Reflections on Music Teaching in Senior High School
Reflection on Music Teaching in Senior High School (I)
As a music teacher, music is an essential factor in quality education. Especially in recent years, the basic courses of college entrance examination are offered, and the quality of music lessons is also extremely important. Therefore, music teachers should also learn to reflect and be good at reflecting. Then, from what aspects should music teaching reflect, and how to improve teaching ability in reflection?
First, the design reflection in the process of preparing lessons.
When preparing lessons in music class, you can design such questions for your reflection when designing lesson plans. For example, "How familiar are students with the folk songs in this class", "How to design the teaching method of learning folk songs will arouse students' interest more easily", "What problems will appear in the teaching process of learning to sing folk songs and how to deal with them symptomatically" and so on. In this way, in the process of teaching, teachers will feel targeted, and preparing lessons will not become a mere formality. Because the teaching purpose of music class is to improve students' interest in music, the reflection of design in lesson preparation is mainly to improve interest. If you find that students are particularly interested or indifferent in the teaching process, you should ask yourself what the reason is, accumulate experience and lessons, and try different teaching methods in parallel classes to achieve the best results.
Second, verify classroom reflection.
The classroom is not an assembly line in the workshop. It is static. Fifty students may have fifty different reactions to the same teaching method. Therefore, in the process of classroom teaching, teachers need to constantly adjust teaching methods, constantly verify the reflection of design when preparing lessons, and prescribe the right medicine. Classroom teaching is a regrettable art, and even the best teaching always has shortcomings, which need to be further improved and optimized. Therefore, all kinds of "accidents" in the classroom can be good reflection materials for teachers to explore in the process of continuous practice.
Third, after class, we should reflect in various forms.
There are many ways of reflection, which can be self-reflection or collective reflection through language or writing and communication. One of the most enlightening ways of reflection is to write a case reflection. The so-called case reflection is a way of writing to study and reveal its internal laws through specific typical teaching cases. Although the case has its individuality and particularity, it also reflects the teacher's teaching strategy and teaching philosophy. Teachers can analyze and summarize these typical cases in the form of words to improve their teaching ability and provide reference for their peers.
In addition to self-reflection, we can also reflect by observing and analyzing other people's examples. The so-called "stones from other mountains can attack jade." Self-reflection and self-case analysis are all based on their own, but many things are still very clear to outsiders. Therefore, teachers should observe and analyze other teachers' classes and learn their teaching ideas, teaching organization forms, teaching methods and so on. Reflect on what will be different and what will be the same, and what inspiration I will get from the same class, etc. Music teachers often have their own specialties, such as instrumental music, such as vocal music, because of their own conditions. They should be good at using their own specialties. Other people's specialties can be used as your own reference, see how others use them, and think about how you use them. Therefore, teaching reflection plays an immeasurable positive role in both the main course and the sub-course. As a music teacher under the background of the new curriculum, I think we should constantly reflect and refine in teaching, so as to find problems, learn to learn, constantly improve the teaching level, and become a new type of scientific research and reflective educator!
Reflection on Music Teaching in Senior High School (Ⅱ)
Nowadays, students are keen on pop songs and idol singers, but they despise the songs in textbooks; They can quote a long list of songs and songs sung by a singer that even the music teacher may not have heard, but they are vague or even have no impression on the songs (music) that the teacher has repeatedly taught and tried to explain in music class ... Since then, we have reflected on our education, and there are many problems in our classroom teaching;
First, the content of "music" in classroom music teaching is too low ... Music class is similar to literature class, with more language explanations and less musical language and artistic feelings. Music class is a singing class, which only sings a lot of songs, but it is very good and sings with relish. Music class is a skill class, boring and mechanical training, arousing less interest and expressing less emotion.
Second, the positioning of "teachers" in classroom music teaching is unbalanced. Teachers should do a good job in teaching this article, create a good environment, and stimulate students to learn actively and experience less. In the whole process of a class from the beginning of conception to the completion of teaching plan and teaching, teachers often consider what I should do and how to teach, and rarely consider how students learn and experience. Some teaching plans contain everything the teacher said, but there is no "what should students do at this time and what will students do at this time". I just thought about how to arrange the 45-minute class, but I didn't think that teaching was a two-way interaction between teachers and students. Music learning itself is a complex and diverse variant, including hearing, vision and sense of movement. Without such a good environment for information input and the active participation and experience of learners, the process and result of "learning" can be imagined.
Solution: At the beginning of music class, educate students from the following aspects:
1, through music teaching, improve students' musical aesthetic concept and taste.
2. Tell the students clearly that after graduating from Grade Four, some students with good music foundation can apply for art special classes to lay the foundation for further study, and let the outstanding art students in our school perform and demonstrate on their behalf, and the students have a strong response.
3. Music teaching can stimulate students' interest and hobby in learning music, enliven the air, and adjust the mood after intense culture class, which is beneficial to the study of other classes.
4. Cultivate students' participation and practical ability in music class. In view of the weak music foundation of students in our school and the special characteristics of music lessons, while using new music textbooks, we should try our best to find materials to supplement students' foundation, stimulate students' interest and improve classroom efficiency. Specifically:
(1) The textbook is extensive and profound. We should arrange some time to watch CDs in class and introduce the contents of each unit. Students should give priority to appreciation, broaden their horizons and improve their aesthetic ability.
(2) The teaching of music theory knowledge should start from the basics, and several pieces of music should be selected for solfeggio in each class. Let students learn strokes, beat rhythms and hum songs, and gradually improve their reading ability. Although most students have difficulties, they have made rapid progress after teaching for half a semester.
(3) Introduce some folk songs and famous songs to students as supplementary teaching contents by using multimedia, television, audio and other equipment. Instruct students to listen to music, hum music scores and practice repeatedly, so that students' reading ability can be improved obviously. Because of the emphasis on the words "sound" (loud voice), "accuracy" (accurate tone) and "beauty" (beautiful and beautiful), students responded positively and achieved great results in practice.
(4) Let students sing on stage in class, cultivate students' participation and practical ability, participate in provincial and municipal art festivals and other activities, so that students' mood is high and music classes are more lively.
Reflection on Music Teaching in Senior High School (Ⅲ)
This semester, our school used the full-time music textbook for ordinary high schools edited and distributed by People's Music Publishing House. The textbook is divided into five learning units throughout the semester, and the new teaching time is 13. According to the content of the textbook and students' acceptance, some unit contents were adjusted and appropriately added or deleted in the use of the textbook, and the actual new teaching hours in the whole semester were 10.
This semester, I worked as a music teacher in 9 classes in Grade Two, with 9 classes per week.
Third, the reflection on the semester music teaching.
To sum up this semester's music teaching, I insist on the overall goal of "cultivating interest, developing the ability to feel, appreciate, express and create music, improving the quality of music culture, enriching students' emotional experience and cultivating their sentiments", putting the emotional attitude and values of music teaching into practice, making students like music and fall in love with music lessons, taking the pursuit of teaching process and methods as the teaching goal, and integrating knowledge and skills into various interesting practical activities that students like. In teaching, I try my best to practice the basic idea of taking music aesthetics as the core, taking music interest as the driving force, facing all students, paying attention to individual development and music practice, and seriously transforming it into concrete teaching behavior. In teaching, we should actively think about what students teach, who will teach, who to teach and how to teach, foresee whether the goal can be achieved and realized, and firmly establish the teaching principle of "all for the development of students". Through the teaching of each class, we constantly check the completed teaching plans, and supplement, modify and improve the progress of classroom teaching and the needs of students in time. Deeply explore the aesthetic elements of music in music teaching resources. Around the experience and expression of aesthetic elements in learning materials, clear learning behavior is designed to infiltrate teaching objectives, and multimedia courseware is properly used to reveal the aesthetic elements in learning content, the beauty of language in classroom, the beauty of audio and video selection, the beauty of action and the beauty of music processing. These little beauties run through the whole classroom, which makes students' aesthetic experience and feelings of music deepen step by step. In the teaching process, we pursue music as the main body, beautiful teaching environment and optimization of learning process, flexible teaching methods, and design the content and form suitable for students to participate in music learning activities in the classroom. Such as: listening, watching, singing, jumping, performing, creating, etc. Let students unconsciously experience more beauty in the practice of music activities, know and enjoy beauty in the process of pursuing beauty, and create beauty in the process of expressing beauty!
I also actively combine the concept of new curriculum standards in the design of teaching content, which conforms to the age characteristics of students and better captures their curiosity. For example, at the same time, I skillfully integrate listening practice, emotional feelings and other "double basics" into listening appreciation, forming an organic whole with singing, performance and evaluation, so that students can learn and experience unconsciously in their favorite activities, have a better understanding and improvement of music knowledge and achieve better teaching results. In the process of teaching implementation, teachers pay more attention to cultivating students' good study habits through infiltration. For example, watching the conductor sing, watching the conductor perform creative performances, guiding the students to grasp the strength of singing and controlling the use of breath, the students have done a good job. From the perspective of educational means, courseware making is carefully carved according to the needs of teaching and learning, which embodies the educational function of "silent education" and "audio education" in synchronization and unity. I think, if every music teacher insists on designing teaching and implementing education in this way, I believe that the study of music appreciation will inevitably improve the basic knowledge and skills of high school students and improve their aesthetic quality.
Summing up last semester's teaching, I think the existing conditions are not enough to fully meet students' wishes. I need to further improve many abilities through various ways and means in the future to meet the needs of new curriculum teaching and meet students' different hopes in learning. Judging from the existing music teaching resources, the content in the textbook is not rich enough, and some contents are difficult for students to understand and accept. To achieve the goal of the unit theme, it is still far from meeting the requirements, and it needs to be absorbed and supplemented from all aspects. But the problem is that some urgently needed curriculum resources are hard to find, and "a clever woman can't cook without rice", which leads to the phenomenon that students are difficult to express and experience acceptance in the teaching process.
Because I have just changed from a student to a teacher, sometimes I feel psychologically stable and bored because of various factors, especially when the work pressure is high and the preparation of lessons is hindered, my mood is easy to fluctuate. This kind of bad mood sometimes seriously affects classroom teaching and even hurts students unintentionally. I think this is a question worthy of serious reflection. As an old teacher, it is undoubtedly wrong and should not happen. In principle, this is a question of professional ethics and attitude, which must be resolutely corrected in future work.
Looking back on last semester, I felt that I had talked too much and asked the students to pay attention to the lecture. Give your own understanding of music, you must make it clear, leaving little room for students to think, understand and use music to stimulate their imagination; Use language to express more, use emotion to experience less. Therefore, there are more languages and less music, and there is no ego in music, and there is no truth that "music works should be realized". Such a result will only turn a deaf ear, students accumulate less music works and have a shallow understanding of music, which will eventually lead to students losing enthusiasm for music lessons. So this semester, I will try my best to collect and prepare a lot of audio-visual materials before each class, prepare lessons carefully, and let students "move" more; Senior high school students have gradually matured their thoughts, have their own world outlook and have certain analytical and discriminating abilities. Simple auditory appreciation may be too boring to arouse interest, so I am going to conduct an experiment on teaching methods to make students "move". When designing before class, I want to break through the boring mode of appreciation class, design more activities in the mode of teaching methods, try to mobilize students' initiative, expand participation points and expand participation, and see if the class can be "alive".
I think next semester's music class should let students feel music by themselves, stimulate and improve their enthusiasm for participating in music learning, and attract them to like music classes through vivid teaching content! As a music teacher under the background of the new curriculum, we should consciously reflect and summarize our own teaching, find problems in time, think diligently, learn to learn, constantly improve our teaching level, and become a new type of scientific research and reflective educator!
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