Less than Sasha's speech
Lesson plan of "The Whistling of Rain" 1 1. Analysis of curriculum resources
(A) said textbooks
"Rain in sasha vujacic" is the fourth lesson selected from the second volume of the nine-year compulsory education textbook "Six-year Primary School Music Hunan Education Edition". The lyrics are vivid and vivid, which mainly permeates the children with the scientific knowledge that seeds can't grow without rain and dew in an anthropomorphic way, with profound meaning and strong flavor of life. I also intend to make full use of musical images to educate students' ideals and sentiments.
The whole song is divided into four phrases. The first and second phrases are repeated, and the rhythm is ×××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××
(2) The intention and context of textbook arrangement.
"Rain rustling" is one of the contents of the fourth lesson. After learning the third lesson "Morning on the Farm" last class, the students were taught to imitate the sounds of various small animals. This class continues to guide students to feel the wonderful sound of nature, which is related to the teaching of music appreciation "the rustling of rain" This lesson plays a connecting role.
(3) Analysis of learning situation
The teaching object of this class is the first-year students of grade nine, who come from the dormitory area around the school. After a semester of music study, students have mastered the basic knowledge of music, and have the initial singing ability and expression desire, but after all, they are young, playful and active. Therefore, in teaching, I pay attention to creating teaching situations that are close to students' life experience and conform to the psychological characteristics of primary school students, and adopt various teaching methods to attract students' attention and stimulate students' interest, so as to ensure the smooth progress of teaching activities and thus complete the teaching objectives of this course.
Second, talk about teaching objectives
1, teaching objectives:
Curriculum standards point out that "a good teaching process should be reflected in various activities that are conducive to students' participation, including music appreciation, performance, creation and other activities". Combined with this concept, I have formulated the objectives of this course as follows:
(1) (knowledge and skills) By guiding students to observe, imagine and discuss, they can feel and understand spring, and understand that the germination and growth of seeds cannot be separated from the truth of rainwater science.
(2) (Process and Method) Guide students to sing songs in a kind and soft voice.
(3) (Emotion and Value) Let students cultivate their love for beautiful nature by feeling the spring.
2. Teaching emphases and difficulties
According to the analysis of the above curriculum resources, around the concept of "student-oriented", I have formulated the teaching emphases and difficulties of this course as follows:
Guide students to sing songs with neat and soft voices and cheerful and lively emotions.
Third, talk about teaching methods.
Tolstoy pointed out: "Successful teaching needs not compulsion, but stimulating students' interest in learning. "According to this feature, I mainly use the methods of talking, guessing, interesting teaching and creating situational teaching to stimulate students' interest in learning music.
Fourth, the methods of speaking and learning
Because senior one students mainly think in images, they have the physical and mental characteristics of strong curiosity, activity and imitation. Through the comprehensive means of song and dance games, I teach intuitively, so that students can turn aimless movements into regular movements in music, so that they can acquire knowledge and form skills through unintentional movements, stimulate students' innovative thinking through self-presentation and evaluation, and let them participate, explore and acquire knowledge independently.
According to the teaching content of this course, the teaching AIDS and learning I need are:
Piano, multimedia courseware, percussion, cards, headdress.
Verb (abbreviation for verb) talks about teaching procedure.
The teaching procedure of this course includes eight links: creating situations-introducing new lessons-learning to sing-showing students' self-made musical instruments, and accompanying songs-cooperative performance-mutual evaluation-classroom expansion-summary.
Let me focus on the teaching process of this class.
Lecture Notes of Whispering Rain 21. Talking about Teaching Materials
1, teaching material analysis: The lyrics less than Sasha are vivid and vivid. The lyrics have permeated the scientific knowledge that seeds can't do without rain and dew in an anthropomorphic way, which is meaningful and full of life. I also intend to make full use of musical images to educate students' ideals and sentiments.
Song Gong mode, a musical form, is 2/4 beat. The whole song is divided into four phrases. xxxxx is used repeatedly in the first and second phrases, and the rhythm vividly describes the "rustling" sound of light rain. Thirdly, the four phrases express the urgency of the seeds to germinate and grow through tightening.
2. Teaching objectives:
According to the requirements of the syllabus and the analysis of the teaching materials of this course, three teaching objectives are determined.
(1) Review the pitch dms and various rhythm patterns composed of dichotomies, quartets, octaves and rests through games.
(2) Guide students to sing songs with lively and friendly emotions. Understand the scientific truth that seeds can not germinate and grow without rain and dew, and inspire students to learn to observe things carefully.
(3) Inspire students to write lyrics for songs through comprehensive activities, and cultivate students' improvisational creativity.
3. Teaching emphases and difficulties:
Learn to sing and write lyrics.
Second, talk about teaching methods.
Tolstoy pointed out: "Successful teaching needs not coercion, but stimulating students' interest in learning. "Teachers are not for teaching, but to help students learn. Teaching is to teach students to acquire knowledge with the help of existing knowledge. Therefore, in the teaching of this class, we should first choose interesting teaching methods as much as possible to stimulate students' interest; Second, we should create situations for students to participate, explore and acquire knowledge independently. In the teaching process, I use the methods of dialogue, demonstration, guessing and scene introduction to stimulate students' interest in learning music. At the same time, make full use of vivid teaching language throughout the whole teaching process, so as to mobilize students' learning enthusiasm and initiative, and make the whole teaching activity become a process of continuous thinking exchange and spiritual communication between teachers and students, thus cultivating students' innovative thinking ability.
Third, theoretical study.
This lesson is mainly through the teacher's inspiration and guidance, to mobilize children's senses, let them actively participate in classroom teaching, and guide children to turn the aimless "movement" in music into regular "movement" in teaching, so that they can acquire knowledge and form skills on the basis of their love and willingness to learn.
Fourth, talk about the teaching process:
1. Organize teaching: Students listen to the music of "Spring is Coming" and walk into the classroom with various small animal movements, with the purpose of paving the way for teaching and adjusting the classroom atmosphere.
2. Vocal music practice
Teaching should have a vivid image, starting with intuition, so that students can feel real, see and hear. I use students' understanding of the surrounding things, what they see with their eyes and hear with their ears to visualize teaching, so that students can finally achieve the performance of family affection. In vocal music practice, I adopted the vocal music of "imitating animal calls", without overemphasizing mouth shape, breath, position and diaphragm. What should I do? Instead, I will vividly show a few small animals such as chicken, duckling and frog through actions. Without too much theoretical explanation, students will express all kinds of voices incisively and vividly.
3. Listening games
Marx once called the ear with musical perception "the ear of music". Listening to pitch is an important beginning to cultivate students' "ears of music". Music is the art of time and sound, and the length of time planting, the strength of sound, the height and so on all have abstract characteristics. So I use visual means: use singing rope to guide students to feel, find and judge the position of pitch, so that they can sing it accurately.
4, rhythm game:
Rhythm teaching is an indispensable part of music teaching. According to the outline requirements, the notes mastered by junior students are divided into two notes, four notes and eight notes. It is difficult for them to understand if they are only asked to sing two beats of the semitone and one beat of the quarter note. It takes a long time for students to understand what two beats and half beats are.
Lecture Notes of Rain sasha vujacic 3 I. Talking about Teaching Materials
1. The lyrics of Rain sasha vujacic are vivid and vivid. Mainly through anthropomorphic means, children are infiltrated with the scientific knowledge of rain and dew, which is full of meaning and strong flavor of life. The song is Gongdiao, a musical form with 2/4 beats. The whole song is divided into four phrases. The repetition of the first and second phrases vividly describes the rustling sound of light rain with the rhythm of XX | XX | XX | XX |. In the third and fourth stages, the method of tightening was adopted, which showed the urgent mood of seed germination and growth.
2. Teaching objectives
A good teaching process should be reflected in various activities that are conducive to students' participation, including music appreciation, performance and creation. Therefore, according to these characteristics of music class and the teaching content of this class, I have formulated the following teaching objectives:
(1) Review the pitches of do, mi and so and various rhythm patterns composed of binary, quaternary and octave notes through games.
(2) Guide students to sing songs with lively and friendly emotions. Understand the scientific truth that seeds can not germinate and grow without rain and dew, and inspire students to learn to observe things carefully.
(3) Cultivate students' improvisational creativity.
3. Teaching emphases and difficulties
As far as the educational goal is concerned, the core educational goal of music course is to enrich students' emotional experience and cultivate students' interest in music. So I set the teaching focus of this class as: learning to sing.
Second, talk about teaching methods and learning methods.
The teaching of each class is inseparable from the teaching of teachers and the learning of students. Teacher-student interaction is not only a process of knowledge interaction, but also a process of spiritual communication, and it is also a process of life dialogue.
Tolstoy once pointed out: "Successful teaching needs not compulsion, but stimulating students' interest in learning. "According to this feature, I mainly use methods such as dialogue, demonstration, guessing and scene introduction to stimulate students' interest in learning music. Therefore, in teaching this class, first, we should choose interesting teaching methods to stimulate students' interest; Second, we should create situations for students to participate, explore and acquire knowledge independently.
Because junior students are mainly thinking in images, they are curious, active and imitative. According to this feature, I inspire and guide children's senses, and combine singing, dancing and games for intuitive teaching. Make students turn aimless exercise into regular exercise in music, and make them acquire knowledge and form skills through unintentional exercise.
Third, talk about the teaching process
In the teaching process, I divide it into four links.
The first link: creating situations.
According to the imitative characteristics of primary school students, in pronunciation practice, I adopted the vocal song "Who's Calling", without overemphasizing the students' mouth, breath, position and other skills, and vividly displayed several small animals such as chickens, ducklings and frogs through actions, with the aim of adjusting the classroom atmosphere.
Marx once called the ear with music perception ability "the ear of music", and listening to pitch is an important beginning to cultivate students' "ear of music". So I use singing as a rope to guide students to feel, discover, judge the position of pitch and sing its pitch accurately.
Rhythm practice is an indispensable part of music teaching, and it is difficult for students to understand the meaning of rhythm. After a long time, students lose interest in rhythm practice and are not sure about the rhythm of songs. So I guide students to practice by playing games.
The second link: introducing new courses.
The vivid introduction of new courses can give people wonderful enjoyment, play the role of induction, foreshadowing and cohesion, and can stimulate interest, maintain interest, regenerate interest and ignite the spark of knowledge. It is a link that connects the next link and makes a class have a good start. Therefore, I guess to arouse students' interest. When students guess the rain, inspire them to contact their own observation of natural scenery, and then listen to the song "Spring Rain in sasha vujacic" while watching it.
The third link: learn to sing.
When learning to sing, I divided it into three steps.
Play the animation of light rain and seeds, and let the students listen to the song "Light Rain and Rustle" while watching.
(2) Let students read the lyrics with emotion, so as to deepen their understanding and memory of the lyrics.
(3) Using multimedia and piano to let students learn songs, mainly through normal singing, singing with students, and singing with students, and finally by guiding students to sing with emotion.
The fourth link: classroom development
By expanding this link in the classroom and infiltrating the education of "love" into the students, I guided it like this: "In this class, we learned the lesson" Whistling Rain "by singing and writing lyrics, and learned that the growth of seeds can not be separated from the moisture of rain, and you are like seeds, and your growth can not be separated from your parents, teachers and motherland ... So you should love and honor your parents from an early age. This summary permeates the education of students' "love" and deepens students' emotional experience after class.
In the design of the whole class, I design around the curriculum standards, teaching materials, teaching difficulties and students' cognitive psychological characteristics. Classroom not only cultivates students' interest in music, but also enables them to cultivate students' ability to feel music by participating in music practice activities.
Rain sasha vujacic is called text draft 4 and textbook.
Judging from the textbook, Less than Sasha is a simple, lively and fluent children's song. The lyrics are vivid and vivid, and it is inseparable from the scientific knowledge of rain and dew to infiltrate seeds into children by anthropomorphic methods. Song Gongdiao, a musical form with 24 beats, is divided into four phrases. The first and second phrases vividly describe the rustling of light rain with XXX-XXX rhythm in a repetitive way; The third and fourth phrases show the eagerness of seeds to germinate and grow by tightening.
Second, said the teaching objectives
In terms of teaching objectives, I have determined three teaching tasks according to the syllabus and the analysis of teaching materials. First, review all kinds of rhythms composed of pitch dms, dichotomous, quartic, octave notes and rest notes through games; Second, guide students to sing songs with lively and cordial feelings, understand that seeds cannot be separated from rain and dew, and inspire students to learn to observe things carefully; Third, through comprehensive activities, inspire students to write lyrics and practice skills for songs, cultivate students' improvisational creativity, and cultivate students' beautiful sentiments by using musical images.
Third, talk about the key points and difficulties in teaching.
The teaching emphasis and difficulty of this paper are: learning to sing and write lyrics.
Fourth, talk about teaching methods.
Tolstoy pointed out: "Successful teaching needs not compulsion, but stimulating students' interest in learning. "Teachers don't teach but help students learn. Teaching is to teach students to acquire knowledge with the help of existing knowledge. Therefore, when I teach this course, I try my best to use interesting teaching methods to stimulate students' interest in learning, create situations, and let students participate, explore and acquire knowledge independently. In the teaching process, I use the methods of dialogue, demonstration, guessing and scene introduction to stimulate students' interest in learning music.
Verb (abbreviation of verb) and learning methods
This class is mainly through the teacher's inspiration and guidance to mobilize children's senses and let them actively participate in classroom teaching. And in teaching, guide children to change aimless "sports" into regular "sports", so that they can acquire knowledge and form skills on the basis of love and willingness to learn.
Sixth, talk about the teaching process.
Now, talk about some of my designs for this course:
First of all, with the music "Spring Comes", the teacher led the students into the classroom, and the teachers and students sat together. The purpose is to create a situation to immerse students in a cheerful atmosphere.
In vocal music practice, I use the vocal music "Animal Barking Simulation" to divide the class into two groups: boys and girls. Ask and answer, make use of students' understanding of the surrounding things, and don't deliberately emphasize what mouth shape, breath, position and so on should look like. Instead, we should start with intuition, let students see with their eyes and listen with their ears, and vividly show the sounds of several small animals, such as kittens, chickens and puppies, so that students can feel as if they were there.
Rhythm teaching is an indispensable and important link in music teaching. Marx once said that the ear with music perception ability is called "the ear of music". So in order to let children actively participate in rhythm teaching, I use listening to music and playing games with students to strengthen the cultivation of rhythm. The students listened to the cheerful clapping songs with their ears while following the rhythm. This kind of teaching combines the games that children usually play, which is intuitive and interesting, and students will soon learn it. Even children with poor reception ability can easily master it in this intuitive learning. Then, several groups of children are invited to perform on the stage, and the children in the audience will be judges. The best group will be rewarded with small red flowers, thus forming an interaction between students, allowing them to actively participate and turn passive into active. Through the above rhythm exercises, the difficulties in music score teaching have been solved, and obstacles have been removed for the teaching of new courses.
I use speculation to stimulate interest and lead to topics. The mystery is: "a thousand lines, ten thousand lines, fell into the water and could not be seen, and hit a natural phenomenon." When students guess that it is raining, the courseware shows the sound of light rain, so that students can close their eyes and listen and feel the sound of rain wholeheartedly. Then inspire students to contact their own observation of natural phenomena, while watching the animation of light rain and seeds, while listening to the song "The Whistling of Light Rain", so that students' hearing and vision can be skillfully integrated, and they have an immersive feeling and stimulate students' interest. Enlighten and guide students to understand the content of the lyrics, help them learn how to listen, and recite the lyrics with emotion, remind students that "sand, sand" should be light and accurate, and "speaking" should be slightly stronger, so that students can grasp the rhythm and deepen their memory of the lyrics by experiencing the changes of sound intensity in the songs.
I let the students rub the plastic bags and make the sound of "sand, sand", which simulates the artistic conception in light rain and deepens the students' feelings and understanding of the songs. Life itself is the source of music. Let students use the natural sound sources of objects in life to express the artistic conception of songs, and cultivate students' imagination through hands-on practice.
Sing by listening and singing. The courseware gives out beautiful melodic sound, which makes students feel that the rhythm of the song is bright and the melody is beautiful, and stimulates students' singing enthusiasm!
Then there is the enlightening question: "The rain is loud and small. What did we hear just now? " ? The rain is thin, and the seeds are so happy to drink the sweet rain! What will it sound like? What kind of mood should we sing? "In this way, by inspiring students and mobilizing their emotions, they can easily grasp the vivid and cordial emotions in the songs.
Using courseware, students can learn to sing by singing in groups of men and women, singing in groups and singing while playing rhythm.
After learning the song, I inspired the students, "Who is as happy as rain and seeds in spring?" Guide the students to write lyrics and express the contents of the discussion in different forms such as dancing and singing. Let students express the cheerful artistic conception of music with actions, enlighten their beautiful imagination with music and pictures, induce students to start thinking, show themselves and cultivate their innovative consciousness and ability.
The next step is to relax. I let the students go to the computer and simply operate the game of spring clothes, which pushed the class to another climax. While resting, cultivate their creation and pursuit of beauty.
After the game, the whole class sang the song "Rain Whistling" to the music.
Lecture Notes of "Light Rain in sasha vujacic" 5 Dear teachers:
Hello! I am Yan Qiuqing, a music teacher at Chongqing People's Primary School. Today, I said that the topic of the class is the comprehensive singing class "Rain Whistling". It is the second volume of the 9-year compulsory primary school music textbook of People's Music Publishing House, the first unit "Spring" and the second lesson song "Rain Whistling".
This is a cheerful and lively song. With the help of regular rhythm, it vividly depicts the rustling sound of light rain, and uses anthropomorphic lyrics, which is naive. Full of children's interest, but also infiltrated the scientific knowledge that seed growth can not be separated from rain and dew.
The songs in this unit are all related to spring. By listening to music, you can feel the spring represented by music. Guide students to observe things carefully through singing and inspire them to love nature.
The teaching objectives of this class include my training of students' music skills, the cultivation of creative ability and moral education. By singing songs, children can understand the scientific truth that seeds can't germinate and grow without rain and dew, stimulate students' imagination to sing with feelings, be educated by the artistic image of songs, and express their love for life with songs.
This course focuses on music teaching, combined with comprehensive knowledge of Chinese, thinking and science.
The focus of this lesson is:
1, look at the music knowledge, know the phoneme and roll name of DO, and sing the correct pitch.
2. Sing with emotion, feel the artistic conception of music and express the image of music.
In view of the above teaching objectives and difficulties, I adopted the following teaching methods:
1, with the help of multimedia courseware, set up the environment to realize emotion, stimulate interest with emotion and cultivate students' aesthetic ability.
2. I am going to carry out creative activities in rhythm teaching, so that students can discover and create rhythm by themselves, and cultivate students' expressive ability and creative consciousness of rhythm creation.
3. In the process of teaching new songs, we mainly adopt the methods of teaching singing, listening to the piano and solfeggio. By teaching singing, students can sing slowly along with the piano. Let students truly become the main body. Make students study consciously and actively under the guidance of teachers, and cultivate students' self-study ability.
According to the teaching content of this lesson, I use the following teaching AIDS and learning tools:
Piano, multimedia courseware:
In order to enable them to complete the teaching task in American middle schools well, I designed the following teaching process: preparation stage. Second, the new funding stage. Three stages of development and four summaries
Below I will talk about the operation of these four links respectively.
First, the preparation stage:
1, organizing teaching:
I'm going to let the students listen to music and do the rhythm in the classroom. Then I greeted my classmates with a kind song, unconsciously infiltrated emotional education, and practiced speaking at the same time.
2. Vocal practice: In the vocal practice, I adopted the vocal song "Imitating Animal Barking", instead of overemphasizing the vivid image of mouth shape, breath, position and diaphragm in ......................................................................................................................... teaching, and starting with intuition, let students feel the truth. I use students' understanding of the surrounding things, what they see with their eyes, and what they hear with their ears to teach intuitively, so that students can master the method of making sounds in happiness.
3, learn to read music knowledge: know the location of the DO sound.
In order to adjust the relationship between teaching and learning, students can unconsciously complete their learning tasks in pleasure. I'm going to use computer multimedia to learn the knowledge of reading music. Through vivid pictures and music rendering and vivid explanations by teachers, students can actively participate in learning, quickly master the phonemes and roll names of DO, and sing accurately.
4. Rhythm practice
Rhythm teaching is an indispensable part of music teaching, in order to let children actively participate in rhythm teaching. I use Super Variety, a visual, interesting and intuitive game form, to guide students to practice. Game method: put six plastic stools in front of the classroom, one for each beat. That is, [1]=x, [1 1]=xx, [x] [-] = x-, this intuitive teaching, students quickly learned, and then I invited several students to go on stage to combine a set of rhythms at will, and the students on the stage seriously thought about how to give the students under the stage a difficult problem. Through the above rhythm exercises, the difficulties in music score teaching have been solved and the obstacles have been cleared for the new curriculum teaching.
Second, the new grant stage:
1, introduce a new lesson
According to children's psychological characteristics, in order to attract students' attention, I use the method of guessing to arouse students' interest. "Thousands of lines fell to the ground, out of sight. Students, guess what this is? "
2. Be familiar with melody and learn to sing.
The children guessed that it was raining, so I asked the students to rub the plastic bags and make a "rustling" sound to simulate the artistic conception of light rain and accompany the songs. Playing the role of grass, coupled with appropriate actions to perform, is very helpful for students to be familiar with the melody of the song and understand the lyrics, and to deepen their feelings and understanding of the song. Life itself is the source of music. Students use the natural sound source of things in life to express the artistic conception of songs, which is conducive to cultivating students' creativity through hands-on practice. Finally, sing by listening and singing.
3. Artistic treatment:
Ask questions through inspiration: the rain is loud and small. What did we just hear? The light rain is sparse. How should we sing? How happy it is for seeds to drink sweet rain. What about its sound? What kind of mood should we sing? In this way, through inspiring language, arouse students' emotions and experience vivid and cordial emotions in songs.
Third, the development stage.
After students can sing this song with emotion, I encourage students to create and improvise rhythmic songs by themselves. I inspire students: "In spring, who is as happy as rain and seeds?" Guide students to write lyrics, and discuss in groups of 6 people, and show the contents discussed in different forms such as painting, dancing and singing, so that students can express their cheerful mood in music with actions, enlighten their beautiful imagination with music and pictures, cultivate their sentiment with virtue, induce students to think and show themselves, and cultivate their innovative consciousness and ability.
Fourth, the summary stage.
In this class, I summed up the teaching content of this class with inductive ending, and finally arranged the students to do the homework of the little actor and left the classroom accompanied by music.
There must be some shortcomings in the above design, please criticize and correct me.
Thank you!