working herdsmen's love for life. The music is slow and melodious, which seems to have brought us to the beautiful prairie. Music sounds different to everyone. Because everyone has different attitudes towards life and different life experiences, listening to music has different feelings. Some students listen to this song like funeral music. I can't say that you are wrong, but do you think funeral music is not beautiful? I said that different music has different meanings. funeral music contains a kind of grief and nostalgia for the dead. Are you right? "At this moment, the whole class was very quiet, and the students said in unison," Yes! "I lost no time in saying," Music is listened to by heart. When students go home, they can take out the appreciation tapes sent to you and listen to them several times. Maybe you will find that the feelings will be different each time. If you don't believe me, try it, okay? "
Through this appreciation class, I feel that a qualified music teacher should not only guide students to listen to music correctly, but also guide them to love life, experience life and feel emotions; Learn to get along well with others, just as a master musician said, "There is a seed of music in every child's heart". Just like a small tree that grows sturdily, it needs sunshine and rain. We should give students some sunshine for life and suitable soil to cultivate them into towering trees!
Music education is an important form of humanistic education, which allows students to boldly imagine, show their individuality and create potential without sticking to the text meaning of the music itself. Therefore, as music teachers, we should first get out of the circle of traditional education and abandon selfishness and narrowness, which is reflected in the classroom as a kind of respect for students, giving them a space for independent thinking, giving them the initiative, allowing them to have their own ideas and cultivating their innovative spirit. In order to change students' learning style and truly make students the main body of learning, teachers should "bravely
quit and walk in at the right time". In this way, students' subjective consciousness is fully stimulated, and they can learn happily and actively, so as to achieve the main goal of music teaching: aesthetics as the core. Let's ride the wings of music and spread our wings in the vast sky! Reflections on the Teaching of Pastoral 5
This paper tries to explore and feel the strings, dances, songs with national characteristics and their artistic charm in Mongolian music. Let the students look up the information about "Mongolia" before class, so that they can know that they can get the knowledge and materials they need from multiple channels besides class, so that they can form the consciousness of finding answers and building knowledge by themselves; Then in the classroom, we constantly create conditions for students to participate in experience, actively explore and actively practice, so that students can gain experience and ability in a series of activities such as appreciation, imagination, expression, imitation and communication. This lesson tries to stimulate students' interest in "Mongolian music" and their desire to learn more about Mongolian music culture, which brings fun and aftertaste to students' study life and conforms to the sustainable development goal of teaching. This class has designed three teaching areas.
first, feeling and appreciation. From the Mongolian music warmed up before class to the
understanding of Mongolian culture, it is based on students' own impressions of Mongolia, aiming to make the prelude of the class open on a purely natural feeling of students, rather than being imposed by the teacher, whose role is only a guide.
second, experience and performance. Music comes from life. At the beginning of the class, students' sight and hearing are gradually drawn to traditional Mongolian music by video clips. The main line of the class is Mongolian strings, dances and songs, which are completed by students' appreciation, imitation and performance, making them feel that the music that was out of reach is so close to themselves.
third, practice and creation. For the students' creation and performance, they don't want to be perfect and meticulous, but they want to be happy, so that they can experience the real characteristics of Mongolian music.
I mainly accomplish these three teaching fields by applying modern media and letting students fully participate in activities. With the stimulation of vision and hearing, plus making students move as much as possible, I can further complete the teaching objectives, let students understand, experience and then like it, and accept our national music culture with a correct attitude. Reflection on the Teaching of Pastoral 6
According to the requirements of the new music curriculum standard, sixth-grade students can hum along with familiar songs or music, or react in posture. Know the common national musical instruments in China, and be able to recognize their timbre. In the process of perceiving the rhythm and melody of music, we can initially distinguish the difference of the beat, and we can listen to the level, speed and strength of the melody. Be able to perceive the changes of music themes, phrases and paragraphs, and be able to use posture or lines and colors to respond accordingly.
Listen to songs of various genres and categories such as lyric songs, narrative songs, artistic songs and popular songs, and be able to hum or sing silently with the songs. Can participate in performances in different musical forms.
content of this lesson: enjoy two grassland songs, Pastoral and Paradise.
The textbook of this lesson is located in the second lesson after the first lesson of eleven volumes. As far as the knowledge system is concerned, it has a connecting link between the preceding and the following. It has an extension, deepening, more detailed, more ethnic and more directional effect on the content of the first lesson, and enters the grassland customs with more specific ethnic characteristics from the atmosphere of My Motherland, so that students can have a more real and concrete understanding of grassland culture and the tonal characteristics of grassland songs and learn more accurately.
what is national belongs to the world, and national music has charm. In particular, Mongolians can be said to be a musical nation, a nation that can sing and dance well. As the highest grade in primary school, I think it is necessary to learn Mongolian music content!
Analysis of academic situation
1. The sixth-grade students have a good foundation in music, and are relatively strong in music appreciation and analysis. They can analyze long and relatively large music works.
2. Students as a whole have a good grasp of musical elements such as musical knowledge, melody modeling, intonation, rhythm and emotional expression, and can express their understanding in combination with music.
3. Students may have a better grasp of the high pitch of the song, (