Question 2: What are the four famous music teaching methods? First, the Dacrosse method:
Content Overview: "Dacrosse music teaching method" is one of the world's four major music teaching method, which is characterized by the teacher to the piano improvisation way of teaching, the students to the body rhythm to experience the feeling of music. The Dacrosse Method was developed by Emile Jack Dacrosse, a Swiss musician, educator, composer, conductor, dancer and poet. Emile Jaques - Dalcroze (1865-1950) in 1905 at the Geneva Conservatory of Music experimental success and publicized A teaching method.
Its teaching methods include: 1. rhythmic teaching 2. listening training 3. improvisation. 1. rhythmic teaching: This is the most natural rhythmic movement of the body to express the response to the rhythm of the music. This kind of teaching mode is often used in our kindergarten, national primary school lower grades rhythm, singing.... It often uses body movements, such as walking, running, and bending to represent the beat; or by clapping and pedaling to distinguish different notes; or by playing regular rhythms to stimulate students' rhythmic response...This kind of rhythmic sense of the body, leading to the learning of the basic musical abilities of the potential to play can be said to be the most in line with cognitive thinking of a kind of music teaching. 2. Listening Training Dacrosse believes that the training of singing songs in the first key of a song is more helpful to the ability of listening or memorizing music appreciation, especially intervals of cognition, and the imitation of a simple song, which must be accompanied by the rhythmic movement of the body to achieve the musical cultivation of the "inner auditory sensibility. 3. Improvisation: This is the process by which students are free to give free expression to their creative dance movements through the playing of any musical instrument in order to speculate on the motivation and meaning of the music. Improvisation: This is where students are free to utilize creative dance movements by playing any instrument to speculate on musical motives and moods. On the other hand, Dacroce also encourages experimentation with melody and harmony, and he believes that rhythm and rhyme should not be overlooked.
Characteristics of the Dacrose Method:
1. Emphasis on the rhythmic movement of the child's body in conjunction with the teaching of music.
2. Dance and rhythm are the main activities of music teaching.
3. The teaching materials should be taken from the rhythmic materials in nature, which is the most natural feeling for children to learn music.
4. The cultivation of children's visual and auditory senses is highly emphasized.
5. Improvisational dance movements promote children's ability to express themselves.
6. Music teaching should be based on rhythm.
II. Gao Dayi's teaching method:
Summary: According to Gao Dayi, he believes that the human voice is the best teaching tool. Singing must be unaccompanied, just like traditional ballad singing. From this point of view, the implementation of music teaching, o to have well-trained teachers and complete teaching materials, then no matter in the city townships, or even the most remote areas, can be implemented; and its teaching objects from the age of two years old children to adults, can be through the way of singing to learn music, can be said to be the most ideal music education for all.
Gao Da Yi's pedagogy can use the singing teaching method as its teaching purpose, which advocates all music activities:
1. singing teaching, 2. rhythmic matching teaching, 3. sight-singing and song practice, 4. sign language teaching.
1. Singing teaching Singing in early childhood is based on listening and imitating singing, starting with "reading" songs, using nursery rhymes, folk songs and life proverbs as the subject matter, starting with small third intervals, and using the pentatonic scale as the main range, choosing appropriate teaching materials to support the implementation of teaching and learning, and adopting a gradual teaching method, from two to four bars, and then expanding to eight to twelve bar phrases, with each lesson lasting 20 minutes. The first step is to make sure that you have the right tools for the job, and that you have the right tools.
2. Rhythmic teaching (1) Start by feeling the rhythmic speed and slowness, listen to the teacher's rhythmic demonstration and then imitate it yourself by clapping or stepping. (2) Use rhythmic syllables to teach rhythm. (3) Using songs to accompany playful movement, especially allowing children the opportunity to create designs to match the dance movements of the song.
3. Sight-singing and song practiceThere are a range of textbooks for sight-singing and song practice, most of which are based on folk songs, and appropriate materials are given depending on the level of the students. Sight-singing training is mostly practiced in the first-tone singing method; song practice is based on two-part choral singing, mostly ballads, using the pentatonic scale, with difficult rhythms, and is suitable for those with higher levels of ability to practice sight-singing and song practice.
4. Sign Language Teaching: The Application of John S Curwen's Sign Language to Assist Sight-Singing Teaching Method, the main feature is the use of visual, coupled with the body and hands with the sign language movement to deepen the children's understanding of the scale, the intervals between the intervals between the distance relationship between the tones and make the children to feel the children's singing tunes expressed by the ups and downs of the kind of musicality. Gao Da Yi teaching method teaching characteristics: 1. singing-based teaching method. 2. traditional folk songs, children's songs as the main teaching ...... >>
Question 3: What are the teaching methods of elementary school music Emphasis on students' emotional experience, grasp the rhythm of classroom teaching, so that the teaching design of the art Another important aspect of the music class is to arouse students' positive emotional experience through aesthetic activities, in order to achieve the purpose of cultivating the students' sentiment. Emotional experience arises in each teaching session, there are strong and weak points, there are ups and downs of the good experience will keep them interested and actively participate in student practice. In teaching, if the students are compared to the piano, the teacher is the person who plays the piano, and the teaching design is the sheet music. Those who can play the piano, the piano will make a beautiful sound, and excellent instructional design will make students have a positive emotional experience. This experience will lead to positive thinking activities. Therefore, when teachers carry out the design of teaching May 1, they must fully consider the emotional experience of students and make predictions about the emotional experience that students may have. On this basis, adjustments are made to the teaching content, methods and approaches. Classroom teaching is always drowsy is certainly not good, so that students are always in a high degree of excitement is not too good. Excellent classroom is like a good article, a good movie, the beginning part of the heart, arouse interest, the middle part of the wonderful points, the end of the ***, evocative, and all the links between the transition is natural, coherent and smooth. Therefore, teachers in the care of students' emotional experience under the premise of the classroom also choose the teaching rhythm, do have to put, turn a lesson into a beautiful song, the song has a beautiful melody.
Question 4: What are the teaching methods used in kindergarten music activities? I would like to talk about how teachers can seize the introduction link to the young children to launch the interaction, mobilize the interest of young children to learn the song. 1. verbal interaction. (1) Story introduction. In teaching, the teacher makes up the lyrics into a short story that the children love to listen to as an introduction to the newly taught song and explains it to them in vivid language. (2) Riddle introduction. For example, in the song "Big Rain, Little Rain", the teacher uses a traditional riddle: "Thousands of lines, ten thousand lines ......". The teacher uses a traditional riddle: "Thousands of lines, ten thousand lines " to focus the children's attention and listen to the song carefully. 2. Each song has its own different content and emotion to express, they are either high, low, cheerful or lyrical, how to let the children perceive all this? At this time it is necessary for the teacher to sing emotionally in accordance with the emotional requirements of the song, style characteristics to stimulate children's desire to sing. 3. animation. Teachers can combine the characteristics of the song to make PPT, attract the attention of children. Only by mobilizing the interest of young children can we cause effective interaction.
Question 5: What are the methods of teaching three beats in music class Self-learning ability is the ability of students to learn knowledge diligently, self-exploration, self-seeking. It is different from the general awareness and perception, but also different from the mechanical memory ability, but under the guidance of the teacher, in the students have the basis of learning ability on the basis of conscious initiative to sum up their own way of learning, method, active organization and use of factors affecting their own learning, successful completion of the learning task of the development of learning ability. Self-learning process is actually a complex and arduous creative labor process, is constantly exploring, discovering, understanding and mastering knowledge, the process of developing ideas. Self-learning ability is a comprehensive application of general ability, which is an important factor in educational goals. How to cultivate students' music self-learning ability, so as to develop good learning habits, I mainly from the pre-class, class and after class three aspects. First, before class Before class, I let the students around the goal, collect and learn songs (music) related information, so that students are prepared in advance, interested in learning. Including text, sound, audio and video and related history, geography and other humanities. For example, when teaching the song "The Song of the Seven Sons - Macau", I asked students to collect information in advance about the historical background of China's humiliation at that time, and the geographic location of the seven sons and other related knowledge. When teaching patriotic songs, I asked students to collect in advance: the highlights of the Olympic Games held in our own country in 2008, their favorite Olympic songs, sports, athletes, etc. I tried to collect as much information as possible. Students collected information, I try to according to the classroom time one by one in the classroom show, and timely give students affirmation! This can encourage students to self-learning, cultivate self-learning habits of interest and motivation. Second, the class in the class, more students to enjoy the success of self-learning fun. In the process of learning a new lesson, the teacher in addition to the important and difficult part of the correct guidance, some of the shallow knowledge, let go of students to self-study, so that students are easy to get the joy of success! Also give students an opportunity to show and reflect their own ability. As students' knowledge increases, the scope of self-learning knowledge, also grows. I am in the music class teaching process, the lyrics part of the teaching of the general understanding of the students to learn on their own, so that students according to their own knowledge of the language to analyze the mood of the song: is it a song of praise? Lyrical? Lively? And deep? ...... I in the song melody teaching, some of the more difficult to learn the song, I teach singing in the songbook, after the lyrics of the filling I will let the students self-study. Leave a certain amount of classroom time for students to learn to sing on their own. Let the students learn by themselves in pairs at the same table: one person sings the sheet music and the other sings the lyrics; or the teacher sings the sheet music and the students sing the lyrics. Through their own learning, students will find that they can learn a favorite song by themselves on the basis of singing the sheet music and then adding the lyrics! Experience the joy of successful self-learning! It is also cultivating the good habit of self-learning. Third, after class After-class learning is an extension of the knowledge in the class. Because the classroom 45 minutes of time is limited, teachers should be good at setting up doubts, triggering students to continue to explore the desire to learn after class. Continue to grow students' comprehensive knowledge. For example, when I was teaching and singing the song "Santalucia", we teachers and students learned and sang the song's sheet music and lyrics around the theme and objectives in the classroom, and learned about the characteristics of the boat songs in this watery city of Italy; we also experienced the characteristics of the boat song's three-beat rocking; and appreciated a few of China's boat songs. The end of the class is approaching, I finally let the students enjoy the world's three tenors sing the song "My Sun", after listening to the song I then question: students, do you know the world's three tenors are who? Unfortunately, who is the one who has passed away? He once held a concert in our China's Forbidden City, sang many wonderful tracks, students may wish to learn after class to understand ...... so that students in the curiosity and interest driven, continue to grow their knowledge of self-study ...... In short, the cultivation of students' good Self-learning habits based on the long term, to be good at seizing the best time, to be good at starting from the lower grades, from the shallow knowledge to start, will be the foundation of tamping! Whether before, during, or after class, more time is set aside for students to study on their own, and teachers give timely affirmation, praise, and affirmation of the results of students' self-learning! Let the students taste the sweet fruit, thus triggering students' interest in self-learning, motivation and desire! Day after day long self-learning habits will be formed. The above is my experience in teaching, the inadequacy of the welcome guidance.
Question six: elementary school music teaching form which four (1) experiential music teaching methods, music feeling emotional experience is the main, by stimulating students' interest in music learning, feeling appreciation of the beauty of music, emotional experience externalization of the cultivation of students' music aesthetic interest and aesthetic ability. ① music appreciation method: such as with the help of poetry, dance, drama, painting, etc. ② demonstration method: the teacher in the classroom through the actual sound, demonstration so that students gain perceptual knowledge ③ visit method: such as the organization of students to listen to concerts, visit the Museum of Musical Instruments, the purpose of the students beforehand, requirements, and then discuss (2) practical music teaching methods: the main music practice activities, through the guidance of the teacher under the personal participation of students in the music practice activities, to form and perfect the musical aesthetic interest and aesthetic ability. music practice activities, the formation and refinement of musical skills and techniques and the development of musical expression ① practice method: such as the teacher put forward the necessary demonstration of the main points; or by the students to practice collectively or individually, the teacher to guide; teachers and students *** with the analysis of the exercise, the subsection ② rhythmic teaching method: from the physical and mental aspects of the training at the same time, learning to feel the music with the sense of hearing, with the muscles and the mind to feel the rhythm of the sparseness, melodic undulations The ups and downs of the melody ③ creation teaching method ④ game teaching method: with the music of the mood, rhythm, and expression of the rhythm (3) verbal teaching methods: language transfer-based, through the teacher and students oral language activities and students independently read the written language-based music teaching ① lecture method, the teacher through a concise, vivid verbal language teaching ② talk method ③ discussion method ④ reading guide method (4) exploratory music Teaching methods, in order to explore, discovery-oriented, through the creation of a situation to stimulate learning motivation, guide students to analyze the conclusions from multiple perspectives.
Question 7: What are the main basic lesson types of the new curriculum music classroom teaching? 1, classroom teaching, the teacher's basic skills in verbal communication what are the main elements include? Please design a comprehensive music class, highlighting the rationality and scientificity of your choice of different teaching languages according to specific teaching content and teaching sessions.
2. What are the basic skills of teaching aids that you commonly use in music teaching practice? Against the requirements of the Music Curriculum Standards, what deficiencies still exist?
3, the design of the classroom to grasp the "three basic points", "two key", "a core" is what?
4, classroom teaching in the establishment of learning organizations to follow the principles and strategies?
5. How to recognize the role of non-intellectual factors in students' development? What are the roles and tasks of music class in it?
6, please write an educational narrative about the use of incentives and disincentives for teaching in music classroom teaching management according to your teaching practice.
7, talk about your practice or vision of guiding students to establish a growth record bag.
8, on the music curriculum of your grade, proposing a set of innovative music subject test questions that can be completed in 40 minutes.
9. What is the relevance of tracing students' lives and experiences in music lessons?
10, how do you understand the classroom generative teaching resources? Give examples.
11, combined with their actual classroom teaching, write a classroom teaching narrative case, and refine the teaching philosophy. Reprinted
Question 8: What kind of music teaching strategies are effective Interest is the first priority. As educators, how can we mobilize students' enthusiasm is the top priority of the teaching task.
Consider what kind of songs students like, starting from popular songs, teach students how to appreciate music, and then slowly improve taste afterwards. Nowadays, students are more inclined to popular songs, in my teaching process I found that after 00, after 90, for the edge of the music appreciation and appreciation degree is insufficient, prompting the understanding of the music is biased, for example: most of the students like rock, but listen to is really dirty rock, there is no emotion and mood of the lyrical, only the hustle and bustle. As our educators, it is recommended that you uphold the syllabus in the teaching process, starting from the students' interest, to enhance the quality of music teaching is the king. Purely hand-typed, a little shallow opinion, forget to adopt.
Question 9: What are the methods of teaching music Teaching methods are teachers and students in the bilateral activities of teaching and learning in order to effectively complete certain teaching tasks and means of the general term, which includes both the teacher's teaching method, including the students under the guidance of the teacher's method of learning, is to teach the method of learning method and the effective combination of methods. The basic elements that determine the teaching method are teaching purpose, teaching object and teaching content. Due to the special nature of music teaching purpose and teaching content, the teaching method of music class is different from the teaching method generally adopted in general subjects. The following is a discussion of the selection and application of music teaching methods with regard to the characteristics of music teaching. The selection of teaching methods should be compatible with the characteristics of the subject, and should be based on the purposes and tasks of the teaching activities of the subject. The fundamental purpose of music teaching is to provide students with aesthetic education, i.e., to cultivate students' aesthetic emotion and aesthetic ability through music teaching; the content of music teaching includes singing, instrumental music, rhythm, appreciation, creation and basic knowledge and basic skills of music; music class is a highly technical subject, which determines that music teaching generally adopts the method of practicing, appreciating and demonstrating. Music education, as an aesthetic education, is not pure knowledge and theory transfer, feeling music, appreciating music, expressing music must be based on the mastery of certain skills and techniques. Music teaching is for the appreciation of music, playing and singing, creative expression of music and technical aspects of a series of knowledge transfer and skills training, leaving the technical training is very difficult to complete the task of aesthetic education, but also can not complete the task of music teaching. Therefore, the practice method should be the basic and important method widely used in music teaching. Music is an auditory art, to cultivate students' aesthetic ability, the first condition is to let them accept the cultivation of beauty, let them have a lot of contact with excellent music works, expanding the music vision. One of the important signs of aesthetic and cultivation of beauty is the ability of music appreciation. While listening to music, the beauty of music will infect students and stimulate their interest, and music appreciation can cultivate students' ability to perceive, pay attention to and memorize music, and improve their appreciation level. As one of the teaching contents of music class, appreciation itself is based on the appreciation teaching method, and in singing, instrumental music, rhythm and other teaching are all through and embodied in the appreciation activities, so the appreciation method is also a teaching method commonly used in music class. We know that children learn music from imitation, in the classroom students learn a variety of skills can not be separated from the teacher's demonstration, especially in singing, instrumental music and other teaching activities, the teacher's model singing, model playing are essential. Therefore, the demonstration method is also one of the important methods of music teaching. Selection of teaching methods should also be based on the content and characteristics of different teaching materials in the subject. Such as singing teaching method of listening and singing method, sight-singing method, but also by the teacher teacher singing and playing, and the use of pictures, teaching aids and gestures prompted by counseling students to sing a good song. Instrumental music teaching to avoid mechanical boring exercises, teachers should be concise and image. Appreciation teaching is not only using the appreciation method, but also using poetry, text, pictures and other means to prompt students to associate and imagine. The method of analyzing, synthesizing and comparing should also be carried through the whole process of students learning to appreciate music. The teaching method of basic knowledge and basic skills of music is based on the combination of audio-visual method, linkage and control method, and explanation method, which is different from the general skill training method. The actual situation of the students, such as age characteristics, musical quality, etc. also affects the choice of teaching methods. For example: in the singing skills training, the middle grades of elementary school students should be instructed to gradually shift from chest breathing to chest and abdominal breathing, learn to sing with breath support; to the upper grades require gradual mastery of the ability to control the breath, from the instinctive singing into the art of singing to lay the foundation for the same time for the vocal method of training, biting and spitting also requires a clear and accurate. Rhythmic teaching should be lower elementary school students as the main teaching object. In the teaching of teachers should provide students with a relatively simple demonstration of the possibilities, and a large number of game methods, in order to better mobilize students to learn, practice enthusiasm. Whether in instrumental music, appreciation or general knowledge of music teaching, for the lower grades students to image, fun-based, for the upper grades students, the lecture method can be used more often. The quality of students also affects the choice of teaching methods. In the better quality of music class, can appropriately increase the difficulty and depth of music knowledge and skills training, classroom teaching content arrangement can also be more full. For example, in the teaching of new songs can be used when the sight-singing method. For students with poor musical quality, they should learn new songs by listening and singing, and the teaching progress should be slowed down and the difficulty should be reduced. In addition, in the use of teaching methods, attention should be paid to the reasonable cooperation of a variety of teaching methods. In singing, instrumental music teaching, not only to use the demonstration method, practice method, but also interspersed with the use of lecture ...... >>
Question 10: What are the teaching methods of elementary school music? Pay attention to the students' emotional experience, grasp the rhythm of classroom teaching, so that the teaching design of the art Another important aspect of the music class is to trigger the students' positive emotional experience through the aesthetic activities, in order to achieve the purpose of educating the students' sentiment. Emotional experience arises in each teaching session, there are strong and weak points, there are ups and downs of the good experience will keep them interested and actively participate in student practice. In teaching, if the students are compared to the piano, the teacher is the person who plays the piano, and the teaching design is the sheet music. The one who can play the piano, the piano will make a beautiful sound, excellent instructional design, will make students positive emotional experience. This experience will lead to positive thinking activities. Therefore, when teachers carry out the design of teaching May 1, they must fully consider the emotional experience of students and make predictions about the emotional experience that students may have. On this basis, adjustments are made to the teaching content, methods and approaches. Classroom teaching is always drowsy is certainly not good, so that students are always in a high degree of excitement is not too good. Excellent classroom is like a good article, a good movie, the beginning part of the heart, arouse interest, the middle part of the wonderful points, the end of the ***, evocative, and all the links between the transition is natural, coherent and smooth. Therefore, teachers in the care of students' emotional experience under the premise of the classroom teaching rhythm, do have to put, turn a lesson into a beautiful song, the song has a beautiful melody.